Students Appreciation Quotes

Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.

It's not that students don't "get" Kafka's humor but that we've taught them to see humor as something you get -- the same way we've taught them that a self is something you just have. No wonder they cannot appreciate the really central Kafka joke -- that the horrific struggle to establish a human self results in a self whose humanity is inseparable from that horrific struggle. That our endless and impossible journey toward home is in fact our home. It's hard to put into words up at the blackboard, believe me. You can tell them that maybe it's good they don't "get" Kafka. You can ask them to imagine his art as a kind of door. To envision us readers coming up and pounding on this door, pounding and pounding, not just wanting admission but needing it, we don't know what it is but we can feel it, this total desperation to enter, pounding and pushing and kicking, etc. That, finally, the door opens...and it opens outward: we've been inside what we wanted all along. Das ist komisch.

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

Love Egoist: Let me tell you this. I've done things to be appreciated but nothing to be insulted for. After all, I'm trying my hardest not to disappoint my students.

One student asks: Why should I live? Steven Pinker answers: In the very act of asking that question, you are seeking reasons for your convictions, and so you are committed to reason as the means to discover and justify what is important to you. And there are so many reasons to live! As a sentient being, you have the potential to flourish. You can refine your faculty of reason itself by learning and debating. You can seek explanations of the natural world through science, and insight into the human condition through the arts and humanities. You can make the most of your capacity for pleasure and satisfaction, which allowed your ancestors to thrive and thereby allowed you to exist. You can appreciate the beauty and richness of the natural and cultural world. As the heir to billions of years of life perpetuating itself, you can perpetuate life in turn. You have been endowed with a sense of sympathy—the ability to like, love, respect, help, and show kindness—and you can enjoy the gift of mutual benevolence with friends, family, and colleagues. And because reason tells you that none of this is particular to you, you have the responsibility to provide to others what you expect for yourself. You can foster the welfare of other sentient beings by enhancing life, health, knowledge, freedom, abundance, safety, beauty, and peace. History shows that when we sympathize with others and apply our ingenuity to improving the human condition, we can make progress in doing so, and you can help to continue that progress.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

College football would be much more interesting if the faculty played instead of the students, and even more interesting if the trustees played. There would be a great increase in broken arms, legs, and necks, and simultaneously an appreciable diminution in the loss of humanity.

Nawat grinned. “I was helping to steal soldiers who couldn't keep up.” “What do you do with them?” she asked, curious. “I haven't heard of bodies being found.” “Nor will you,” Nawat informed her, sitting on a corner of the worktable. “They were still alive when we gave them to my warriors at the edge of the jungle.” He picked up Aly's hand and laced his fingers with hers. “My warriors will be able to say they last saw the missing soldiers alive, when the troops went on a visit to the jungle.” Aly walked her free fingers over their entwined hands. “But why would Crown soldiers visit the jungle?” “They didn't think they would at first,” Nawat admitted. “So my warriors show them the beauties of the deep jungle. They take away all the things the soldiers have of the civilized world, such as clothes and weapons and armor, so the soldiers will appreciate the jungle with their entire bodies. But my warriors have seen jungle before, so they get bored and leave. The soldiers stay longer.” “Like the tax collectors,” Aly whispered, awed by the beauty of what he described. “Take away all they have and leave them to survive the jungle. If you're questioned under truthspell, you can say they were alive when you left them. And the only way they could survive naked out there . . .” Nawat was shaking his head. Aly nodded. “I take it you don't leave them near any trails.” “They are there to appreciate the jungle that has been untouched by humans,” Nawat told her, a teacher to a student who did not quite understand. Aly sighed. “I am limp with envy,” she told him. “Simply limp.

The students we saw were all bright, attractive, and polite, and the teachers all seemed to be smart and dedicated, and I began to appreciate the benefits of a private school education. If only I'd had the opportunity to attend a place like this, who knows what I might have become? Perhaps instead of a mere blood-spatter analyst who slunk away at night to kill without conscience, I could have become a doctor, or a physicist, or even a senator who slunk away at night to kill without conscience. It was terribly sad to think of all my wasted potential.

This teacher was kind and well-intentioned, but I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it.

As always, huge thanks to booksellers and librarians and educators! Now more than ever your determination to keep books like mine available for customers, patrons, and students like yours is so appreciated. Thank you for fighting that fight.

Hawkeye: ...Remember when Magneto brain-zapped the X-Men into fightin' us? There's mind control goin' on here. That or Cyclops is- Hank: I appreciate your concern, Hank, but I consulted Wolverine. He vouched for both Magneto and Ms Frost. And we, of all people, can't begrudge someone a second chance. Hawkeye: Second chance? Magneto's had, like, THIRTY! How many times're we gonna get burned before we stop cookin' naked? [...] Hank: Listen, why don't you stay here and supervise the students? Things are tense enough with Pietro in there. Hawkeye: Okay, kids, huddle up! We're gonna work on resisting mind control today. No particular reason.

I am grateful to everyone who believes in me.

If other people owe you an apology, and your words of apology to them are proper and heartfelt, you still may not hear from them for a while. After all, what are the odds that they get to the right emotional place to apologize at the exact moment you do? So just be patient. Many times in my career, I saw students apologize, and then several days later, their teammates came around. Your patience will be both appreciated and rewarded.

A teacher is only as effective as his ability to understand where his student is.

Honey, I appreciate that so much, I really do, but it’s not just transferring that I’m worrying about. I’m worried about his mind-set. When he gets to UVA, he needs to be focused. He’s going there to be a student athlete. He can’t be driving down to North Carolina every weekend. It just isn’t practical. You’re both so young. Peter’s already making big life decisions based on you, and who even knows what’s going to happen with you two in the future. You’re teenagers. Life doesn’t always work out the way you think it’s going to work out. . . . I don’t know if Peter ever told you this, but Peter’s dad and I got married very young. And I’d—I’d just hate to see you two make the same mistakes we did.” She hesitates. “Lara Jean, I know my son, and he’s not going to let you go unless you let him go first.” I

Alexander Hamilton Junior High School -- SEMESTER REPORT -- STUDENT: Joseph Margolis TEACHER: Janet Hicks ENGLISH: A, ARITHMETIC: A, SOCIAL STUDIES: A, SCIENCE: A, NEATNESS: A, PUNCTUALITY: A, PARTICIPATION: A, OBEDIENCE: D Teacher's Comments: Joseph remains a challenging student. While I appreciate his creativity, I am sure you will agree that a classroom is an inappropriate forum for a reckless imagination. There is not a shred of evidence to support his claim that Dolley Madison was a Lesbian, and even fewer grounds to explain why he even knows what the word means. Similarly, an analysis of the Constitutional Convention does not generate sufficient cause to initiate a two-hour classroom debate on what types of automobiles the Founding Fathers would have driven were they alive today. When asked on a subsequent examination, "What did Benjamin Franklin use to discover electricity?" eleven children responded "A Packard convertible". I trust you see my problem. [...] Janet Hicks Parent's Comments: As usual I am very proud of Joey's grades. I too was unaware that Dolley Madison was a Lesbian. I assumed they were all Protestants. Thank you for writing. Ida Margolis

It's not that students don't "get" Kafka's humor but that we've taught them to see humor as something you get-the same way we've taught them that a self is something you just have. No wonder they cannot appreciate the really central Kafka joke: that the horrific struggle to establish a human self results in a self whose humanity is inseparable from that horrific struggle.

