Sustain Education Quotes

The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.

Sustain joy by anchoring yourself with gratitude.

Joey was surprised that plants could be used to clean water. Then, he had a funny thought. He imagined a dandelion standing at a sink while it washed Water just like his parents when they washed the dishes. He started to laugh.

The librarian was called Miss Sunshine by all the kids. It wasn’t her real name, but she was so friendly and happy that everyone called her by that nickname. She asked Joey if she could help him find a book. He told her that he wanted a book about water and he thought the author was called Masaru Emoto. He told her he didn’t know how to spell the author’s name.

But there was one person who he felt would understand. Everyone thought she was a bit strange and might even be a witch. Her name was Alice and she lived down the road in a pretty, but a very ramshackle house. In the summer, her house was covered by so many climbing roses that you could hardly see it. She grew all sorts of fruits and vegetables. She often gave Joey’s family some of her delicious tomatoes, berries, and other vegetables. Still, she was strange, and he was slightly afraid of her. She talked to her plants!

This promise - that you will get more because they exist to get less - is woven throughout our entire society. Our politics, our education system, our infrastructure - anywhere there is a finite amount of power, influence, visibility, wealth, or opportunity. Anywhere in which someone might miss out. There the lure of that promise sustains racism. White Supremacy is this nation's oldest pyramid scheme. Even those who have lost everything to the scheme are still hanging in there, waiting for their turn to cash out.

Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it.

Climate-aligned interventions at the levels of education & mindsets, foresight & visions, and structures offer the most leverage for systemic change.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.

It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

Journey through the Power of the Rainbow represents a condensed compendium of literary efforts from a life dedicated to transforming the themes of injustice, grief, and despair that we all encounter during some unavoidable point of our existence into a sustainable life-affirming poetics of passionate creativity, empowered spiritual vision, and inspired commitment.

Too much study wears the body. BUT the truth refreshes the soul, sustains the spirit for a beautiful body.

At the core of the problem is an obsolete factory model of schooling that sorts, tracks, tests, and rejects or certifies working-class children as if they were products on an assembly line. The purpose of education, I said, cannot be only to increase the earning power of the individual or to supply workers for the ever-changing slots of the corporate machine. Children need to be given a sense of the 'unique capacity of human beings to shape and create reality in accordance with conscious purposes and plans.

But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

Abraham Lincoln, a predecessor of Barack Obama in both the White House and the Illinois state legislature, had eighteen months of formal education and became a soldier, surveyor, postmaster, rail-splitter, tavern keeper, and self-taught prairie lawyer. Obama went to Occidental College, Columbia University, and Harvard Law School, and became a "community organizer." I'm not sure that's progress--and it's certainly not "sustainable.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

Kindness in essence is the sustaining force for the humanity.

Love and compassion are the creating and sustaining elements of humanity, without them humanity will be inhumane.

Knowledge generates interest, and interest generates compassion.

The military institution is evidently absurd. The absurdity of non-military institutions is more difficult to face. It is even more frightening, precisely because it operates inexorably. We know which switch must stay open to avoid atomic holocaust. No switch detains an ecological Armageddon.

The more we live as 'free individuals' . . . the more we are effectively non-free, caught within the existing frame of possibilities--we have to be impelled or disturbed into freedom. . . . This paradox thoroughly pervades the form of subjectivity that characterizes 'permissive' liberal society. Since permissiveness and free choice are elevated into a supreme value, social control and domination can no longer appear as infringing on subjects' freedom: they have to appear as (and be sustained by) individuals experiencing themselves as free. There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become 'entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel . . . we are constantly bombarded by imposed 'free choices'; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. Unable to break out of this vicious cycle alone, as isolated individuals--since the more we act freely the more we become enslaved by the system--we need to be 'awakened' from this 'dogmatic slumber' of fake freedom.

Musk has talked about having more kids, and it’s on this subject that he delivers some controversial philosophizing vis-à-vis the creator of Beavis and Butt-head. “There’s this point that Mike Judge makes in Idiocracy, which is like smart people, you know, should at least sustain their numbers,” Musk said. “Like, if it’s a negative Darwinian vector, then obviously that’s not a good thing. It should be at least neutral. But if each successive generation of smart people has fewer kids, that’s probably bad, too. I mean, Europe, Japan, Russia, China are all headed for demographic implosion. And the fact of the matter is that basically the wealthier—basically wealth, education, and being secular are all indicative of low birth rate. They all correlate with low birth rate. I’m not saying like only smart people should have kids. I’m just saying that smart people should have kids as well. They should at least maintain—at least be a replacement rate. And the fact of the matter is that I notice that a lot of really smart women have zero or one kid. You’re like, ‘Wow, that’s probably not good.

In order to create a sustainable world, we need to: 1) Educate people. 2) Educate people. 3) Educate people. For every person left uneducated about the system of this sphere, the nature will make us all pay for it. Sustainability can only start in the mind.

To sustain the value of education, students should be respected as much as the teachers.

Only the World will save the World! -- The key is good education.

It's not enough to simply learn about Nature anymore, we must learn from it

Kissing Ally would be so easy. Touching her, holding her, tasting her…it’d be like breathing. I want to breathe. I want to inhale her in every way possible. I want her life to sustain me, her heartbeat to synchronize with mine. But I don’t want to taint her. I don’t want her to be like me. A cheater. A deviant. An outcast. She deserves better, and I’m not better.

Every problem in society is caused by or correlated to the inefficient utilization of capital. How do we solve the problems in supply chains? More efficient utilization of capital. How to we solve climate change problems? More efficient utilization of capital. How do we end poverty? The more efficient utilization of capital. How do we improve our education system? The more efficient utilization of capital. How do we transition from fossil fuels to sustainable energy sources? The efficient utilization of capital. Simply by striving to efficiently utilize all capital everywhere, we will by default solve a multitude of problems.

Sometimes, we get so caught up in the business of life that we forget to address the root causes of our problems. Taking a step back and confronting those issues can be the key to unlocking a more fulfilling existence!

We are the last generation that can experience true wilderness. Already the world has shrunk dramatically. To a Frenchman, the Pyrenees are “wild.” To a kid living in a New York City ghetto, Central Park is “wilderness,” the way Griffith Park in Burbank was to me when I was a kid. Even travelers in Patagonia forget that its giant, wild-looking estancias are really just overgrazed sheep farms. New Zealand and Scotland were once forested and populated with long-forgotten animals. The place in the lower forty-eight states that is farthest away from a road or habitation is at the headwaters of the Snake River in Wyoming, and it’s still only twenty-five miles. So if you define wilderness as a place that is more than a day’s walk from civilization, there is no true wilderness left in North America, except in parts of Alaska and Canada. In a true Earth-radical group, concern for wilderness preservation must be the keystone. The idea of wilderness, after all, is the most radical in human thought—more radical than Paine, than Marx, than Mao. Wilderness says: Human beings are not paramount, Earth is not for Homo sapiens alone, human life is but one life form on the planet and has no right to take exclusive possession. Yes, wilderness for its own sake, without any need to justify it for human benefit. Wilderness for wilderness. For bears and whales and titmice and rattlesnakes and stink bugs. And…wilderness for human beings…. Because it is home. —Dave Foreman, Confessions of an Eco-Warrior We need to protect these areas of unaltered wildness and diversity to have a baseline, so we never forget what the real world is like—in perfect balance, the way nature intended the earth to be. This is the model we need to keep in mind on our way toward sustainability.

One of the solutions to increasing the resilience of the rural economy is the automation of the rural economy in a sustainable manner. The adoption of a sustainable and inclusive approach to automating the rural economy can enhance efficiency and speed at each stage of the supply chain.

With the insight that genuine literacy involves “reading the word and the world,” renowned educator Paulo Freire helped open the door to a broader understanding of the term, one that moves from a strict decoding and reproducing of language into issues of economics, health, and sustainable development

All the beliefs, habits, tastes, emotions, mental attitudes that characterize our time are really designed to sustain the mystique of the party and prevent the true nature of present-day society from being perceived. Physical rebellion, or any preliminary move toward rebellion, is at present not possible. From the proletarians nothing is to be feared. Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without the power of grasping that the world could be other than it is. They could only become dangerous if the advance of industrial technique made it necessary to educate them more highly; but since military and commercial rivalry are no longer important, the level of popular education is actually declining. What opinions the masses hold,or do not hold, is looked on as matter of indifference. They can me granted intellectual liberty because they have no intellect.

These new black arrivals “with little education” were “resented by the small group of law-abiding and self-sustaining Negroes” already living in Portland.

No better example of the price of economic dependency may be culled from U.S. history than the sustained erosion of the African American’s civil rights.

Lack of entitlement drives small nation’s success: they expect to adapt to outside forces, so they do.

A society where everybody is paddling the same boat at a decent pace will move quicker and more effortlessly than one with a few speedsters and many laggards.

The cost of conflict almost always outweigh the benefit of what is being fought over.

you have to be able to survive mistakes in order to learn, and you have to learn in order to create sustainable success

A violent society is an underdeveloped society.

But there is very little emphasis within our educational systems on the education of the imagination, which requires sustained encounters with uncertainty.

As the taste for what may be called book-learning increases, manual labor should not be neglected. The education of the mind and the education of the body should go hand in hand. A skillful brain should be joined with a skillful hand. Manual labor should be dignified among us and always be made honorable. The tendency, which is too common in these days, for young men to get a smattering of education and then think themselves unsuited for mechanical or other laborious pursuits is one that should not be allowed to grow among us....Every one should make it a matter of pride to be a producer, and not a consumer alone. Our children should be taught to sustain themselves by their own industry and skill, and not only do this, but to help sustain others, and that to do this by honest toil is one of the most honorable means which God has furnished to His children here on earth. The subject of the proper education of the youth of Zion is one of the greatest importance.