what is the expression which the age demands? the age demands no expression whatever. we have seen photographs of bereaved asian mothers. we are not interested in the agony of your fumbled organs. there is nothing you can show on your face that can match the horror of this time. do not even try. you will only hold yourself up to the scorn of those who have felt things deeply. we have seen newsreels of humans in the extremities of pain and dislocation. you are playing to people who have experienced a catastrophe. this should make you very quiet. speak the words, convey the data, step aside. everyone knows you are in pain. you cannot tell the audience everything you know about love in every line of love you speak. step aside and they will know what you know because you know it already. you have nothing to teach them. you are not more beautiful than they are. you are not wiser. do not shout at them. do not force a dry entry. that is bad sex. if you show the lines of your genitals, then deliver what you promise. and remember that people do not really want an acrobat in bed. what is our need? to be close to the natural man, to be close to the natural woman. do not pretend that you are a beloved singer with a vast loyal audience which has followed the ups and downs of your life to this very moment. the bombs, flame-throwers, and all the shit have destroyed more than just the trees and villages. they have also destroyed the stage. did you think that your profession would escape the general destruction? there is no more stage. there are no more footlights. you are among the people. then be modest. speak the words, convey the data, step aside. be by yourself. be in your own room. do not put yourself on. do not act out words. never act out words. never try to leave the floor when you talk about flying. never close your eyes and jerk your head to one side when you talk about death. do not fix your burning eyes on me when you speak about love. if you want to impress me when you speak about love put your hand in your pocket or under your dress and play with yourself. if ambition and the hunger for applause have driven you to speak about love you should learn how to do it without disgracing yourself or the material. this is an interior landscape. it is inside. it is private. respect the privacy of the material. these pieces were written in silence. the courage of the play is to speak them. the discipline of the play is not to violate them. let the audience feel your love of privacy even though there is no privacy. be good whores. the poem is not a slogan. it cannot advertise you. it cannot promote your reputation for sensitivity. you are students of discipline. do not act out the words. the words die when you act them out, they wither, and we are left with nothing but your ambition. the poem is nothing but information. it is the constitution of the inner country. if you declaim it and blow it up with noble intentions then you are no better than the politicians whom you despise. you are just someone waving a flag and making the cheapest kind of appeal to a kind of emotional patriotism. think of the words as science, not as art. they are a report. you are speaking before a meeting of the explorers' club of the national geographic society. these people know all the risks of mountain climbing. they honour you by taking this for granted. if you rub their faces in it that is an insult to their hospitality. do not work the audience for gasps ans sighs. if you are worthy of gasps and sighs it will not be from your appreciation of the event but from theirs. it will be in the statistics and not the trembling of the voice or the cutting of the air with your hands. it will be in the data and the quiet organization of your presence. avoid the flourish. do not be afraid to be weak. do not be ashamed to be tired. you look good when you're tired. you look like you could go on forever. now come into my arms. you are the image of my beauty.

Dear Mama, I am most certainly not dead. Thank you for your tender concern. I will try to write more often so you don’t have to worry so between letters. (Because a week’s silence surely means I have fallen prey to a wasting illness or been murdered in these boring, gray streets.) School is going well. I am excelling in all of my classes. (Apparently, some things never change, and girls are not challenged in Albion in the same way they weren’t on Melei.) My professors are all intelligent and kind. (Kind of horrible.) None stand out. (I refuse to mention him by name, no matter how many obviously “subtle” questions you ask.) The other students are also quite focused on their schooling, and none of us has much time for socializing. Boys and girls attend separate classes as well, so no, I have not met many interesting young men. (I am neither courting nor being courted. Please stop hoping.) Tell Aunt Li’ne thank you for the mittens. They are very much appreciated in this cold, damp climate I am so unused to. And please tell the sun hello and I miss her very much! I also miss you, of course. (I do. Very much.) All my love, Jessamin

The secret of success is concentrating interest in life, interest in sports and good times, interest in your studies, interest in your fellow students, interest in the small things of nature, insects, birds, flowers, leaves, etc. In other words to be fully awake to everything about you & the more you learn the more you can appreciate & get a full measure of joy & happiness out of life.

To realize the value of 1 week, ask an editor of a weekly newspaper. To realize the value of 10 years, ask a newly divorced couple. To realize the value of 4 years, ask a graduate. To realize the value of 1 year, ask a student who has failed their final exam. To realize the value of 9 months, ask a mother who has given birth to a stillborn. To realize the value of 1 mont, ask a mother who has given birth prematurely. To realize the value of 1 minute, ask a person who missed the train, bus or plane. To realize the value of 1 second, ask a person who has survived an accident. To realize the value of freedom ask a person who's in prison. To realize the value of success, ask a person who has failed. To realize the value of a friend, relative, family member or partner, LOSE ONE." Time waits for no-one, treasure every split-second.

It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self. . . . Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students.

The best teacher kindles the fire of knowledge with appreciation and love of students whose hearts so eagerly desire to learn.

I want my students to learn what life readers know: reading is its own reward. Reading is a university course in life; it makes us smarter by increasing our vocabulary and background knowledge of countless topics. Reading allows us to travel to destinations that we will never experience outside of the pages of a book. Reading is a way to find friends who have the same problems we do and who can give advice on solving those problems. Through reading, we can witness all that is noble, beautiful, or horrifying about other human beings. From a book’s characters, we can learn how to conduct ourselves. And most of all, reading is a communal act that connects you to other readers, comrades who have traveled to the same remarkable places that you have and been changed by them, too. Rewarding reading with prizes cheapens it, and undermines students’ chance to appreciate the experience of reading for the possibilities that it brings to their life. For students who read a lot, these programs are neither an incentive, nor a challenge. Yes, my classes participate in the schoolwide incentive programs when they are offered; after all, they would blaze past the requirements anyway. But I never let my students lose sight of what the true prize is; an appreciation of reading will add more to their life than a hundred days at Six Flags ever could.

the heart of a principal’s role: appreciating the individuality of the student body, seeking potential at every turn, and constantly striving to move the school forward in the face of constant change.

The foretelling, Elias,” the Augur says. “The future given to the Augurs in visions. That is the reason we built this school. That is the reason you are here. Do you know the story?” The story of Blackcliff’s origin was the first thing I learned as a Yearling: Five hundred years ago, a warrior brute named Taius united the fractured Martial clans and swept down from the north, crushing the Scholar Empire and taking over most of the continent. He named himself Emperor and established his dynasty. He was called the Masked One, for the unearthly silver mask he wore to scare the hell out of his enemies. But the Augurs, considered holy even then, saw in their visions that Taius’s line would one day fail. When that day came, the Augurs would choose a new Emperor through a series of physical and mental tests: the Trials. For obvious reasons, Taius didn’t appreciate this prediction, but the Augurs must have threatened to strangle him with sheep gut, because he didn’t make a peep when they raised Blackcliff and began training students here. And here we all are, five centuries later, masked just like Taius the First, waiting for the old devil’s line to fail so one of us can become the shiny new Emperor. I’m not holding my breath. Generations of Masks have trained and served and died without a whisper of the Trials. Blackcliff may have started out as a place to prepare the future Emperor, but now it’s just a training ground for the Empire’s deadliest asset. “I know the story,” I say in response to the Augur’s question. But I don’t believe a word of it, since it’s mythical horse dung.

No one should have to pass someone else’s ideological purity test to be allowed to speak. University life—along with civic life—dies without the free exchange of ideas. In the face of intimidation, educators must speak up, not shut down. Ours is a position of unique responsibility: We teach people not what to think, but how to think. Realizing and accepting this has made me—an eminently replaceable, untenured, gay, mixed-race woman with PTSD—realize that no matter the precariousness of my situation, I have a responsibility to model the appreciation of difference and care of thought I try to foster in my students. If I, like so many colleagues nationwide, am afraid to say what I think, am I not complicit in the problem?83

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it.

My students teach me so many things. Lesson one was that the less time we take after noticing a fault to correct it, the likelier we are to get the job done. And lesson two? How wonderful God must feel when we notice and appreciate the constant reminders of His love.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

I make this point to stress that the brilliance of neoindigenous youth cannot be appreciated by educators who are conditioned to perceive anything outside their own ways of knowing and being as not having value. This is similar to white teachers at the Carlisle School who sought to ban the language and customs of their indigenous students and replace them with “American culture.” The University of Minnesota Human Rights Center describes this process as the silencing of voice and history that is part of the indigenous experience. I argue that enduring this silencing process is something that both the indigenous and neoindigenous have in common, and should be used as a way to connect them.

If you find yourself in a leadership position in a Catholic organization on campus, you’ll need to accept that there are other ways of looking at the Faith apart from your own. If you try to force your views on everyone else, you will waste time and damage the community. Instead, try to appreciate the incredible diversity that comes from being part of the universal Church.

When we finally had a patient, he welcomed me with open arms. He invited me to sit down and it was obvious that he was eager to speak. I told him that I did not wish to hear him now but would return the next day with my students. I was not sensitive enough to appreciate his communications. It was so hard to get one patient, I had to share him with my students. Little did I realize then that when such a patient says “Please sit down now,” tomorrow may be too late. When we revisited him the next day, he was lying back in his pillow, too weak to speak. He made a meager attempt to lift his arm and whispered “Thank you for trying”—he died less than an hour later and kept to himself what he wanted to share with us and what we so desperately wanted to learn.

When I took over as chair of the fashion program, I was horrified that only the faculty member was allowed to speak in a critique. I'm talking about perfectly nurturing teachers. But the rule was there would be no call of hands for students to contribute their feedback. It was embedded in the department's culture. That was alarming to me. When I was teaching, I was the least important person in the room as far as I was concerned--my students' points of view mattered most. I wanted to learn who they were and teach them to respect one another's perspectives. I would start off by saying something like, "I am having trouble understanding how this work solves the problem at hand. Here are some things about the work that I appreciate: X, Y, Z. But I see these virtues independent of the problem we're solving.

Knowledge is a student, truth is its master; you are no higher than what you know. Perception is a student, understanding is its master; you are no higher than what you grasp. Curiosity is a student, truth is its master; you are no higher than what you desire. Intelligence is a student, wisdom is its master; you are no higher than what you understand. Happiness is a student, joy is its master; you are no higher than what you appreciate. Tolerance is a student, understanding is its master; you are no higher than what you bear. Desire is a student, contentment is its master; you are no higher than what you experience. Truth is a student, virtue is its master; you are no higher than what you practise. Hope is a student, faith is its master; you are no higher than what you believe. Want is a student, need is its master; you are no higher than what you seek. Peace is a student, contentment is its master; you are no higher than what you enjoy. Passion is a student, love is its master; you are no higher than what you share. Insight is a student, discernment is its master; you are no higher than what you perceive. Humanity is a student, nature is its master; you are no higher than what you cherish. Science is a student, creation is its master; you are no higher than what you conceive. Art is a student, ingenuity is its master; you are no higher than what you create. Life is a student, God is its master; you are no higher than what you esteem. The world is a student, the universe is its master; you are no higher than what you comprehend. Character is a student, destiny is its master; you are no higher than what you become.

August 25, 1991 Dear friend, I am writing to you because she said you listen and understand and didn’t try to sleep with that person at that party even though you could have. Please don’t try to figure out who she is because then you might figure out who I am, and I really don’t want you to do that. I will call people by different names or generic names because I don’t want you to find me. I didn’t enclose a return address for the same reason. I mean nothing bad by this. Honest. I just need to know that someone out there listens and understands and doesn’t try to sleep with people even if they could have. I need to know that these people exist. I think you of all people would understand that because I think you of all people are alive and appreciate what that means. At least I hope you do because other people look to you for strength and friendship and it’s that simple. At least that’s what I’ve heard. So, this is my life. And I want you to know that I am both happy and sad and I’m still trying to figure out how that could be. I try to think of my family as a reason for me being this way, especially after my friend Michael stopped going to school one day last spring and we heard Mr. Vaughn’s voice on the loudspeaker. “Boys and girls, I regret to inform you that one of our students has passed on. We will hold a memorial service for Michael Dobson during assembly this Friday.” I don’t know how news travels around school and why it is very often right. Maybe it was in the lunchroom. It’s hard to remember. But Dave with the awkward glasses told us that Michael killed himself. His mom played bridge with one of Michael’s neighbors and they heard the gunshot. I don’t really remember much of what happened after that

The things about you I appreciate May seem indelicate: I'd like to find you in the shower And chase the soap for half an hour. I'd like to have you in my power And see your eyes dilate. I'd like to have your back to scour And other parts to lubricate. Sometimes I feel it is my fate To chase you screaming up a tower Or make you cower By asking you to differentiate Nietzsche from Schopenhauer. I'd like successfully to guess your weight And win you at a fête. I'd like to offer you a flower. I like the hair upon your shoulders, Falling like water over boulders. I like the shoulders too: they are essential. Your collar-bones have great potential (I'd like your particulars in folders Marked Confidential). I like your cheeks, I like your nose, I like the way your lips disclose The neat arrangement of your teeth (Half above and half beneath) In rows. I like your eyes, I like their fringes. The way they focus on me gives me twinges. Your upper arms drive me berserk. I like the way your elbows work. On hinges … I like your wrists, I like your glands, I like the fingers on your hands. I'd like to teach them how to count, And certain things we might exchange, Something familiar for something strange. I'd like to give you just the right amount And get some change. I like it when you tilt your cheek up. I like the way you not and hold a teacup. I like your legs when you unwind them. Even in trousers I don't mind them. I like each softly-moulded kneecap. I like the little crease behind them. I'd always know, without a recap, Where to find them. I like the sculpture of your ears. I like the way your profile disappears Whenever you decide to turn and face me. I'd like to cross two hemispheres And have you chase me. I'd like to smuggle you across frontiers Or sail with you at night into Tangiers. I'd like you to embrace me. I'd like to see you ironing your skirt And cancelling other dates. I'd like to button up your shirt. I like the way your chest inflates. I'd like to soothe you when you're hurt Or frightened senseless by invertebrates. I'd like you even if you were malign And had a yen for sudden homicide. I'd let you put insecticide Into my wine. I'd even like you if you were Bride Of Frankenstein Or something ghoulish out of Mamoulian's Jekyll and Hyde. I'd even like you as my Julian Or Norwich or Cathleen ni Houlihan. How melodramatic If you were something muttering in attics Like Mrs Rochester or a student of Boolean Mathematics. You are the end of self-abuse. You are the eternal feminine. I'd like to find a good excuse To call on you and find you in. I'd like to put my hand beneath your chin, And see you grin. I'd like to taste your Charlotte Russe, I'd like to feel my lips upon your skin I'd like to make you reproduce. I'd like you in my confidence. I'd like to be your second look. I'd like to let you try the French Defence And mate you with my rook. I'd like to be your preference And hence I'd like to be around when you unhook. I'd like to be your only audience, The final name in your appointment book, Your future tense.

It feels like I have started something new, something quite different, and that is this family. I think of it every day, that what matters is now, that the years we are living through now are when everything important happens. My previous life seems more and more distant. I am no longer preoccupied with my own childhood. Not interested in my student years, my twenties. All that seems far, far away. And I can imagine how it will be when what is happening now is over, when the children have moved out, the thought that these were the important years, this is when I was alive. Why didn’t I appreciate it while I had it? Because then, I sometimes think, I hadn’t had it yet. Only what slips through one’s fingers, only what is never expressed in words… exists completely. That is the price of proximity: you don’t see it. Don’t know that it’s there. Then it is over, then you see it.

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

If you want to understand what a year of life means, ask a student who just flunked his end-of-the-year exams. Or a month of life: speak to a mother who has just given birth to a premature baby and is waiting for him to be taken out of the incubator before she can hold him safe and sound in her arms. Or a week: interview a man who works in a factory or a mine to feed his family. Or a day: ask two people madly in love who are waiting for their next rendezvous. Or an hour: talk to a claustrophobia sufferer stuck in a broken-down elevator. Or a second: look at the expression on the face of a man who has just escaped from a car wreck. Or one-thousandth of a second: ask the athlete who just won the silver medal at the Olympic Games, and not the gold he trained for all his life. Life is magic, Arthur, and I know what I'm saying because since my accident I appreciate the value of every instant. So I beg you, let's make the most of all the seconds that we have left.

But if a man finds himself in possession of great mental faculties, such as alone should venture on the solution of the hardest of all problems—those which concern nature as a whole and humanity in its widest range, he will do well to extend his view equally in all directions, without ever straying too far amid the intricacies of various by-paths, or invading regions little known; in other words, without occupying himself with special branches of knowledge, to say nothing of their petty details. There is no necessity for him to seek out subjects difficult of access, in order to escape a crowd of rivals; the common objects of life will give him material for new theories at once serious and true; and the service he renders will be appreciated by all those—and they form a great part of mankind—who know the facts of which he treats. What a vast distinction there is between students of physics, chemistry, anatomy, mineralogy, zoology, philology, history, and the men who deal with the great facts of human life, the poet and the philosopher!