A democratic society must seek to give every young person, whether native-born or newcomer, the knowledge and skills to succeed as an adult. In a political system that relies on the participation of informed citizens, everyone should, at a minimum, learn to speak, read and write a common language. Those who would sustain our democratic life must understand its history. Tailoring children's education to the color of their skin, their national origins, or their presumed ethnicity is in some fundamental sense contrary to our nation's founding ideals of democracy, equality and opportunity.

In short, contrary to the founders—and in ways they do not realize themselves—Americans today are heedlessly pursuing a vision of freedom that is short-lived and suicidal. Once again, freedom without virtue, leadership without character, business without trust, law without customs, education without meaning and medicine, science and technology without human considerations can end only in disaster.

For me, the heart of a humanistic education is the effort to understand what we don’t agree with, and yes, understanding makes it harder to sustain a distance from others, even if I continue to disagree.

It’s clear that the teaching profession in America was never designed to offer a lifetime of strong wages or a sustainable workload. Our schools have a 200+ year history of undervaluing the necessary skill sets of a good educator, offering low compensation, and making all-consuming demands on teachers’ personal lives due to the perception of the work as a “calling” which they should gladly sacrifice for.

You are not given respect by default, regardless of your professional position or title. It cannot be measured by the size of your paycheck. Respect is earned and reciprocated through the actions you take!

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

It came 'before the next' as what some may call the foundation - beyond traditions or old texts, and rationalizations: Education comes second, the progression of a nation; but 'Common Sense' is the treasure that sustains generations.

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime... How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

Democracy is not something we have by divine right. It is a hard-won privilege granted to us by those who came before us and fought for it. These were people who knew the tyranny and injustice of oppressive masters who would deny ordinary people a voice and basic human rights, such as freedom of expression and association. But we forget that democracy requires an active, informed, and engaged citizenry that seeks the well-being of all, not just their gang, in order to thrive.

The strength of a woman lies in her intuition and femininity which when harnessed through proper education, give her the autonomy and power to participate in democracy and leadership. Women economic empowerment is a promise of a better and sustainable future.

Andrew Ross makes sense of this sad artifice [decreasing academic pay] by explaining that academics of all ranks, along with artists, are uniquely willing to tolerate exploitation in the workplace. Ross claims that scholars' readiness "to accept a discounted wage out of 'love for their subject' has helped not only to sustain the cheap labor supply but also to magnify its strength and volume. Like artists and performers, academics are inclined by training to sacrifice earnings for the opportunity to exercise their craft." (p. 64)

There are three ways YOU can GET OUT of abject poverty. The first is inheritance which is always volatile and very scarce. The second is Education which very sustainable. The third and the most EFFECTIVE way is DEATH (or to Die ). But I recommend YOU to Choose Education

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

We must encourage energy conservation and sustainable development. Young people are the ones who are most environmentally conscious in Ireland, so that to some extent they are educating their parents. They are tackling issues of waste disposal and so on. The schools help, because they put a lot of stress on environmental awareness.

The reader reads aloud, with a sing-song up … then down … then down again cadence. My mood shifts from merely reluctant to derisive. It’s a tired reading style. I’m sick of it. It attaches more importance to the words than the words themselves—as they’ve been arranged—could possibly sustain, and it gives poets and poetry a bad name.

Do you favor mandated free tuition?” I answered: “Most positively not.” The crowd unanimously and lustily booed me. “Do you realize,” I persisted, “that you are asking men and women who are, many of them poorer than you, and poorer than your parents; many of whom earn less money than you yourselves will be earning in the course of a few years, to make sacrifices in your behalf?” Boo! “If you don’t believe me,” I said, “go to your economics teachers and ask them.” Boo! “All right,” I said, “don’t go to your economics teachers, and don’t discover the economic realities—you’ll find it much easier on the conscience not to know who is sustaining the hardship for your free education.” Applause!—as a matter of fact. On

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

A child who has slept all night in a stuffy, overcrowded room, and then breakfasts on a cup of weak tea and a piece of bread, can hardly be expected to show a sharp, sustained interest in the abstractions of arithmetic, and the unrelated niceties of correct spelling. Punishment (or the threat of it) for this lack of interest is unlikely to bring the best out of him.

Churches, politicians, even some educational institutions teach hate and normalize it long before it ends up in a song lyric or being parroted in an interview by a newly famous sixteen-year-old. In that way the hood is a reflection of the wider world. We don’t have bigotry by accident; it’s built and sustained by the same cultural institutions we’re taught to revere.

Educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

Gone are days when politics was an adventure of the hegemonic masculinity, when men were canonized and women demonized for being in politics. A Woman's strength lies in her intuition and femininity which when harnessed through proper education, give her the autonomy and power to participate in democracy and leadership. Women economic empowerment is a promise of a better and sustainable future.

Millions of people across the world live in a state of acute environmental crises caused by the lack of access to safe and usable water resources, because of natural disasters, socio-economic conditions, wars and conflicts. At Green the Gene, we are developing extremely simple yet highly technology and data intensive solutions tailored to address extremely specific problems faced by communities.

All communities require sustainable ways to make a living. Economic sustainability involves: Small-scale business, crafts, and services that create maximum diversity of economic base and a rich ecology of financial, income and job opportunities. Possibilities include cottage industries, local services, education, printing and publishing, trading, small-scale manufacturing, consulting, shops and cooperatives.

To these statements, Socrates, no one can offer a reply; but when you talk in this way, a strange feeling passes over the minds of your hearers: They fancy that they are led astray a little at each step in the argument, owing to their own want of skill in asking and answering questions; these littles accumulate, and at the end of the discussion they are found to have sustained a mighty overthrow and all their former notions appear to be turned upside down. And as unskilful players of draughts are at last shut up by their more skilful adversaries and have no piece to move, so they too find themselves shut up at last; for they have nothing to say in this new game of which words are the counters; and yet all the time they are in the right. The observation is suggested to me by what is now occurring. For any one of us might say, that although in words he is not able to meet you at each step of the argument, he sees as a fact that the votaries of philosophy, when they carry on the study, not only in youth as a part of education, but as the pursuit of their maturer years, most of them become strange monsters, not to say utter rogues, and that those who may be considered the best of them are made useless to the world by the very study which you extol.

Let's put our money where our mouth is; let's invest in the future by investing in the education of our youth and the re-education of those who need it and aren't so young anymore. It's not charity; it's an investment in the mental, intellectual, and social infrastructure of our country and our planet. Charity is something you give to corporations when they commit crimes of fraud and plunge the world into economic turmoil.

One of the fruits of the long predominance of labourism is precisely that the party of the working class has never carried out any sustained campaign of education and propaganda on behalf of a socialist programme; and that Labour leaders have frequently turned themselves into fierce propagandists against the socialist proposals of their critics inside the Labour Party and out, and have bent their best efforts to the task of defeating all attempts to have the Labour Party adopt such proposals. Moreover, a vast array of conservative forces, of the most diverse kind, are always at hand to dissuade the working class from even thinking about the socialist ideas which evil or foolish people are forever trying to foist upon them. This simply means that a ceaseless battle for the ‘hearts and minds’ of the people is waged by the forces of conservatism, against which have only been mobilised immeasurably smaller socialist forces. A socialist party would seek to strengthen these forces and to defend socialist perspectives and a socialist programme over an extended period of time, and would accept that more than one election might have to be held before a majority of people came to support it. In any case, a socialist party would not only be concerned with office, but with the creation of the conditions under which office would be more than the management of affairs on capitalist lines.

THE DEVELOPMENT OF THE ARYAN INVASION THEORY Before the 1857 uprising it was recognized that British rule in India could not be sustained without a large number of supporters and collaborators from within the Indian population. Recognizing this, it was influential men like Thomas Babbington Macaulay, who, as Chairman of the Education Board, sought to set up an educational system modeled after the British system, which, in the case of India, would serve to undermine the Hindu tradition. While not a missionary himself, Macaulay came from a deeply religious family steeped in the Protestant Christian faith. His father was a Presbyterian minister and his mother a Quaker. He believed that the conversion of Hindus to Christianity held the answer to the problems of administering India. His idea was to create a class of English educated elite that would repudiate its tradition and become British collaborators. In 1836, while serving as chairman of the Education Board in India, he enthusiastically wrote his father about his idea and how it was proceeding: “Our English schools are flourishing wonderfully. The effect of this education on the Hindus is prodigious... It is my belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, by natural operation of knowledge and reflection. I heartily rejoice in the project.

Sonnet of Education Competition is for horses, Education is for the human. Either education or competition, You can have only one. Education ought to build character, Not to raise snobs hooked on cash. Love is needed, kindness is needed, It won't come by raising tribal trash. Cash-building education is uneducation, For it only sustains self-absorption. Character-building education is ascension, For it paves the way for true civilization. One can be educated yet a filthy savage. True sign of education lies in selflessness.

Meanwhile, the state has grown as addicted to the lottery as its problem gamblers. Lottery proceeds now account for 13 percent of the state revenues in Massachusetts, making radical change all but unthinkable. No politician, however troubled by the lottery's harmful effects, would dare raise taxes or cut spending sufficiently to offset the revenue the lottery brings in. With states hooked on the money, they have no choice but to continue to bombard their citizens, especially the most vulnerable ones, with a message at odds with the ethic of work, sacrifice and moral responsibility that sustains democratic life. This civic corruption is the gravest harm that lotteries bring. It degrades the public realm by casting the government as the purveyor of a perverse civic education. To keep the money flowing, state governments across American must now use their authority and influence not to cultivate civic virtue but to peddle false hope. They must persuade their citizens that with a little luck they can escape the world of work to which only misfortune cosigns them.

Public libraries have succumbed to the same pressures that have overwhelmed the basic cultural functions of museums and universities, aims that should remain what they were, not because the old ways are always better but because in this case they were the right ones: the sustaining of standards, the preservation of quality, the conservation of literacy's history, the education of the heart, eye and mind. Now libraries devote far too much of their restricted space, and their limited budget, to public amusement. It is a fact of philistine life that amusement is where the money is.