A third positive result even further from the traditional tool kit of financial incentives comes from a recent randomized control trial conducted in the U.K., using the increasingly popular and low-cost method of text reminders. This intervention involved sending texts to half the parents in some school in advance of a major math test to let them know that their child had a test coming up in five days, then in three days, then in one day. The researchers call this approach “pre-informing.” The other half of parents did not receive the texts. The pre-informing texts increased student performance on the math test by the equivalent of one additional month of schooling, and students in the bottom quartile benefited most. These children gained the equivalent of two additional months of schooling, relative to the control group. Afterward, both parents and students said they wanted to stick with the program, showing that they appreciated being nudged. This program also belies the frequent claim, unsupported by any evidence, that nudges must be secret to be effective.

A tall Black woman, a senior that year, peered at us all as she spoke evenly, almost disarmingly in the heat of the moment. “I just want to say that I’m having a hard time even being mad at you white people anymore. I think I’ve just been convinced that white people are innately evil. You can’t help it. You steal and kill, you enslave and lynch. You are just evil.” Then she handed the microphone back to the next person and calmly took her seat. The white students hadn’t appreciated her words, but the Black students on the bus could have kissed her feet.

As precious as life itself is our heritage of individual freedom, for man's free agency is a God-given gift. In sensing our responsibility to preserve it for ourselves and our posterity, let students and patriotic people ever keep in mind the warning voice of James Russell Lowell proclaiming: 'Our American republic will endure only as long as the ideas of the men who founded it continue dominant.' "There is a crying need today to have this truth heralded throughout the land that youth especially may appreciate and hold the freedom of the individual as sacred as did our revolutionary fathers

When this parable has been put to white students, most seemed to feel that it would not be out of place to ask for $1 million for each future year they would be living as a black American. And this calculation conveys, as well as anything, the value that white people place on their own skin. Indeed, to be white is to possess a gift whose value can be appreciated only after it has been taken away. And why ask for so large a sum? Surely this needs no detailing. The money would be used, as best it could, to buy protection from the discriminations and dangers white people know they would face once they were perceived to be black.

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.

The true heart of Carolyn's farm was her kitchen, where sausages and pungent dog treats lay scattered over they counters, along with collars, magazines and books, trial application forums, checks from her students (Carolyn, not big on details, often left them lying around for months), leashes, and dog toys. Pots of coffee were always brewing, and dog people could be found sitting around her big wooden table at all hours. Devon and I were always welcome there, and he grew to love going around the table from person to person, collecting pats and treats. Troubled dogs were familiar at the table, and appreciated. If we couldn't bring our dogs many places, we could always bring them here.

Professor Grant arranged for students who received the scholarships to come to the office and spend five minutes describing to fund-raisers how the scholarship they received changed their lives. The students told them how much they appreciated the hard work of the fund-raising department. Even though the people impacted by the work of the fund-raisers were only there for a short time, the results were astounding. In the following month, the fund-raisers increased their average weekly revenue by more than 400 percent. In a separate similar study, callers showed an average increase of 142 percent in the amount of time they spent on the phone and a 171 percent increase in the amount of funds they raised.

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees. I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the federal government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college, they also had Mom and Dad at home telling them the same thing. This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

is difficult, from a present-day standpoint, to appreciate the intoxicating effect of Hegel’s thought on a generation of educated Prussians. It was not a question of Hegel’s pedagogical charisma – he was notorious for standing hunched over the lectern reading out his text in a halting and scarcely audible mumble. According to an account by his student Hotho, who attended Hegel’s lectures at the University of Berlin, ‘his features hung pale and loose upon him as if he were already dead.’ ‘He sat there morosely with his head wearily bowed down in front of him, constantly leafing back and forth through his compendious notes, even as he continued to speak.’ Another student, the future Hegel-biographer Karl Rosenkranz, recalled laborious paragraphs punctuated by constant coughing and snuff-taking.

Therapists must be familiar with their own dark side and be able to empathize with all human wishes and impulses. A personal therapy experience permits the student therapist to experience many aspects of the therapeutic process from the patient’s seat: the tendency to idealize the therapist, the yearning for dependency, the gratitude toward a caring and attentive listener, the power granted to the therapist. Young therapists must work through their own neurotic issues; they must learn to accept feedback, discover their own blind spots, and see themselves as others see them; they must appreciate their impact upon others and learn how to provide accurate feedback. Lastly, psychotherapy is a psychologically demanding enterprise, and therapists must develop the awareness and inner strength to cope with the many occupational hazards inherent in it. Many

It is the perennial problem of the teacher to be able to judge where the student currently is in his or her understanding and lead them onwards from there. This is why a living 'guru' is really needed, so that questions may be asked and answered face to face. When we read a book, or even listen to a tape recording of a lecture or dialogue, we are receiving only a particular viewpoint, aimed at a student of a particular level. It may resonate or it may not. Even the method of expression is crucial. Whilst one person may appreciate logic and intellectual analysis, another may need sympathetic reassurance and practical guidance. (...) Ultimately, the truth is one and everything else that might be said is only at the level of appearance, using a language that is necessarily objective and dualistic. What is needed is a teacher whose words and style 'click' with our particular mental conditioning. This book aims to present excerpts from traditional and modern teaching in a wide variety of styles, in the hope that something will click.

Here’s a game I sometimes play in my class: I ask a few students to think about a song, not to tell anyone what song they picked, and tap the beat of that song on a table. Next I ask the students to predict how many of the students in the room will correctly guess the song’s name. They usually think that about half will get it. Then I ask the students who were listening to the beat to name the song that they think was being played, and almost no one gets it right. The point is that when we know something and know it well (for example, the song that we have picked), it is hard for us to appreciate the gaps in other people’s understanding—a bias that is called “the curse of knowledge.” We all suffer from this affliction, but it’s particularly severe for academics. Why? Because academics study the same topic for years in all its details and intricacies, and by the time we become one of the world’s experts on that particular topic, the whole domain seems simpler and more intuitive. And with this curse of knowledge it is easy to assume that everyone else also finds the topic simple and easy to understand.

One of the best things about reconnecting with Annika is how natural it feels to be with her. Standing on the sidewalk, I wonder if she remembers how it felt to be in love with me. I haven't forgotten how it felt to be in love with her. As soon as we're settled in the back of the cab, she snuggles up next to me. Her body relaxes until I can feel her melting into me. She goes limp and falls asleep with her head on my chest. I don't mind at all, and I hold her until we get home. With my arms around her, she feels like mine again. It's only when we're inside her department that I realize the evening- and the performance required of her to endure it- has taken everything she had and there's simply nothing left. She's done. She walks into the bedroom, and I follow. She pulls a T-shirt out of a dresser drawer and turns her back to me, not because she's upset that I followed, but so that I can unzip her dress. I oblige, and as soon as I've lowered it, the dress hits the floor. Her bra and underwear follow, which tells me that modesty is still a completely foreign concept to her. I'm not going to ogle her like the horny college student I once was, but I appreciate the view of her naked backside just the same. She turns around and when I see the front view, maybe I ogle just a little. I mean, I'm human.

So many people now call themselves 'students of the University of life' as if experience theorized with lack of knowledge led to any wisdom or even less, such as the capacity to think and process information outside personal validation models. It's very easy to explain what you see. It's what humanity has done throughout history. However, real education ends in the last book you finished. And you can evaluate yourself by the amount of books you were able to read, understand and appreciate. Anything below that can only lead one to be certified in stupidity. And that's what the 'students of life' really are; fragile egos trying to justify their stupidity with arrogance, crystalizing their state of ignorance in time with pride. Because, even though humanity has confused itself with its own mechanics, the transitory fact remains, that knowledge, in any shape or form, comes from books. And more than 99% of all the books ever produced in human history are now, thanks to internet, available for free, in the public domain, and wherever a computer and electricity are present. This truth also extensively contributes to the fact, that humans are now, for the first time ever, deliberately choosing to remain ignorant. And that's what the "students of life" are; proud manifestos of ignorance. They don't know that, if you read enough to be smart, you're too smart to explain what you read, and too busy to share it. So what can we then say about the ones who obsess over their physical appearance whenever they have time for something. The premise is self-explanatory: The only real student is the 'student of self'.