The more serious about gardening I became, the more dubious lawns seemed. The problem for me was not, as it was for my father, the relation to my neighbors that a lawn implied; it was the lawn’s relationship to nature. For however democratic a lawn may be with respect to one’s neighbors, with respect to nature it is authoritarian. Under the mower’s brutal indiscriminate rotor, the landscape is subdued, homogenized, dominated utterly. I became convinced that lawn care had about as much to do with gardening as floor waxing, or road paving. Gardening was a subtle process of give and take with the landscape, a search for some middle ground between culture and nature. A lawn was nature under culture’s boot. Mowing the lawn, I felt like I was battling the earth rather than working it; each week it sent forth a green army and each week I beat it back with my infernal machine. Unlike every other plant in my garden, the grasses were anonymous, massified, deprived of any change or development whatsoever, not to mention any semblance of self-determination. I ruled a totalitarian landscape. Hot monotonous hours behind the mower gave rise to existential speculations. I spent part of one afternoon trying to decide who, in the absurdist drama of lawn mowing, was Sisyphus. Me? A case could certainly be made. Or was it the grass, pushing up through the soil every week, one layer of cells at a time, only to be cut down and then, perversely, encouraged (with fertilizer, lime, etc.) to start the whole doomed process over again? Another day it occurred to me that time as we know it doesn’t exist in the lawn, since grass never dies or is allowed to flower and set seed. Lawns are nature purged of sex and death. No wonder Americans like them so much.

Make school affordable. For example, provide family stipends for keeping girls in school. Help girls overcome health barriers. For example, offer deworming treatments. Reduce the time and distance to get to school. For example, provide girls with bikes. Make schools more girl-friendly. For example, offer child-care programs for young mothers. Improve school quality. For example, invest in more and better teachers. Increase community engagement. For example, train community education activists. Sustain girls’ education during emergencies. For example, establish schools in refugee camps. Today,

Suddenly all our civilization seems threatened by crime, war, racial strife, moral experiments, and urban decay. We pass these frightening problems on to our children, themselves so rootless and confused. If we can sustain our faith in education we may, by guiding the rising generations—white, black, and brown together—through school and college, generate the intelligence to meet these dangers, and to lift our lives to humane tolerance, orderly liberty, marital constancy, and an organized peace. CHAPTER TWELVE ON RACE On the social aspect of this issue I should almost be an expert, for in a minor way I have been involved in the civil rights movement

It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books.

But I learned that there was no higher honor than serving the people of the United States and nothing I wanted to do more. Even after leaving the Justice Department—I resigned the night before Trump’s first inauguration in 2017—I felt, and continue to feel, an obligation to share what I had the privilege of learning about our justice system and our democratic institutions during my time in government. But ultimately, it’s an educated public capable of informed civil discourse that sustains effective, fair government. Accountability happens when citizens demand it. Sometimes, they must demand it loudly and persistently. This is undoubtedly one of those moments. Putting these

collaboration between teams at IBM and IIT Madras offered a quantum computing course on NPTEL, a popular MOOC platform in India. Despite minimal advertising, this course attracted 10,000 registrants, exemplifying the keen interest in quantum computing among Indian learners. Additionally, IBM’s Qiskit summer schools consistently see high participation from India, indicating a sustained enthusiasm and growing expertise in the field within the country. The registrations have to be closed early in India because the priority access slots on quantum computers are limited. This trend reflects the flourishing quantum learners community India, driven by educational initiatives and widespread engagement from students and professionals.

While wisdom dictates the need for education, education does not necessarily make one wise. I remember a man when I was growing up who was extremely well educated and had two master’s degrees. He could wax eloquently on many subjects but had a very difficult time sustaining himself economically. In fact, he would frequently mooch off of anyone who would take pity on him. On the other hand, many of the greatest achievers in our society never finished college. That includes Bill Gates Jr., Steve Jobs, and Dan Snyder, who is the owner of the Washington Redskins. This does not mean that higher education isn’t highly desirable and beneficial, but it does indicate that the wise use of knowledge is more important than knowledge itself.

We in this colony took as our own the most dramatic, and the most obvious, of our white master’s characteristics, which were, of course, their worst. In retaining the identity of our race, we held fast to those characteristics most gratifying to sustain and least troublesome to maintain. Consequently we were not royal but snobbish, not aristocratic but class-conscious; we believed authority was cruelty to our inferiors, and education was being at school. We mistook violence for passion, indolence for leisure, and thought recklessness was freedom. We raised our children and reared our crops; we let infants grow, and property develop. Our manhood was defined by acquisitions. Our womanhood by acquiescence. And the smell of your fruit and the labor of your days we abhorred.

half-century before, at Stalin’s direct order, NKVD executioners slaughtered fifteen thousand Polish military officers and threw the bodies into rows of mass graves. The month-long operation in Kalinin, Katyn, and Starobelsk was part of Stalin’s attempt to begin the domination of Poland. The young officers had been among the best-educated men in Poland, and Stalin saw them as a potential danger, as enemies-in-advance. For decades after, Moscow put the blame for the killings on the Nazis, saying the Germans had carried out the massacres in 1941, not the NKVD in 1940. The Kremlin propaganda machine sustained the fiction in speeches, diplomatic negotiations, and textbooks, weaving it into the vast fabric of ideology and official history that sustained the regime and its empire.

In 2004, fifty years after Brown, “not a single African American earned a Ph.D. in astronomy or astrophysics,” according to the Journal of Blacks in Higher Education. In fact, of the 2,100 Ph.Ds. awarded in forty-three different fields in the natural sciences, not one of these doctoral degrees went to an African American.132 The refusal to implement Brown throughout the South even in the face of Sputnik—not only as the law or as simple humanity might have dictated but also as demanded by national interest and patriotism—compromised and undermined American strength. Now, in the twenty-first century, the sector of the U.S. economy that accounts for more than 50 percent of our sustained economic expansion, science and engineering, is relying on an ever-dwindling skilled and educated workforce.

The conventional approach to community building and development addresses problem areas such as public safety, jobs and local economy, affordable housing, youth, universal health care, and education. Every city has thousands of institutions, programs, and agencies all committed to serving the public good. From the standpoint of building community and social capital, these institutions and programs are just treating the symptoms. Safety, jobs, housing, and the rest are symptoms of the unreconciled and fragmented nature of the community—what Lopez calls the breakdown of community. This fragmentation or breakdown creates a context where trying to solve the symptoms only sustains them. Otherwise, why have we been working on these symptoms for so long and so hard; and even with so many successful programs, why have we seen too little fundamental change?

I began braising and stewing solo, regularly devoting my Sunday afternoons to cooking various pot dishes on my own. The idea was to make a couple of dinners at a time and freeze them to eat during the week: my own home-meal replacements, homemade. Weeknights, it’s often hard to find more than a half hour or so to fix dinner, so I decided to put in a few hours on the weekend, when I would feel less rushed. I also borrowed a couple of minor mass-production techniques from the food industry: I figured that if I was going to chop onions for a mirepoix or soffritto, why not chop enough for two or three dishes? That way, I’d only have to wash the pans, knives, and cutting boards once. Making pot dishes in this way has proved to be the single most practical and sustainable skill—both in terms of money and time spent to eat well—I acquired in my cooking education.

How do you cause people to believe in an imagined order such as Christianity, democracy or capitalism? First, you never admit that the order is imagined. You always insist that the order sustaining society is an objective reality created by the great gods or by the laws of nature. People are unequal, not because Hammurabi said so, but because Enlil and Marduk decreed it. People are equal, not because Thomas Jefferson said so, but because God created them that way. Free markets are the best economic system, not because Adam Smith said so, but because these are the immutable laws of nature. You also educate people thoroughly. From the moment they are born, you constantly remind them of the principles of the imagined order, which are incorporated into anything and everything. They are incorporated into fairy tales, dramas, paintings, songs, etiquette, political propaganda, architecture, recipes and fashions.

She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.

you think about it, our easy reliance on carceral logics in schools is especially sad. After all, shouldn’t schools—allegedly places dedicated to learning, nurturing, and understanding child development—be the first place where it occurs to us to address problems through care, compassion, and gentle inquiry rather than through punishment and containment? To the contrary, Black and Native people have been criminalized—labeled “dangerous people”—in schooling spaces throughout history. Like a perpetual motion machine, this allows carceral logics to sustain themselves: school becomes the place where they are routinized and made acceptable beyond questioning at an early age, impressing upon both children and the adults charged with caring for them that this is the only way things can possibly work. That normalization is cast upon the rest of our society, which in turn fails to condemn everyday acts of punishment and disposal enacted against children because these acts are seen as inevitable necessities.

Letter II To Mrs. Saville, England. Archangel, 28th March, 17—. How slowly the time passes here, encompassed as I am by frost and snow! Yet a second step is taken towards my enterprise. I have hired a vessel and am occupied in collecting my sailors; those whom I have already engaged appear to be men on whom I can depend and are certainly possessed of dauntless courage. But I have one want which I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe evil, I have no friend, Margaret: when I am glowing with the enthusiasm of success, there will be none to participate my joy; if I am assailed by disappointment, no one will endeavour to sustain me in dejection. I shall commit my thoughts to paper, it is true; but that is a poor medium for the communication of feeling. I desire the company of a man who could sympathise with me, whose eyes would reply to mine. You may deem me romantic, my dear sister, but I bitterly feel the want of a friend. I have no one near me, gentle yet courageous, possessed of a cultivated as well as of a capacious mind, whose tastes are like my own, to approve or amend my plans. How would such a friend repair the faults of your poor brother! I am too ardent in execution and too impatient of difficulties. But it is a still greater evil to me that I am self-educated: for the first fourteen years of my life I ran wild on a common and read nothing but our Uncle Thomas' books of voyages. At that age I became acquainted with the celebrated poets of our own country; but it was only when it had ceased to be in my power to derive its most important benefits from such a conviction that I perceived the necessity of becoming acquainted with more languages than that of my native country. Now I am twenty-eight and am in reality more illiterate than many schoolboys of fifteen. It is true that I have thought more and that my daydreams are more extended and magnificent, but they want (as the painters call it) keeping; and I greatly need a friend who would have sense enough not to despise me as romantic, and affection enough for me to endeavour to regulate my mind.

Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The First Industrial Revolution (1700s–1800s) Beginning in the UK in the 1700s, freeing people to be inventive and productive and providing them with capital led many societies to shift to new machine-based manufacturing processes, creating the first sustained and widespread period of productivity improvement in thousands of years. These improvements began with agricultural inventions that increased productivity, which led to a population boom and a secular shift toward urbanization as the labor intensity of farming declined. As people flocked to cities, industry benefited from the steadily increasing supply of labor, creating a virtuous cycle and leading to shifts in wealth and power both within and between nations. The new urban populations needed new types of goods and services, which required the government to get bigger and spend money on things like housing, sanitation, and education, as well as on the infrastructure for the new industrial capitalist system, such as courts, regulators, and central banks. Power moved into the hands of central government bureaucrats and the capitalists who controlled the means of production. Geopolitically, these developments most helped the UK, which pioneered many of the most important innovations. The UK caught up to the Netherlands in output per capita around 1800, before overtaking them in the mid-19th century, when the British Empire approached its peak share of world output (around 20 percent).

responsibility—the very topic we made central in this book in Rule IV: Notice that opportunity lurks where responsibility has been abdicated. That response was fascinating—and not at all predictable. Responsibility is not an easy sell. Parents have been striving forever to make their kids responsible. Society attempts the same thing, with its educational institutions, apprenticeships, volunteer organizations, and clubs. You might even consider the inculcation of responsibility the fundamental purpose of society. But something has gone wrong. We have committed an error, or a series of errors. We have spent too much time, for example (much of the last fifty years), clamoring about rights, and we are no longer asking enough of the young people we are socializing. We have been telling them for decades to demand what they are owed by society. We have been implying that the important meanings of their lives will be given to them because of such demands, when we should have been doing the opposite: letting them know that the meaning that sustains life in all its tragedy and disappointment is to be found in shouldering a noble burden. Because we have not been doing this, they have grown up looking in the wrong places. And this has left them vulnerable: vulnerable to easy answers and susceptible to the deadening force of resentment. What about the unfolding of history has left us in this position? How has this vulnerability, this susceptibility, come about?

To achieve authentic, sustained happiness, above all else you need to be in charge of your life, to be in control of who you want to be, and be able to make the appropriate changes if you are not. This cannot merely be a perception, a slogan like the American Dream (the United States came way down on the LSE's social mobility scale, incidentally). In Scandinavia it is a reality. These are the real lands of opportunity. There is far greater social mobility in the Nordic countries than in the United States or Britain and, for all the collectivism and state interference in the lives of the people who live here, there is far greater freedom to be the person you want to be, and do the things you want to do, up here in the north. In a recent poll by Gallup, only 5 percent of Danes said they could not change their lives if they wanted to. In contrast, I can think of many American states in which it would probably be quite an uncomfortable experience to declare yourself an atheist, for example or gay, or to be married yet choose not to have children, or to be unmarried and have children, or to have an abortion, or to raise your children as Muslims. Less significantly, but still limiting, I don't imagine it would be easy being vegetarian in Texas, for instance, or a wine buff in Salt Lake City, come to that. And don't even think of coming out as a socialist anywhere! In Scandinavia you can be all of these things and no one will bat an eye (as long as you wait and cross on green). Crucial to this social mobility are the schools. The autonomy enabled by a high-quality, free education system is just as important as the region's economic equality and extensive welfare safety nets, if not more so. In Scandinavia the standard of education is not only the best in the world, but the opportunities it presents are available to all, free of charge. This is the bedrock of Nordic exceptionalism.

he used the phrase “naive transitivity” to describe what we and other movement activists in the 1960s were calling “rebellion.” For Freire, it was the stage when the masses, conscious that their oppression is rooted in objective conditions, “become anxious for freedom, anxious to overcome the silence in which they have always existed.” Freire was very clear, as were we, that this breaking of silence was not just a riot. Indeed, the masses were seeking to make their historical presence felt. He was equally clear, as were we, that it was not yet revolution because revolutions are made by people (as distinguished from masses) who have assumed “the role of subject in the precarious adventure of transforming and re-creating the world. They are not just denouncing but also announcing a new positive.”8 Or as we put it in Revolution and Evolution in the Twentieth Century, “a rebellion disrupts the society,” but “a revolution . . . begins with projecting the notion of a more human, human being,” one “who is more advanced in the qualities which only human beings have—creativity, consciousness and self-consciousness, a sense of political and social responsibility.”9 Soon thereafter, I read Freire’s Pedagogy of the Oppressed and was delighted to discover that his ideas of Education for Freedom, as education that not only makes the masses conscious of their oppression but engages them in struggles to transform themselves and their world, were very close to those that I had been putting forward.10 In this landmark work, Freire critiqued the bourgeois “banking method” of education, in which students are expected to memorize the “truths” of the dominant society—that is, “deposit” information in their head then “withdraw” it when required for tests, jobs, and other demands by overseers. Instead, Freire argued that critical thinking can develop only when questions are posed as problems. This problem-posing method provides no automatic “correct” answer. By contrast, students must discover their own understanding of the truth by developing a heightened awareness of their situation.

Mandal vs Mandir The V.P. Singh government was the biggest casualty of this confrontation. Within the BJP and its mentor, the RSS, the debate on whether or not to oppose V.P. Singh and OBC reservations reached a high pitch. Inder Malhotra | 981 words It was a blunder on V.P. Singh’s part to announce his acceptance of the Mandal Commission’s report recommending 27 per cent reservations in government jobs for what are called Other Backward Classes but are, in fact, specified castes — economically well-off, politically powerful but socially and educationally backward — in such hot haste. He knew that the issue was highly controversial, deeply emotive and potentially explosive, which it proved to be instantly. But his top priority was to outsmart his former deputy and present adversary, Devi Lal. He even annoyed those whose support “from outside” was sustaining him in power. BJP leaders were peeved that they were informed of what was afoot practically at the last minute in a terse telephone call. What annoyed them even more was that the prime minister’s decision would divide Hindu society. The BJP’s ranks demanded that the plug be pulled on V.P. Singh but the top leadership advised restraint, because it was also important to keep the Congress out of power. The party leadership was aware of the electoral clout of the OBCs, who added up to 52 per cent of the population. As for Rajiv Gandhi, he was totally and vehemently opposed to the Mandal Commission and its report. He eloquently condemned V.P. Singh’s decision when it was eventually discussed in Parliament. This can be better understood in the perspective of the Mandal Commission’s history. Having acquired wealth during the Green Revolution and political power through elections, the OBCs realised that they had little share in the country’s administrative apparatus, especially in the higher rungs of the bureaucracy. So they started clamouring for reservations in government jobs. Throughout the Congress rule until 1977, this demand fell on deaf ears. It was the Janata government, headed by Morarji Desai, that appointed the Mandal Commission in 1978. Ironically, by the time the commission submitted its report, the Janata was history and Indira Gandhi was back in power. She quietly consigned the document to the deep freeze. In Rajiv’s time, one of his cabinet ministers, Shiv Shanker, once asked about the Mandal report.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

Yet let us reflect, where does the animal cease, where does man begin? — man, who is nature’s sole concern! As long as anyone desires life as he desires happiness, he has not yet raised his eyes above the horizon of the animal, for he only desires more consciously what the animal seeks through blind impulse. But that is what we all do for the greater part of our lives; usually we fail to emerge out of animality, we ourselves are the animals whose suffering seems to be senseless. But there are moments when we realize this: then the clouds are rent asunder, and we see that, in common with all nature, we are pressing towards something that stands high above us. In this sudden illumination we gaze around us and behind us with a shudder; we behold the more subtle beasts of prey and there we are in the midst of them. The tremendous coming and going of men on the great wilderness of the earth, their founding of cities and states their wars their restless assembling and scattering again, their confused mingling, mutual imitation, mutual outwitting and downtreading, their wailing in distress, their howls of joy in victory — all this is a continuation of animality; as though man was to be deliberately retrogressed and defrauded of his metaphysical disposition, indeed as though nature, after having desired and worked at man for so long, now drew back from him in fear and preferred to return to the unconsciousness of instinct. Nature needs knowledge and it is terrified of the knowledge it has need of; and so the flame flickers restlessly back and forth as though afraid of itself and seizes upon a thousand things before it seizes upon that on account of which nature needs knowledge at all. In individual moments we all know how the most elaborate arrangements of our life are made only so as to flee from the tasks we actually ought to be performing, how we would like to hide our head somewhere as though our hundred-eyed conscience could not find us out there, how we hasten to give our heart to the state, to money-making, to sociability or science merely so as no longer to possess it ourselves, how we labor at our daily work more ardently and thoughtlessly than is necessary to sustain our life because to us it is even more necessary not to have leisure to stop and think. Haste is universal because everyone is in flight from himself; universal too is the shy concealment of this haste because everyone wants to seem content and would like to deceive more sharp-eyed observers as to the wretchedness he feels; and also universal is the need for new tinkling word-bells to hang upon life and so bestow upon it an air of noisy festivity. Everyone is familiar with the strange condition in which unpleasant memories suddenly assert themselves and we then make great efforts, through vehement noise and gestures, to banish them from our minds: but the noise and gestures which are going on everywhere reveal that we are all in such a condition all the time, that we live in fear of memory and of turning inward. But what is it that assails us so frequently, what is the gnat that will not let us sleep? There are spirits all around us, every moment of our life wants to say something to us, but we refuse to listen to these spirit-voices. We are afraid that when we are alone and quiet something will be whispered into our ear, and so we hate quietness and deafen ourselves with sociability.