His first decision was to return to Rome without knowing who was in charge or how he’d be received. The stakes skyrocketed when he learned, after landing near Brundisium, that Caesar’s will had made him an heir and—by adoption—a son. He reached the capital as Caius Julius Caesar Octavianus, 9 and out of respect for their martyred leader the legions he encountered took his new status seriously. Octavian could have blown the opportunity by coming across as a twerp. But he saw the difference, even then, between inheriting a title and mastering the art of command. The first can happen overnight. The second can take a lifetime. Octavian never explained how he learned this, but with the privilege of closely observing the greatest of all commanders, he’d had to have been a blockhead not to pick up something. Sun Tzu, untranslated in Europe for another eighteen centuries, suggests what it might have been: If wise, a commander is able to recognize changing circumstances and to act expediently. If sincere, his men will have no doubt of the certainty of rewards and punishments. If humane, he loves mankind, sympathizes with others, and appreciates their industry and toil. If courageous, he gains victory by seizing opportunity without hesitation. If strict, his troops are disciplined because they are in awe of him and are afraid of punishment. 10 Caesar, in turn, appears never to have explained to Octavian why he was being taught. 11 That spared him the hang-ups of knowing he’d be son, heir, and commander. Rome’s Chiron tethered a student who had little sense of being tethered. The constraint conveyed instruction and liberation.

I also gained a deeper appreciation of what it must have been like for my mother to be in a foreign country unable to speak the language (in her case, unable to read or write any language). As I walked around by myself, however, it was obvious that based on my body language people perceived me as American but at the same time different enough from other Americans that they felt free to come up and ask me all kinds of personal questions about where I came from, what kind of work I did, whether I was married, how many people there were in my family. Back in the 1930s when I asked personal questions like these of a Chinese student at Bryn Mawr, she reprimanded me for being too personal. I’m not sure whether that was because she came from a higher social class or because the revolution has opened things up. I answered their questions as best as I could in my limited Chinese. The ingenuity and energy of the Chinese reminded me of my father, for example, the way that they used bicycles, often transformed into tricycles, for transporting all kinds of things: little children (sometimes in a sidecar), bricks and concrete, beds and furniture. I was amazed at the number of entrepreneurs lining the sidewalks with little sewing machines ready to alter or make a garment, barbers with stools and scissors, knife sharpeners, shoe repairmen, vendors selling food and other kinds of merchandise from carts. Everywhere I went I saw women knitting, as they waited for a bus or walked along the street, as if they couldn’t waste a minute. I had never seen such an industrious people. It was unlike anything that I had witnessed in England, France, the West Indies, Africa, or the United States.

you, Mr. Rowland.’ Chris taught me a lesson I will never forget – our deep desire to feel important. To help me never forget this rule, I made a sign which reads ‘YOU ARE IMPORTANT.’ This sign hangs in the front of the classroom for all to see and to remind me that each student I face is equally important. The unvarnished truth is that almost all the people you meet feel themselves superior to you in some way, and a sure way to their hearts is to let them realise in some subtle way that you realise their importance, and recognise it sincerely. Remember what Emerson said: ‘Every man I meet is my superior in some way. In that, I learn of him.’ And the pathetic part of it is that frequently those who have the least justification for a feeling of achievement bolster up their egos by a show of tumult and conceit which is truly nauseating. As Shakespeare put it: ‘. . . man, proud man,/Drest in a little brief authority,/ . . . Plays such fantastic tricks before high heaven/As make the angels weep.’ I am going to tell you how business people in my own courses have applied these principles with remarkable results. Let’s take the case of a Connecticut attorney (because of his relatives he prefers not to have his name mentioned). Shortly after joining the course, Mr. R – drove to Long Island with his wife to visit some of her relatives. She left him to chat with an old aunt of hers and then rushed off by herself to visit some of the younger relatives. Since he soon had to give a speech professionally on how he applied the principles of appreciation, he thought he would gain some worthwhile experience talking with the elderly lady. So he looked around the house to see what he could honestly admire. ‘This house was built about 1890, wasn’t it?’ he inquired.

Good luck. For most of my generation, it would just go to student debt and cocktails. If anything came to me (an impossibility), I would dump it into a poorly managed career in edgy luxury items. You can’t make opera money on perfume that smells like cunts and gasoline. At any rate, I didn’t usually make an appearance beyond the gala. Or, I hadn’t until recently. But Joseph Eisner had promised me a fortune, and now he wouldn’t take my calls. He did, however, like his chamber music. It had been an acquired taste for me. In my distant undergraduate past, when circumstance sat me in front of an ensemble, I spent the first five minutes of each concert deciding which musician I would fuck if I had the chance, and the rest shifting minutely in my seat. I still couldn’t stand Chanel. And while I had learned to appreciate—indeed, enjoy—chamber ensembles, orchestras, and on occasion even the opera, I retained my former habit as a dirty amusement to add some private savor to the proceedings. Tonight, it was the violist, weaving and bobbing his way through Dvořák’s Terzetto in C Major like a sinuous dancer. I prefer the romantics—fewer hair-raising harmonies than modern fare, and certainly more engaging than funereal baroque. The intriguing arrangement of the terzetto kept me engaged, in that slightly detached and floating manner engendered by instrumental performance. Moreover, the woman to my left, one row ahead, was wearing Salome by Papillon. The simple fact of anyone wearing such a scent in public pleased me. So few people dared wear anything at all these days, and when they did, it was inevitably staid: an inoffensive classic or antiseptic citrus-and-powder. But this perfume was one I might have worn myself. Jasmine, yes, but more indolic than your average floral. People sometimes say it smells like dirty panties. As the trio wrapped up for intermission, I took a steadying breath of musk and straightened my lapels. The music was only a means to an end, after all.

Sometimes you don’t just want to risk making mistakes; you actually want to make them—if only to give you something clear and detailed to fix. Making mistakes is the key to making progress. Of course there are times when it is really important not to make any mistakes—ask any surgeon or airline pilot. But it is less widely appreciated that there are also times when making mistakes is the only way to go. Many of the students who arrive at very competitive universities pride themselves in not making mistakes—after all, that’s how they’ve come so much farther than their classmates, or so they have been led to believe. I often find that I have to encourage them to cultivate the habit of making mistakes, the best learning opportunities of all. They get “writer’s block” and waste hours forlornly wandering back and forth on the starting line. “Blurt it out!” I urge them. Then they have something on the page to work with. We philosophers are mistake specialists. (I know, it sounds like a bad joke, but hear me out.) While other disciplines specialize in getting the right answers to their defining questions, we philosophers specialize in all the ways there are of getting things so mixed up, so deeply wrong, that nobody is even sure what the right questions are, let alone the answers. Asking the wrongs questions risks setting any inquiry off on the wrong foot. Whenever that happens, this is a job for philosophers! Philosophy—in every field of inquiry—is what you have to do until you figure out what questions you should have been asking in the first place. Some people hate it when that happens. They would rather take their questions off the rack, all nicely tailored and pressed and cleaned and ready to answer. Those who feel that way can do physics or mathematics or history or biology. There’s plenty of work for everybody. We philosophers have a taste for working on the questions that need to be straightened out before they can be answered. It’s not for everyone. But try it, you might like it. In

My first real encounter with conservative evangelicals did not go well for them or for me. Serving as my seminary's faculty adviser to the InterSeminary Movement (ISM), I led a small delegation to a large regional meeting of the ISM students at the Southewestern Baptist Theological Seminary (SWBTS) in Ft. Worth. SWBTS was and is the largest seminary in the nation. They were Baptist conservatives, and our delegates were ecumenical liberals. Asked to deliver a plenary address during their chapel hour before a vast audience of about a thousand students, I prepared an avant garde speech more suited for a rally than a worship service. When I entered that huge space, I faced the largest crowd I have ever addressed and felt like a goldfish in a swarm of piranhas. The president, Dr. Robert Naylor, who was a man with a gently spirit and fixed convictions, introduced me. My prepared remarks were focused on the work of Dietrich Bonhoeffer, whose prison letters were being widely read by theological student at the time. I explained and defended Bonhoeffer's concept of "religionless Christianity." Deep into a romanticized view of secularization under the tutelage of the Dutch theologian Gerardus van der Leeuw, the prevailing slogan was "Let the world set the agenda." In the austere atmosphere of that most conservative Baptist seminary, I proceeded to set forth an appeal to "worldly theology" as a new or promising basis for seminarians of different viewpoints to come together. My stated purpose was to advance Christian unity, but that's not what happened. As I finished my presentation, President Naylor rose, quieted the restless audience and expressed polite appreciation of the intent of my address. He then began extemporaneously and with genuine rhetorical elegance to take on point by point the substance of my speech. In his warm, congenial and pastoral away, he deftly refuted practically every argument I had made. After the service, with great charm President Naylor again grasped my hand warmly and expressed his gratitude for my presence on Seminary Hill. I went away feeling trounced by an aging wise man of gracious and articulate Southern culture. That encounter helped me realize that conservative evangelical thinking was capable of real intellectual force, contrary to all of my previously fixed stereotypes of it.

In 1950, a thirty-year-old scientist named Rosalind Franklin arrived at King’s College London to study the shape of DNA. She and a graduate student named Raymond Gosling created crystals of DNA, which they bombarded with X-rays. The beams bounced off the crystals and struck photographic film, creating telltale lines, spots, and curves. Other scientists had tried to take pictures of DNA, but no one had created pictures as good as Franklin had. Looking at the pictures, she suspected that DNA was a spiral-shaped molecule—a helix. But Franklin was relentlessly methodical, refusing to indulge in flights of fancy before the hard work of collecting data was done. She kept taking pictures. Two other scientists, Francis Crick and James Watson, did not want to wait. Up in Cambridge, they were toying with metal rods and clamps, searching for plausible arrangements of DNA. Based on hasty notes Watson had written during a talk by Franklin, he and Crick put together a new model. Franklin and her colleagues from King’s paid a visit to Cambridge to inspect it, and she bluntly told Crick and Watson they had gotten the chemistry all wrong. Franklin went on working on her X-ray photographs and growing increasingly unhappy with King’s. The assistant lab chief, Maurice Wilkins, was under the impression that Franklin was hired to work directly for him. She would have none of it, bruising Wilkins’s ego and leaving him to grumble to Crick about “our dark lady.” Eventually a truce was struck, with Wilkins and Franklin working separately on DNA. But Wilkins was still Franklin’s boss, which meant that he got copies of her photographs. In January 1953, he showed one particularly telling image to Watson. Now Watson could immediately see in those images how DNA was shaped. He and Crick also got hold of a summary of Franklin’s unpublished research she wrote up for the Medical Research Council, which guided them further to their solution. Neither bothered to consult Franklin about using her hard-earned pictures. The Cambridge and King’s teams then negotiated a plan to publish a set of papers in Nature on April 25, 1953. Crick and Watson unveiled their model in a paper that grabbed most of the attention. Franklin and Gosling published their X-ray data in another paper, which seemed to readers to be a “me-too” effort. Franklin died of cancer five years later, while Crick, Watson, and Wilkins went on to share the Nobel prize in 1962. In his 1968 book, The Double Helix, Watson would cruelly caricature Franklin as a belligerent, badly dressed woman who couldn’t appreciate what was in her pictures. That bitter fallout is a shame, because these scientists had together discovered something of exceptional beauty. They had found a molecular structure that could make heredity possible.

It was the missionaries who became the brave storm troopers of Christianity, slashing their way through jungles, going where no one had gone before. Mission was now reserved for work among the unreached nations and no longer simply happened next door or around the corner. But the churches that had outsourced their missionary activity to the mission societies tended to drift languidly into the role of fund-raiser for the mission societies. This dilemma was seriously exacerbated when, after World War II, a number of parachurch societies, mainly aimed at reaching young people, were formed. These included Youth for Christ, the Navigators, Campus Crusade for Christ, and so on, and were aimed at reaching students and teens right under the noses of existing churches. Once again, mission was outsourced to specialist agencies, leaving the local church focused primarily around pastoral issues and Sunday worship. Not only did this create the great stepchild, the parachurch, it crippled the church’s witness beyond the Sunday gathering. And again, given the significant cultural effect of the postwar baby boom, we understand the historical reasons why such specialization of local mission occurred. But it only deepened the cleft between missionary activity and church activity. Again, long before all this happened, Roland Allen was deeply concerned. We may compare the relation of the societies to the Church with the institution of divorce in relation to marriage. Just as divorce was permitted for the hardness of men’s hearts because they were unable to observe the divine institution of marriage in its original perfection, so the organization of missionary societies was permitted for the hardness of our hearts, because we had lost the power to appreciate and to use the divine organization of the Church in its simplicity for the purpose for which it was first created.[155] In the end Allen himself despondently capitulated to this great divorce, concluding that “the divine perfection of the Church as a missionary society cannot be recovered simply by abolishing the missionary societies, and saying, let the Church be her own missionary society.”[156] Maybe not in 1926, but today there is an increasing unease with this “divorce” between mission and church. Allen was ahead of his time. He forecast the situation we now find ourselves in—with missionless churches and churchless missions, and neither one being all it should be. We contend that the whole missional church conversation was one that the church has been building toward for over a century. And now is the time to have it. A new generation of young Christians is desperate for the adventure of mission. They were raised in the hermetically sealed environment of missionless church, and those who have emerged with their faith still intact are hungry for the risk and ordeal that only true missional activity can offer.

You are here because you are talented,” I said. “But that’s not enough. Between today and the time you walk between the brass anchors out front after graduation, you have to find the courage to release your talent into the world. Not everyone will appreciate the beauty flowing out of your hearts, and that will hurt, but it’s also okay. You don’t need or want everyone’s acceptance or approval. You will be appreciated by the ones who matter most—the ones who will find something captivating and profound in your work. If you stay true to what you’ve been given to do, you will have lived well. I came here an unknown teacher. Today I am known by a few . . . by you. That is how I define success. You aren’t just enough, you are more than enough to keep my heart full and my creative juices flowing. I love you all dearly. I am grateful you are my students—the students of my heart.

Kant offered his students the world-wisdom (Weltweisheit)6 necessary for becoming a good world citizen in such a way that “elegance and appreciation of the beautiful in nature and literature were more important…than dry book knowledge.”7

Kant offered his students the world-wisdom (Weltweisheit)6 necessary for becoming a good world citizen in such a way that “elegance and appreciation of the beautiful in nature and literature were more important…than dry book knowledge.

Life, liberty, and the pursuit of happiness' I realized then where the problem lay. My students, and so many of our young people today, want a good life. They love (even if they don't always appreciate) liberty. They all want to be happy. But I realized that day that my class was a microcosm of what is wrong with some any of nation's young people. What happened to pursuit? We aren't handed happiness. We're given an opportunity to pursue it.

Don't stop giving sincere compliments when the student seems to be rejecting you—you are being tested to see if you can hold up to a bit of rejection. Some students will reject you before you can reject them. Don't let their attitude change your attitude of appreciation. They have to know that you believe that they can be successful in the culture.

Do not let politics, testing, and erroneous policies make you lose sight of why you are there. It will be a struggle to reach all of your students, and it will not be easy, but you will see a difference in your students, you will get thank you’s from parents and community members, you will have an impact in your community. Do not give up. You know why you went in to teaching, we all do it for the same reasons, and none of them include money, power, or notoriety. Your students need you. And they do appreciate you.” – Nine years, Texas

The student of Arabic, for example, learns that “God willing” (N’sha’llah) is automatically added to any statement about the future (just as “thanks be to God” accompanies any reference to fortunate events of the past), that many common given names—Abdullah, Abdelsalam, Abdelwahid—translate as slave (abd) of God, appreciating, as a consequence, the essential fatalism of Arab culture. Similarly, the student of Nepali, struggling to sort out the myriad nouns for family members—there are four words for uncle, denoting whether the man in question is the brother of one’s father or mother and whether he is older or younger than said parent—readily appreciates the importance of the family in Nepali society and may even intuit the relative insignificance of the individual. Language is not simply how people speak; it is who they are.