The reorganisation of the world has at first to be mainly the work of a "movement" or a Party or a religion or cult, whatever we choose to call it. We may call it New Liberalism or the New Radicalism or what not. It will not be a close-knit organisation, toeing the Party line and so forth. It may be a very loose-knit and many faceted, but if a sufficient number of minds throughout the world, irrespective of race, origin or economic and social habituations, can be brought to the free and candid recognition of the essentials of the human problem, then their effective collaboration in a conscious, explicit and open effort to reconstruct human society will ensue. And to begin with they will do all they can to spread and perfect this conception of a new world order, which they will regard as the only working frame for their activities, while at the same time they will set themselves to discover and associate with themselves, everyone, everywhere, who is intellectually able to grasp the same broad ideas and morally disposed to realise them. The distribution of this essential conception one may call propaganda, but in reality it is education. The opening phase of this new type of Revolution must involve therefore a campaign for re-invigorated and modernised education throughout the world, an education that will have the same ratio to the education of a couple of hundred years ago, as the electric lighting of a contemporary city has to the chandeliers and oil lamps of the same period. On its present mental levels humanity can do no better than what it is doing now. Vitalising education is only possible when it is under the influence of people who are themselves learning. It is inseparable from the modern idea of education that it should be knit up to incessant research. We say research rather than science. It is the better word because it is free from any suggestion of that finality which means dogmatism and death. All education tends to become stylistic and sterile unless it is kept in close touch with experimental verification and practical work, and consequently this new movement of revolutionary initiative, must at the same time be sustaining realistic political and social activities and working steadily for the collectivisation of governments and economic life. The intellectual movement will be only the initiatory and correlating part of the new revolutionary drive. These practical activities must be various. Everyone engaged in them must be thinking for himself and not waiting for orders. The only dictatorship he will recognise is the dictatorship of the plain understanding and the invincible fact. And if this culminating Revolution is to be accomplished, then the participation of every conceivable sort of human+being who has the mental grasp to see these broad realities of the world situation and the moral quality to do something about it, must be welcomed. Previous revolutionary thrusts have been vitiated by bad psychology. They have given great play to the gratification of the inferiority complexes that arise out of class disadvantages. It is no doubt very unjust that anyone should be better educated, healthier and less fearful of the world than anyone else, but that is no reason why the new Revolution should not make the fullest use of the health, education, vigour and courage of the fortunate. The Revolution we are contemplating will aim at abolishing the bitterness of frustration. But certainly it will do nothing to avenge it. Nothing whatever. Let the dead past punish its dead.

Feminist consciousness is consciousness of victimization. To apprehend one-self as victim is to be aware of an alien and hostile force outside of oneself which is responsible for the blatantly unjust treatment of women and which enforces a stifling and oppressive system of sex-role differentiation. For some feminists, this hostile power is “society” or “the system”; for others, it is simply men. Victimization is impartial, even though its damage is done to each one of us personally. One is victimized as a woman, as one among many. In the realization that others are made to suffer in the same way I am made to suffer lies the beginning of a sense of solidarity with other victims. To come to see oneself as victim, to have such an altered perception of oneself and of one’s society is not to see things in the same old way while merely judging them differently or to superimpose new attitudes on things like frosting a cake. The consciousness of victimization is immediate and revelatory; it allows us to discover what social reality is really like. The consciousness of victimization is a divided consciousness. To see myself as victim is to know that I have already sustained injury, that I live exposed to injury, that I have been at worst mutilated, at best diminished in my being. But at the same time, feminist consciousness is a joyous consciousness of one’s own power, of the possibility of unprecedented personal growth and the release of energy long suppressed. Thus, feminist consciousness is both consciousness of weakness and consciousness of strength. But this division in the way we apprehend ourselves has a positive effect, for it leads to the search both for ways of overcoming those weaknesses in ourselves which support the system and for direct forms of struggle against the system itself. The consciousness of victimization may be a consciousness divided in a second way. The awareness I have of myself as victim may rest uneasily alongside the awareness that I am also and at the same time enormously privileged, more privileged than the overwhelming majority of the world’s population. I myself enjoy both white-skin privilege and the privileges of comparative affluence. In our society, of course, women of color are not so fortunate; white women, as a group and on average, are substantially more economically advantaged than many persons of color, especially women of color; white women have better housing and education, enjoy lower rates of infant and maternal mortality, and, unlike many poor persons of color, both men and women, are rarely forced to live in the climate of street violence that has become a standard feature of urban poverty. But even women of color in our society are relatively advantaged in comparison to the appalling poverty of women in, e.g., Africa and Latin America. Many women do not develop a consciousness divided in this way at all: they see themselves, to be sure, as victims of an unjust system of social power, but they remain blind to the extent to which they themselves are implicated in the victimization of others. What this means is that the “raising” of a woman’s consciousness is, unfortunately, no safeguard against her continued acquiescence in racism, imperialism, or class oppression. Sometimes, however, the entry into feminist consciousness, for white women especially, may bring in its wake a growth in political awareness generally: The disclosure of one’s own oppression may lead to an understanding of a range of misery to which one was heretofore blind.

he methodically distinguishes two types of success—whether in the arts, in battle, or in politics. The first success, he argues, belongs to the man “who has in him the natural power to do what no one else can do, and what no amount of training, no perseverance or will power, will enable an ordinary man to do.” He cites the poet who could write the “Ode on a Grecian Urn,” the president who could “deliver the Gettysburg Address,” and Lord Nelson at Trafalgar as manifestations of genius, examples of men assigned extraordinary gifts at birth. The second and more common type of success, he maintains, is not dependent on such unique inborn attributes, but on a man’s ability to develop ordinary qualities to an extraordinary degree through ambition and the application of hard, sustained work. Unlike genius, which can inspire, but not educate, self-made success is democratic, “open to the average man of sound body and fair mind, who has no remarkable mental or physical attributes,” but who enlarges each of those attributes to the maximum degree. He suggests that it is “more useful to study this second type,” for with determination, anyone “can, if he chooses, find out how to win a similar success himself.” It is clear from the start of Roosevelt’s story of his leadership journey that he unequivocally aligns himself with this second type of success.

Now, in the twenty-first century, the sector of the U.S. economy that accounts for more than 50 percent of our sustained economic expansion, science and engineering, is relying on an ever-dwindling skilled and educated workforce. Whereas at one point, “about 40% of the world’s scientists and engineers resided in the U.S.,” according to Rodney C. Adkins, senior vice president of IBM, “that number [had] shrunk to about 15%” by 2012.133

It has become fashionable in some no-win Negro circles to decry the white liberal as the main enemy (his hypocrisy is what sustains racism); by virtue of this reverse recitation of the reactionary's litany (liberalism leads to socialism, which leads to communism), the Negro is left in majestic isolation, except for a tiny band of fervent white initiates. But the objective fact is that Eastland and Goldwater are the main enemies--they and the opponents of civil rights, of the war on poverty, of medicare, of social security, of federal aid to education, of unions, and so forth.

Regardless, the young entrepreneur traveled alone and developed his skills as a salesman. His desire to succeed, and to seek opportunities wouldn’t allow for any impediments. This characteristic sustained Edison throughout his career. He was even bold enough to set up a chemistry laboratory for his experiments, and a small, secondhand printing press in one of the baggage cars! Sadly, Thomas’ formal education ended early, and by his early teens, Edison was considered functionally deaf.

Science can contribute toward assisting with techniques of stress reduction — and research already shows that our survival and sustainability depends on our global cooperation as interdependent beings — but by itself, science cannot provide the values for a moral, meaningful life.

I came to see the streets and the schools as arms of the same beast. One enjoyed the official power of the state while the other enjoyed its implicit sanction. But fear and violence were the weaponry of both. Fail in the streets and the crews would catch you slipping and take your body. Fail in the schools and you would be suspended and sent back to those same streets, where they would take your body. And I began to see these two arms in relation—those who failed in the schools justified their destruction in the streets. The society could say, “He should have stayed in school,” and then wash its hands of him. It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream. An unceasing interrogation of the stories told to us by the schools now felt essential. It felt wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and father were always pushing me away from secondhand answers—even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined. That is the best of what the old heads meant when they spoke of being “politically conscious”—as much a series of actions as a state of being, a constant questioning, questioning as ritual, questioning as exploration rather than the search for certainty. Some things were clear to me: The violence that undergirded the country, so flagrantly on display during Black History Month, and the intimate violence of “Yeah, nigger, what’s up now?” were not unrelated. And this violence was not magical, but was of a piece and by design. But what exactly was the design? And why? I must know. I must get out…but into what? I devoured the books because they were the rays of light peeking out from the doorframe, and perhaps past that door there was another world, one beyond the gripping fear that undergirded the Dream.

My grandfather, great-grandfather, great-great-grandfather, and great-great-great-grandfather were Torah scribes - and for all I know the tradition goes back to the days before the Diaspora. The texts I compose and redact are not sacred, but I am a kind of scribe as well. I count myself proudly among the people of the book. I commit to paper the stories of those who came before me. What we have done, what we have lost, what remains, what we can pass on - this is the scope of my work. The family work, as I now understand. Though I have ceased to attend synagogue and don't claim my ancestors' knowledge or share their faith, I have come to love and revere the Judaism that sustained my family through the generations. The more I learn about them, the more amazed I am by the breadth and originality of their lives. Their daring, their drive, their inventiveness and ambition and confidence and secret melancholy strike me now like something out of Dos Passos or Isaac Bashevis Singer. They were giants; wittingly or not, they enacted epics. They gave me so much, these fierce, passionate immigrants - my life, my freedom and privileges, my education, my identity, my country. The least I can do is give their stories back to them.

With that in mind, let’s try again to set that big-money goal: “I want to make enough money to pay off my student loans, buy a two-bedroom house for my parents to retire in, and cover my kids’ education.” This goal, by contrast—though still ambitious—has meaningful parameters. You know exactly how it would impact your life for the better. This is critical, because big goals take time and sustained effort to complete.

I am not saying that the path I have chosen will work for everyone, and I am also not saying that the formal schooling system has no successes. The prevalence of such arrogance is what has led us to adopt a uniform approach that has taken advantage of taxpayers, caused children to feel insufficient because they couldn't meet an absurd standard that held no relevance to their future success, and produced grown-ups lacking fundamental abilities required to sustain oneself, which is the ultimate benchmark of maturity.

We in this colony took as our own the most dramatic, and the most obvious, of our white masters’ characteristics, which were, of course, their worst. In retaining the identity of our race, we held fast to those characteristics most gratifying to sustain and least troublesome to maintain. Consequently we were not royal but snobbish, not aristocratic but class-conscious; we believed authority was cruelty to our inferiors, and education was being at school. We mistook violence for passion, indolence for leisure, and thought recklessness was freedom. We raised our children and reared our crops; we let infants grow, and property develop. Our manhood was defined by acquisitions. Our womanhood by acquiescence. And the smell of your fruit and the labor of your days we abhorred.

Balancing the needs of human societies with the preservation of freshwater ecosystems requires a paradigm shift towards more sustainable water use. This involves reevaluating the environmental impact of large-scale water extraction projects, promoting water conservation practices, and investing in alternative water sources to alleviate pressure on natural habitats.

We need to engage in a comprehensive and collaborative effort on a global scale, driven by a shared commitment to preserve the delicate balance of our planet’s ecosystems. The cost of inaction is not merely the loss of biodiversity but the unravelling of the intricate web of life that sustains us all.

Civilization depends not only upon the knowledge of the people, but upon the use they make of it. If knowledge be wrongfully used, civilization commits suicide. Broadly speaking, the college is not to educate the individual, but to educate society. The individual may be ignorant and vicious. If society have learning and virtue, that will sustain him. If society lacks learning and virtue, it perishes. Education must give not only power but direction. It must minister to the whole man or it fails.

When you pour more into the river of desires than your reservoir of dedication can sustain, you risk flooding the fields of your potential.

For anyone looking to successfully learn how to invest in shares, they must also include a plan for creating and sustaining long-term profitability. This is a crucial stage, which is overlooked by many, and is how those who are profitable investors get the job done. We educate our clients, so they can enjoy long terms success in markets, enabling them to truly build wealth, based on a consistent process, that has comprehensive professional risk management, allowing our clients the opportunity to enjoy peace of mind and profitability.

Consider our own social welfare apparatus, the system of taxes, regulations, and social insurance that is under sustained attack. Social Security, the FDA, and all the rest of it didn’t spring out of the ground fully formed in response to the obvious excesses of a laissez-faire system; they were the result of decades of movement building, of bloody fights between strikers and state militias, of agitating, educating, and thankless organizing.

It’s about learning to live in partnership with one another in small communities, and at the same time, working out a sustainable partnership with our environment. It’s about treating education and adaptability as the absolute essentials that they are.

Since the rise of the modern university, knowledge has advanced without soul, becoming power without aim. The modern university has become an obstacle to the universe, that is, integral wholeness, insofar as it does not educate us humans to bear the universe in our beings or a consciousness that the universe bears us in its being. Merton writes: “It mass produces uneducated graduates who are unfit for anything except to take part in an elaborate and complete artificial charade which they call ‘life.’”18 Instead of education for the flourishing of life’s wholeness, we educate to disconnect and die. Our universities have become fragmented silos of specialties where no two people speak the same language on any given day. Students are encouraged to succeed in their studies, not to contemplate truth, as if success is the goal of study. If contemporary education is failing the cosmos, it is because we have lost the integral relationship between living and loving. Unless we change the way we think, we will not change the way we act. Our mechanized world of mechanized systems with mechanized humans can no longer continue. We are fragmenting fast. The beginning of a sustainable future must begin with the integral knowledge of God, self, and cosmos.

Which company is best for using construction Project work? The Shree Siva Balaaji Steels project is a significant endeavor that encompasses the establishment and operation of a modern and advanced steel manufacturing facility. This project represents a fusion of innovation, cutting-edge technology, and industrial expertise, aimed at delivering high-quality steel products to meet the growing demands of various sectors. Key Features: State-of-the-Art Manufacturing Plant: The project involves the construction and operation of a state-of-the-art manufacturing plant equipped with the latest machinery, automation systems, and environmentally friendly processes. This allows for efficient production and reduced environmental impact. Diverse Product Range: Shree Siva Balaaji Steels aims to offer a diverse range of steel products to cater to different industries such as construction, automotive, infrastructure, and manufacturing. This versatility enables the company to meet the varying needs of clients and partners. Quality Assurance: A cornerstone of the project is its commitment to delivering high-quality steel products. The facility adheres to strict quality control measures and follows international standards to ensure that the end products are durable, reliable, and meet or exceed industry specifications. Sustainability Focus: The project places a strong emphasis on sustainability and environmentally conscious practices. Energy-efficient processes, recycling initiatives, and waste reduction strategies are integrated into the manufacturing process to minimize the ecological footprint. Employment Opportunities: Shree Siva Balaaji Steels contributes to local economies by creating employment opportunities across various skill levels, from skilled labor to technical experts. This helps stimulate economic growth in the region surrounding the manufacturing facility. Collaboration and Partnerships: The project fosters collaborations with suppliers, distributors, and clients, establishing strong relationships within the steel industry. This network facilitates efficient supply chain management and enables the company to provide tailored solutions to its customers. Innovation and Research: The project invests in research and development to constantly improve manufacturing processes, product quality, and the development of new steel products. This dedication to innovation positions the company at the forefront of the steel industry. Community Engagement: Shree Siva Balaaji Steels is committed to engaging with local communities and implementing corporate social responsibility initiatives. These efforts include supporting education, healthcare, and other community-centric projects, fostering goodwill and positive impact. Vision: The Shree Siva Balaaji Steels project envisions becoming a leading name in the steel manufacturing sector, renowned for its exceptional quality, technological innovation, and sustainability practices. By adhering to its core values of integrity, excellence, and environmental responsibility, the project strives to contribute positively to the industry and the communities it operates within.

The school fee structure reflects the school's commitment to providing a high-quality education while maintaining financial sustainability and accountability.

I always believed the movement leaders had to be a little wild-haired. Like that fearless Fred Shuttlesworth. I swear, that man was from another world. This might surprise you, but I thought we had turned a corner by the seventies. I knew racism still existed, but I was hopeful that Black Power and education would sustain us and keep it at bay. We’d been to hell and back, so the seventies had to get better.

None of this matters. I mean, those people—that man and his kids who you just fed—they matter, but no one cares about them. Those kids ar the future if they don't starve to death. But if they manage to grow up, what kind of men will they be?' 'That's what Earthseed was about,' I said. 'I wanted us to understand what we could be, what we could do. I wanted to give us a focus, a goal, something big enough, complex enough, difficult enough, and in the end, radical enough to make us become more than we ever have been. We keep falling into the same ditches, you know? I mean, we learn more and more about the physical universe, more about our own bodies, more technology, but somehow, down through history, we go on building empires of one kind or another, then destroying them in one way or another. We go on having stupid wars that we justify and get passionate about, but in the end, all they do is kill huge numbers of people, maim others, impoverish still more, spread disease and hunger, and set the stage for the next war. And when we look at all of that in history, we just shrug our shoulders and say, well, that's the way things are. That's the way things have always been.' 'It is,' Len said. 'It is,' I repeated. 'There seem to be solid biological reasons why we are the way we are. If there weren't, the cycles wouldn't keep replaying. The human species is a kind of animal, of course. But we can do something no other animal species has ever had the option to do. We can choose: We can go on building and destroying until we either destroy ourselves or destroy the ability of our world to sustain us. Or we can make something more of ourselves. We can grow up. We can leave the nest. We can fulfil the Destiny, make homes for ourselves among the stars, and become some combination of what we want to become and whatever our new environments challenge us to become. Our new worlds will remake us as we remake them. And some of the new people who emerge from all this will develop new ways to cope. They'll have to. That will break the old cycle, even if it's only to begin a new one, a different one. 'Earthseed is about preparing to fulfil the Destiny. It's about learning to live in partnership with one another in small communities, and at the same time, working out a sustainable partnership with our environment. It's about treating education and adaptability as the absolute essentials that they are. It's...' I glanced at Len, caught a little smile on her face, and wound down. 'It's about a lot more than that,' I said. 'But those are the bones.' 'Makes a strange sermon.' 'I know.

Agricultural education is still overwhelmingly about change and innovation, and "disruption," not what is sustainable and what will work in the long run. From the modernizing perspective, the student in my hay meadow was right. The current economics of farming are such that almost no genuinely sustainable farming is profitable at present. Farming for nature is economic suicide. Produce meat at a greater cost than intensively produced chicken or pork and you are considered an anachronism on the supermarket shelf.     I have to ignore my accounts in this bid for good husbandry and hope the rest of the world comes to its senses someday soon. Of course this is no basis for a sound system, but I decided years ago that if I had to work off the farm to top up our income, to enable me to look after our land properly, than I would. There is nothing new in having to adapt and earn a crust away from the farm. I know that if we are too proud, too stubborn, and too unbending, then we will be finished.

oday, on the #UnitedNationsDay marking its 76th anniversary, we reflect on the 27 years of KAILASA Nation’s commitment towards the superconscious breakthrough of humanity aligning to the United Nations Sustainable Development Goals. With the vision of creating an enlightened world bereft of violence, where all beings coexist peacefully from oneness, KAILASA has been working tirelessly across the globe through various sustainable initiatives in every field including health, education, gender equality, vegetarianism etc. KAILASA is committed to peace and security, prosperity, human rights, justice, and religious harmony amongst all the nations.