In school, this explicit teaching of facts and procedures is rampant in almost every subject area. In science, it’s called “the scientific method” and often includes steps such as: Observe something and/or do research. Construct a hypothesis. Make a prediction based on your hypothesis. Test your hypothesis by doing an experiment. Analyze the results of your experiment. Determine if your hypothesis was correct. The steps vary slightly between models. However, no matter the actual words on the checklist, or how many steps are included, we teach them to children as if they descended on stone tablets. Teachers devise songs or mnemonic devices to help students memorize the rigid steps. Then students memorize the vocabulary words that go along with the scientific method: hypothesis, fair test, variables, control groups, reliability, validity, etc. Finally, students fill out worksheets to match the vocabulary words with the correct definitions and put the steps in order. This is not science. Science is about wonder and risk and imagination, not checklists or vocabulary memorization. Alan Kay laments that much of what schools teach isn’t science at all, it’s science appreciation. (Kay, 2007)

A dainty man of a nervous disposition, Father Laughton detests discord above all things. He always climbs down before seriously disagreeing with anyone; he can’t dismiss the most disruptive student from his class without feeling sorry twenty seconds later and racing down the corridor to summon him back. As a result, his music appreciation courses are notoriously anarchic – in fact they make anarchy look like a slow day at the library – and yet, at the same time, they are marked by a kind of goodwill, and the priest always seems happy there, in the midst of the melee, humming along to a Field larghetto or a Chopin mazurka while paper planes, pencil cases, books and larger objects fly through the air around him.

appreciating the progress made by your child or student.

one very useful thing I’ve learned from economics is to be skeptical of advice from stockbrokers about the latest stock that’s sure to skyrocket. Saving you from losses isn’t as exciting as promising you millions, but it’s still pretty valuable. But the real point is that economics is about something more important than money. Economics helps you understand that money isn’t the only thing that matters in life. Economics teaches you that making a choice means giving up something. And economics can help you appreciate complexity and how seemingly unrelated actions and people can become entangled. These insights and others are sprinkled throughout The Theory of Moral Sentiments. Money is nice, but knowing how to deal with it may be nicer. A student once told me that a professor of hers said that economics is the study of how to get the most out of life. That may strike some of you, even those of you who majored in economics, as an absurd claim. But life is all about choices. Getting the most out of life means choosing wisely and well. And making choices—being aware of how choosing one road means not taking another, being aware of how my choices interact with the choices of others—that’s the essence of economics. If

Bell had developed the Method from his youth and considered it a core medical skill. “All careful teachers have first to show the student how to recognize accurately the case,” he would declare. This was best done with the doctor’s own eyes, informed by experience. Patients, after all, could lie or misperceive their own symptoms. A man with a long-term injury might fail to recognize how his work did him damage; a drunkard might conceal his consumption. For Bell, observation sliced straight to the bone of diagnostic truth. It was all about trifles: “the accurate and rapid appreciation of small points in which the disease differs from the healthy state.

Much science in many disciplines consists of a toolkit of very simple mathematical models. To many not familiar with the subtle art of the simple model, such formal exercises have two seemingly deadly flaws. First, they are not easy to follow. […] Second, motivation to follow the math is often wanting because the model is so cartoonishly simple relative to the real world being analyzed. Critics often level the charge ‘‘reductionism’’ with what they take to be devastating effect. The modeler’s reply is that these two criticisms actually point in opposite directions and sum to nothing. True, the model is quite simple relative to reality, but even so, the analysis is difficult. The real lesson is that complex phenomena like culture require a humble approach. We have to bite off tiny bits of reality to analyze and build up a more global knowledge step by patient step. […] Simple models, simple experiments, and simple observational programs are the best the human mind can do in the face of the awesome complexity of nature. The alternatives to simple models are either complex models or verbal descriptions and analysis. Complex models are sometimes useful for their predictive power, but they have the vice of being difficult or impossible to understand. The heuristic value of simple models in schooling our intuition about natural processes is exceedingly important, even when their predictive power is limited. […] Unaided verbal reasoning can be unreliable […] The lesson, we think, is that all serious students of human behavior need to know enough math to at least appreciate the contributions simple mathematical models make to the understanding of complex phenomena. The idea that social scientists need less math than biologists or other natural scientists is completely mistaken.

[America]'s higher education system is excellent, both in terms of quality and accessibility. Here anybody can go to college. Many countries simply can't accommodate many students. And by the way, most people who came here in the seventies came to get an education. They didn't wake up one morning and say, 'I'm going to America to be free.' they said, 'I'll go there to get an education.' That's an important distinction. It was only after they were here for a while that they fully appreciated the freedoms we enjoy here.

When right-wing rock star Ted Nugent drew national ire for calling President Obama a “subhuman mongrel,” some prominent conservatives like Rick Perry initially came to his defense, while others dodged media questions about the racially charged insult. But after months of “listening sessions” with African American civic leaders, students, and government officials, Rand had come to appreciate how hurtful comments like those could be, even when coming from unserious celebrity provocateurs. One night after Nugent made the comment, Rand emailed Stafford saying he wanted to denounce the remark. Stafford was sympathetic, but he cautioned that, politically, it could cause problems on the right. As a father, doesn’t it offend you? Rand wrote back. Stafford glanced up from his phone at his adopted daughter, who was black, and then at his wife, who had been fuming about Nugent’s comment ever since she heard it. “You’re right,” he told Rand. That night the senator tweeted, “Ted Nugent’s derogatory description of President Obama is offensive and has no place in politics. He should apologize.

EXAMPLES OF TOLERANCE 1Long and successful married life means tolerating hell of nuisance of each other 2Listening to boring lectures and appreciating teachers makes successful and tolerant students 3Ignoring all the noises of students makes successful and tolerant teacher 4Swallowing all insults makes successful and tolerant politicians 5Perfect deceiving each other makes successful and tolerant lovers BEST OF TOLERANCE IS LISTEN LESS THINK MORE AND IGNORE THE FOOLISH PEOPLE

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

Any student who wishes to express himself correctly and pleasingly, and desires a keener sense for the appreciation of literary work must write.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

You're a born storyteller,” I told him. It was part of his success as a teacher. He was a hardworking, interesting man who could pantomime and tell great stories. His elbow grease showed, as on the day he packed a trunk full of artifacts. Even disruptive students appreciated his hard work, and most of them acted accordingly. Role modeling significant effort was a key to successful classroom management.

Where others might see students with limitations, or students who were lagging behind their peers, Mr. Williams saw a room filled with kids who had lived through titanic experiences, teenagers who could do anything at all, once they accepted whatever sort of history they had brought with them and grasped the full extent of the opportunity lying ahead. He often told me that he felt lucky to work in a room like this one— a room that spoke of just how big the world was, and how mysterious. Meanwhile, I started visiting some of his students at home, and that was when I began to appreciate more fully how illuminating Room 142 was going to be, for the room quickly began to serve as an almost perfect microcosm of the global refugee crisis as a whole. Once I began meeting with particular families, I started hearing about every kind of journey a refugee family could survive. The stories that intersected in this one classroom brought to life the global crisis in a way that I never saw represented in the daily papers. The kids were at South to learn English, but in the process they were sharing with me and with the school’s staff and with their American- born peers all kinds of lessons— about fortitude, about resilience, about holding on to one’s humanity through experiences nobody should have to witness. About starting over, and about transformation.