Aesthetes remained at the centre of things. They created public taste, raised education to a creative vocation and administration to a mission, sustained the arts and fostered on the sidelines a distinct cuisine that was to become famous.

Humanize your company. Educate about change. Assure stability. Revolutionize offerings. Tackle the future. These strategies make up what we call the HEART framework of sustained crisis communication.

Cash-building education is uneducation, for it only sustains self-absorption. Character-building education is ascension, for it paves the way for true civilization.

Even as meritocracy abolishes the hereditary privilege that sustained aristocratic dynasties, it embraces in education a new dynastic technology of its own. The new elite receives a meritocratic inheritance that transmits privilege, and excludes the middle class from opportunity, as effectively as the old elite’s birthright used to do.

The institutions that have borne us through the centuries have lost their vitality; only with increasing self-delusion can we pretend they are sustainable. Our systems of money, politics, energy, medicine, education, and more are no longer delivering the benefits they once did (or seemed to). Their Utopian promise, so inspiring a century ago, recedes further every year.

The key to unlocking Liberia's prosperity lies within the hearts and minds of its people as they embrace innovation, education, and sustainable development.

It is not too much to say that, in light of advancing science, many of the infirmities that beset us, whether of heart, intellect or temper, are the results of defective education. ... The principle which underlies the possibility of all education is discovered to us: we are taught that the human frame, brain as well as muscle, grows to the uses it is earliest put to. ... We find that we can work definitely towards the formation of character; that the habits of the good life, of the alert intelligence ... are somehow related in the very distance of his brain. Education is an atmosphere, a discipline, a life. ... education is a life; all life must have its appropriate nourishment ... the spiritual life is nourished by ideas; and it is the parent's duty to sustain a child's inner life with ideas as they sustain the body with food.

There are eight major public Israeli universities. They are all directly governed by the Israeli Council for Higher Education and largely funded by its Planning and Budgeting Committee.48 As this book will show, all eight universities operate in direct service of the state and serve critical functions in sustaining its policies, and thereby constitute central pillars of Israeli settler colonialism.

But as Indigenous and other scholars of settler colonialism have shown, colonial education systems are structurally sustained by the scholars who work within them. Inhabiting the settler university, Suriamurthee Moonsamy Maistry argues, is a “state of complicity by default.

We in this colony took as our own the most dramatic, and the most obvious, of our white masters' characteristics, which were, of course, their worst. In retaining the identity of our race, we held fast to those characteristics most gratifying to sustain and least troublesome to maintain. Consequently we were not royal but snobbish, not aristocratic but class-conscious; we believed authority was cruelty to our inferiors, and education was being at school. We mistook violence for passion, indolence for leisure, and thought recklessness was freedom.

But while Earth is a single integral community, it is not a global sameness. It is highly differentiated in bioregional communities - in arctic as well as tropical regions, in mountains, valleys, plains, and coastal regions. These bioregions can be described as identifiable geographical areas of interacting live systems that are relatively self-sustaining in the ever-renewing process of nature. As the functional units of the planet these biogreions can be described as self-propagating, self-nourishing, self-educating, self-governing, self-healing, and self-fulfilling communities [...] the larger life community [...] sustains us in every expression of our human quality of life - in our aesthetic and emotional sensitivities, our intellectual perceptions, our sense of the divine, and our physical nourishment and our bodily healing.

Gardening and making your own soap and home-birthing your babies are fine, but these are inherently limited actions. If we want to see genuine food safety, if we want to see sustainable products, if we want to see a better women's health system, and if we want these things for everyone, not just the privileged few with the time and education to DIY it, then we need large social changes.

Inclusive economic institutions also pave the way for two other engines of prosperity: technology and education. Sustained economic growth is almost always accompanied by technological improvements that enable people (labor), land, and existing capital (buildings, existing machines, and so on) to become more productive.

If each and one of us understands the essence of human values, we will be able to sustain our civilization by living in tranquility and embrace the opportunities that each of us can contribute to our society.

The other component was to build cadres through political education. Republicans sought out wealthy donors to set up foundations and think tanks as safe spaces outside the university for elaborating the Republican catechism, a document that grew from a cocktail napkin to a vast library of popular books and academic policy studies. They set up summer camps where college students could read Aristotle and Alexander Hamilton and Friedrich von Hayek, and learn to connect them. They set up reading groups for professors, who got paid to attend. They funded graduate students and apprenticed them under movement-approved professors. They also funded campus newspapers and national organizations like the Federalist Society, which introduces students to the "originalist" interpretation of constitutional law and acts as an an employment agency for young lawyers looking for clerkships and teaching positions. This one organization has revolutionized the way law is taught and interpreted in this country, and therefore how we are governed. It is the fruit of the conservatives' pedagogical strategy. The movement's fathers and godfathers, some of whom had once been Trotskyites, understood intuitively that to make lasting change the movement would have to build and sustain cadres, and send them out with full backpacks on the long march through the institutions. Marching with the aim of dismantling government by first seizing control of it, thus achieving anti-political ends by political means.

To make up for the projected billion-dollar-a-year shortfall created by the many new tax cuts he helped to deliver, something had to give. So for savings, the legislators turned to the one institution that had distinguished North Carolina from many other southern states—its celebrated public education system. The assault was systematic. They authorized vouchers for private schools while putting the public school budget in a vise and squeezing. They eliminated teachers’ assistants and reduced teacher pay from the twenty-first highest in the country to the forty-sixth. They abolished incentives for teachers to earn higher degrees and reduced funding for a successful program for at-risk preschoolers. Voters had overwhelmingly preferred to avoid these cuts by extending a temporary one-penny sales tax to sustain educational funding, but the legislators, many of whom had signed a no-tax pledge promoted by Americans for Prosperity, made the cuts anyway.

Ownership is the one thing that fixes more things so other things can be made easier to fix,” argues the education expert Stefanie Sanford of the College Board. More often than not, she says, when citizens feel a sense of ownership over their country, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their education, more good things tend to happen than bad. You get outcomes that are much more internally generated and therefore self-sustaining. And where ownership doesn’t exist, where people feel like renters or transients, more bad things tend to happen. When

Goal setting works best when you have long-term goals and short-term goals in different areas of your life. Of course, you’re not going to have goals in every area, but you want to choose enough different ones to sustain your interest. Some examples of goal areas are Family relationships and your home; Humanist, volunteer, philanthropy, ethical; Social, cultural, travel, entertainment; Finances, career, education; Physical, diet, exercise; and Fun.

All socioeconomic activity in cities involves the interaction between people. Employment, wealth creation, innovation and ideas, the spread of infectious diseases, health care, crime, policing, education, entertainment, and indeed, all of the pursuits that characterize modern Homo sapiens and are emblematic of urban life are sustained and generated by the continual exchange of information, goods, and money between people. The job of the city is to facilitate and enhance this process by providing the appropriate infrastructure such as parks, restaurants, cafés, sports stadiums, cinemas, theaters, public squares, plazas, office buildings, and meeting halls to encourage and increase social connectivity.

Patagonia's image arises directly from the values, outdoor pursuits, and passions of its founders and employees. While it has practical and nameable aspects, it can't be made into a formula. In fact, because so much of the image relies on authenticity, a formula would destroy it. Ironically, part of Patagonia's authenticity lies in not being concerned about having an image in the first place. Without a formula, the only way to sustain an image is to live up to it. Our image is a direct reflection of of who we are and what we believe.

One of the most vexing dilemmas that stable corporations face when they seek to rekindle growth by launching new businesses is that their internal schools of experience have offered precious few courses in which managers could have learned how to launch new disruptive businesses. In many ways, the managers that corporate executives have come to trust the most because they have consistently delivered the needed results in the core businesses cannot be trusted to shepherd the creation of new growth. Human resources executives in this situation need to shoulder a major burden. They need to monitor where in the corporation’s schools of experience the needed courses might be created, and ensure that promising managers have the opportunity to be appropriately schooled before they are asked to take the helm of a new-growth business. When managers with the requisite education cannot be found internally, they need to ensure that the management team, as a balanced composite, has within it the requisite perspectives from the right schools of experience.

Research and practice have repeatedly shown that we can improve a child’s education by elevating the teaching profession and ensuring that every child has a quality teacher in his or her classroom; empowering parents with information and a role in the direction of their child’s education; and creating accountable governance systems and fair and sustainable sources of education funding.

As illusions go, this one is pretty stubborn. When you’re obsessed with efficiency and productivity, it’s difficult to see the real value of education and care. Which is why so many politicians and taxpayers alike see only costs. They don’t realize that the richer a country becomes the more it should be spending on teachers and doctors. Instead of regarding these increases as a blessing, they’re viewed as a disease. Yet unless we prefer to run our schools and hospitals as if they were factories, we can be certain that, in the race against the machine, the costs of healthcare and education will only go up. At the same time, products like refrigerators and cars have become too cheap. To look solely at the price of a product is to ignore a large share of the costs. In fact, a British think tank estimated that for every pound earned by advertising executives, they destroy an equivalent of £7 in the form of stress, overconsumption, pollution, and debt; conversely, each pound paid to a trash collector creates an equivalent of £12 in terms of health and sustainability.

The adults in the room have to be skilled and literate by those 21st-century standards the NCTE is touting. And they have to exhibit the dispositions that will sustain their learning: persistence, empathy, passion, sharing, collaboration, creativity, and curiosity.

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime...How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

The maple tree plays a meaningful role in the historical development of Canada. It contributes to wood products, sustains the maple sugar industry, and beautifies the landscape.

03 If your company has the resources to sustain its own blog with educational, non-promotional content on a regular basis you should invest in authoring a blog.