Expectations have everything to do with happiness and motivation. A hungry teenager in a poor country will have an extremely difficult time understanding why a perfectionist student in a developed country would be depressed for three weeks simply because she received a “B” in school. On the other hand, a student who expects to fail the class celebrates for a week when they obtain a B. Similarly, a billionaire who lost a lot of money and became a millionaire might end up committing suicide210, while the average person who end up with a million dollars would become ecstatic. From my own observations, our happiness is almost exclusively determined by our expectations matched against our circumstances. Based on that, the easiest way to become happy may be to adjust our expectations and appreciate what we do have, instead of becoming upset because of the things we don’t. Even many marriages fail because of unrealistic expectations for each other, leading to built up bitterness over the years that plagues the soul.

History from Below’ directed attention to the important roles the masses had played politically, in bringing about major revolutions. It argued that history was not an affair of the upper classes only, using the French Revolution as an example of how even its ‘bourgeois’ phase was driven by the actions of peasants and artisans, and how the proletariat was destined to be the main agent of history in ushering Communism.[9] This approach, advanced by Marxist historians, would be extended by feminists and cultural Marxists generally into a call for a new history that would include the ‘indispensable’ roles and achievements of a whole host of ‘minorities’ neglected by traditional academics (i.e. gays, transsexuals, lesbians, blacks etc.), all of which contained a corresponding assault, and inevitable devaluation of the one agent that stood out as unoppressed, as ultimate oppressor: white hetero males, the very beings responsible for almost all the greatest works in Art and Science. The argument by World Systems Theory is that the ‘core’ countries of the West had achieved their status as advanced cultures by exploitation and holding down the ‘periphery’ and that a true historical narrative entailed an appreciation of the morally superior ways of Third World peoples struggling to liberate themselves from a world system controlled by white owned multinationals. This too has had an immensely negative impact on students, leading them to believe that the West only managed to modernise by extracting resources from the Third World and enslaving Africans and Natives.[10] This highly influential school has missed the far more important role of modern science and liberal institutions in the industrialisation of Western European nations.

There is no doubt that having students memorize lists of dry facts is not enriching. It is also true (though less often appreciated) that trying to teach students skills such as analysis or synthesis in the absence of factual knowledge is impossible.

Spiritual learners too slowly graduate like students of normal education. If you are mentally elevated, you can grasp and appreciate complex teachings.

As Jimmy Boggs used to remind us, revolutions are made out of love for people and for place. He often talked about loving America enough to change it. “I love this country,” he used to say, “not only because my ancestors’ blood is in the soil but because of what I believe it can become.” Shea Howell, Oakland University rhetoric professor and former director of Detroit Summer, has helped hundreds of students and community organizers appreciate what Jimmy meant: Love isn’t just something you feel. It’s something you do every day when you go out and pick up the papers and bottles scattered the night before on the corner, when you stop and talk to a neighbor, when you argue passionately for what you believe with whoever will listen, when you call a friend to see how they’re doing, when you write a letter to the newspaper, when you give a speech and give ’em hell, when you never stop believing that we can all be more than we are. In other words, Love isn’t about what we did yesterday; it’s about what we do today and tomorrow and the day after. Taking King seriously also requires a paradigm shift in how we address the three main questions of philosophy: What does it mean to be a human being? How do we know? How shall we live? It means rejecting scientific rationalism (based on the Cartesian body-mind dichotomy), which recognizes as real only that which can be measured and therefore excludes the knowledge that comes from the heart or from relationships between people. It means that we must be willing to see with our hearts and not only with our eyes. King was assassinated before he could begin to develop strategies and praxis to implement this revolutionary/evolutionary perspective for our young people, our cities, and our country. After his death many of his closest associates were too overwhelmed or too busy taking advantage of the new opportunities for advancement within the system to keep his vision and his practice alive. We will never know how King would have developed had he lived to see the twenty-first century. What we do know is that in the forty years since his assassination, our communities have been turned into wastelands by the Hi-Tech juggernaut and the export of, first, factory and, now, computer jobs overseas so that global corporations can make more of a profit with cheaper labor. We have witnessed and shared the suffering of countless numbers of young people in our inner cities,

With just a few late comers arriving, Paul stood at the front of the steps and looked up.  Brazenly etched into the arch encompassing the entrance was written: Paul L. Hatford Library.  With a shrug of the shoulders the name was dismissed as a mere token of appreciation, for he realized that soon students would forget.  It would be a matter of time before they started asking who was Paul L. Hatford.   Guests

A great teacher is one that helps their students to become great. In return, the students appreciate the teacher for their success.

A third positive result even further from the traditional tool kit of financial incentives comes from a recent randomized control trial conducted in the U.K., using the increasingly popular and low-cost method of text reminders. This intervention involved sending texts to half the parents in some school in advance of a major math test to let them know that their child had a test coming up in five days, then in three days, then in one day. The researchers call this approach “pre-informing.” The other half of parents did not receive the texts. The pre-informing texts increased student performance on the math test by the equivalent of one additional month of schooling, and students in the bottom quartile benefited most. These children gained the equivalent of two additional months of schooling, relative to the control group. Afterward, both parents and students said they wanted to stick with the program, showing that they appreciated being nudged.

It was a misalliance. Gargi’s diet was literary sarson ka saag; Jeannie was American apple pie. Gargi wanted appreciation for what he wrote; Jeannie never bothered to learn Punjabi and was therefore unable to become a part of her husband’s claque. Gargi was gregarious, open-hearted in his hospitality, with not much in his kitty to be open-hearted about; Jeannie cherished the privacy of her home and could not stomach people dropping in at all hours. She also had an enormous appetite for food, which embarrassed Gargi for the simple reason that his friends might think he did not give her enough to eat at home. It was Gargi who took the irrevocable step to break up the marriage by committing adultery. Gargi wrote an emotionally charged account of his lustful encounter with one of his girl students in a garage, through the window of which could see his wife and children. It was a detailed and lusty account of the love-making, describing even the size of her breasts and her nipples. And that was the end of his marriage with the beautiful Jeannie. In

and peered over the edge at the damp walkway below. It led into the student parking lot. Everyone was in fifth period . . . everyone except for the identical twins standing over the heads of their oblivious classmates and teachers. A suicide threat, seriously? This is why Gray was missing English? They were supposed to be discussing Yeats that afternoon and Gray didn’t appreciate having Charlene’s minion stop her on the way to class with a message that

***Not Religious October 31, 2017 I am an ordained Lama of the Celtic Buddhist lineage, a multi-decade student of many great Tibetan Buddhist teachers, a student of Brahmin/Hindu, Taoist, Wiccan, Animist and other traditions, a daily practitioner of sitting and moving meditations, with earlier roots in Judeo-Christian mysticism. I have recently faced enough folks remarking about what a “religious” person I am that it warrants a response. My response is, “Sorry. That’s just not true and pretty close to nonsense.” It is a very understandable mistake, my friends. I appreciate that you mean it as a compliment and I love you for the very kind intention. But who I am has somewhere between very little and nothing at all to do with the standard definitions of “religious.” I very highly recommend that you see the Why Celtic Buddhism Is Not A Religion section on the CB Homepage at celticbuddhism.org for clarification. I don’t disparage anyone who is religious (as long as they don’t use their religion as an excuse to kill, subjugate, demean or otherwise hurt anyone!) but for myself, it is not a label that fits. Be well, amigos. Much love, Ten (Lama Tenzin Roisin Dubh) p.s. Buy and read one or both of the two books at this Fearless Puppy website, or at Amazon. I say this for your benefit, not mine.

What is going on here? Why are students not mastering what they ought to be learning? It is my belief that, until recently, those of us involved in education have not appreciated the strength of the initial conceptions, stereotypes, and "scripts" that students bring to their school learning nor the difficulty of refashioning or eradicating them. We have failed to appreciate that in nearly every student there is a five-year-old "unschooled" mind struggling to get out and express itself. Nor have we realized how challenging it is to convey novel materials so that their implications will be appreciated by children who have long conceptualized materials of this sort in a fundamentally different and deeply entrenched way.

But it’s not the multi-volume, two-million-word, densely argued version. It’s a highly abridged version, containing some of the stories and ethical teachings from the Talmud. Aspirational Koreans appreciate that Talmud study is an effective way of training the mind in problem solving. Combing its cut–and-thrust method of debate with the more rigid Confucian methods of teaching gives Korean students a multi-dimensional, educational experience that is unheard of anywhere else in the world.