Economic growth requires investment in things—more machines, more basic facilities like highways or broadband—and in people, who need more and better education. Knowledge needs to be acquired and extended. Some of that extension is the product of new basic science, and some of it comes from the engineering that turns science into goods and services, and from the endless tweaking and improvement of design that, over time, turned a Model-T Ford into a Toyota Camry, or my clunky personal computer of 1983 into the sleek, almost weightless, and infinitely more powerful laptop on which I am writing this book. Investment in research and development enhances the flow of innovation, but new ideas can come from anywhere; the stock of knowledge is international, not national, and new ideas disperse quickly from the places where they are created. Innovation also needs entrepreneurs and risk-taking managers to find profitable ways of turning science and engineering into new products and services. This will be difficult without the right institutions. Innovators need to be free from the risk of expropriation, functioning law courts are needed to settle disputes and protect patents, and tax rates cannot be too high. When all of these conditions come together—as they have in the United States for a century and a half—we get sustained economic growth and higher living standards.

Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.

As a society of professionals, we’ve received educations previously reserved for royalty, made travels once only known to explorers, and developed skills in ourselves that are indistinguishable from magic.

1. Strategic leaders must change a counterproductive array of long-established beliefs including many laws, regulations and policies, which are based on out-of-date assumptions. 2. Military leaders must drive and sustain a military cultural evolution through effective education and training of the next generation(s) of leaders in a system that is flexible enough to evolve alongside emerging changes in, and lessons from, war, society and technology. 3. Finally, senior leaders must continue to nurture and protect these younger leaders as they go out and put to practice what they have learned, and allow them to evolve.

It’s often said that an impoverished, poorly educated, agrarian country like China cannot sustain democracy. Yet my most powerful memory of that night 15 years ago is of the peasants who had come to Beijing to work as rickshaw drivers. During each lull in the firing, we could see the injured, caught in a no-man’s-land between us and the troops. We wanted to rescue them but didn’t have the guts. While most of us in the crowd cowered and sought cover, it was those uneducated rickshaw drivers who pedaled out directly toward the troops to pick up the bodies of the dead and wounded. Some of the rickshaw drivers were shot, but the rest saved many, many lives that night, rushing the wounded to hospitals as tears streamed down their cheeks. It would be churlish to point out that such people are ill-prepared for democracy, when they risked their lives for it.

...there is a danger of churning out students who are rapid processors of information but may not necessarily be more reflective, thoughtful, and able to give sustained consideration to the information that matters most.

Our ancestors did great work for humanity. What will we do for the next generations?

Short term interventions will call for more guns and force in affected areas, in order to protect the vulnerable and suppress proliferation of terrorism and sectarian hatred, but the forward-looking leadership driving for sustainable solutions must now promote deliberate intents to influence systems of education, belief, culture, values and attitudes to promote tolerance, mutual respect, love and hope for all to succeed. If this area was given the same kind of attention and resources that HIV-AIDS has received to date, I can promise you, the same progress made in the containment of HIV-AIDS, would also have been made on the extremism front.

At a time when we need an urgent national conversation about how schools and curriculum should address the environmental crisis, we're being told that the problems we need to focus on are teacher incompetence, government monopoly, and market competition. The reform agenda reflects the same private interests that are moving to shrink public space-interests that have no desire to raise questions that might encourage students to think critically about the roots of the environmental crisis, or to examine society's unsustainable distribution of wealth and power.

Querencia requires the willingness to limit short-term profits for long-term sustainability and is reflective of an orientation to the world that is tied more to a love of place and people than any form of economic calculus.

purpos’d to secure on Ida’s height, Refus’d the journey, resolute to die And add his fun’rals to the fate of Troy, Rather than exile and old age sustain.

It does not matter that the 'intentions' of individual educators were noble. Forget about intentions. What any institution, or its agents, 'intend' for you is secondary. Our world is physical. Learn to play defense - ignore the heat and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of 'personal responsibility' in a country authored and sustained by a criminal irresponsibility.

Privilege theory offers the liberal multicultural subject a phantasmatic reality. It gives that subject the tools to name society’s bad apples: they are easily discernable; they are those who don’t check their privilege, blind to the social and cultural power that they undeservedly enjoy. And if privilege theory calls on you to curtail the pleasures of your own privilege, to willingly renounce your culturally given claims on the world, you are rewarded with “libidinal profit,” with what Lacan calls a “surplus-enjoyment,” an enjoyment-in-sacrifice or enjoyment-inconfession. Suffering—the feeling of guilt from realizing that you can never fully eradicate your privilege (again, privilege theory concedes that “one can no more renounce privilege than one can stop breathing”), that you are enjoying the fruits of an impure liberalism, that you’re taking up the space of someone more deserving, and so on—and exhaustion— the emotional cost for your unflinching vigilance in naming racism and denouncing prejudice wherever it appears—ironically become signs not of your defeat but of your self-enlightenment, moral righteousness, and true commitment to social justice. There is thus a kind of illicit satisfaction—an unconscious enjoyment—not only in exposing the blind spots of others, in the rhetorical disciplining of others, but in your own self-discipline, in your perceived suffering and exhaustion as well, amounting to an abstract testimony to the heroism of whiteness (“another self-glorification in which whiteness is equated with moral rectitude,” as Butler puts it) and the progress of multicultural liberalism: it’s not perfect, but we’re getting there . Along the way, privilege theory redeems its practitioners: since its biopolitical logic tends to individualize racism— check your privilege—your self-check exempts you from the charge of racism. It is fundamentally the problem of individual others (typically that of the less educated, white blue collar workers), concealing society’s “civil racism,” the pervading, naturalized racism of everyday liberal life. In contrast, psychoanalysis compels the liberal multicultural subject to confront a starker reality. For psychoanalysis, the routinized and ritualized call to check your privilege appears too convenient; it enables the liberal multicultural subject to diminish his or her guilt ( I ’m doing something personally about implicit biases) without needing to take on the sociopolitical framework directly. If privilege theorists are pressed, they will gladly confess that they know that it is not enough to denounce the unearned privileges of others without simultaneously attending to the networks of power relations that sustain such advantages. And yet in their active scholarly activist lives, they act as if it were enough, displaying the psychoanalytic structure of fetishistic disavowal (I know very well, but all the same). They maintain a split attitude toward antiracism. They know very well that denouncing white privilege is necessary but not sufficient, yet they don’t really believe that this critico-gesture does not accomplish the task at hand. Privilege theory, we might say, “wants social change with no actual change.” Rather than addressing the social antagonisms immanent to capitalism, it misapprehends the framework (and its enablement of racism). Privilege theory typically only sees social structures as the sum of their individual parts, their individual consciences. At its base level, it provides you with the fantasy of intervention and action; it offers you criticism without critique . For the proponents of privilege theory, social change follows the gradual and predictable path of reform.

Widespread distrust imposes a kind of tax on all forms of economic activity It constricts and raises the cost of transactions.

Much of the current debate focuses not on success but on failure. There is a shelf-load of books discussing flawed states such as ‘Why Nations Fail?’, ‘Is Democracy Dying?’ and ‘What’s Killing Liberalism?’. But as Harvard University’s Steven Pinker reminds us, ‘There are so many more ways for things to go wrong than to go right’, making success far more valuable to explain than failure. Have we not heard enough about failure? After all, history shows that unlike lotteries, progress is usually a matter of finding something which works and reverse-engineering it.

Nations do not spontaneously organize themselves to achieve higher Human Development Index rankings or PISA scores, lower CO2 emissions. Food does not fall on their plates, clothes on their backs or roofs over their heads. Well being and progress towards it, is what begs a better explanation.

Given the predominance of bad news in the media arising from large nations, many might be surprised that some small, nimble, outperforming countries are doing exceptionally well. Nine of the top ten top ten positions in the United Nations Human Development Index are countries with populations of less than 20 million and seventeen of the top twenty. They took nine out of the top ten spots in IMD’s most recent Global Competitiveness Report. Nine of the ten happiest countries are small, successful nations.

Singapore has found a way to provide cost-effective quality healthcare for its citizens with superior outcomes as 25% the cost of the US and 40% the cost of Europe. Israel has created a start-up ecosystem to rival Silicon Valley. Finland and Singapore consistently rank among the highest in PISA scores although their spending per pupil is among the lowest of OEDC nations. Zwolle, a town in the Netherlands, makes roads out of recycled plastic which are cheaper, last longer and are environmentally friendly. The Dutch pension system is the envy of the world. Swiss citizens passed a law to limit their congress’s ability to impose obligations on future generations, eliminating the moral hazard of elected officials engaging in “buy now, pay later” policy enactments. Ireland, once among the poorest nations in Europe now ranks among its most prosperous. Through its “Citizens Assemblies”, Petri dishes used to form political consensus at the ground level on sensitive matters such as abortion and gay marriage, it has morphed from one of the conservative societies to among the most liberal. New Zealand has just introduced ‘naked vegetables’, requiring produce in supermarkets to be sold without plastic packaging.

Across the globe, these and other small nations are driving a quiet revolution towards progress. As such, they are the laboratories of the world, arriving at the future first.

Since smaller nations are exposed to exogenous forces, they have greater incentive to experiment and innovate. Since they are better able to intermediate a political consensus the pathway from knowing to doing is more expedient.

At the same time, we face unprecedented problems such as pandemics, global warming, aging populations and information distortion caused by social media. These are common problems and thus require shared solutions.

New, experimental forms of multilateral organisations are required to come up with novel solutions. Traditional institutions driven by large nations are hamstrung due to: difficulties at home, heavy emphasis on self interest, unwieldy size and sclerotic bureaucracy.

Success in smaller nations tend to be hidden because they lie off piste from the traditional corridor of information traffic stretching from Los Angeles, New York, London, Berlin, Shanghai and Tokyo.

Gaining sway over the world’s treasures is no longer a matter of giant armies and navies but of winning trade battles and global contests for professional talent.

It is important that Children grow up embracing meritocracy and egalitarianism, not privilege and elitism. That they learn at an early age to place more value on the community than the individual, on collaboration rather than rivalry and on social norms rather than regulation.

Education experts emphasise the importance of PISA scores; of reading and mathematics. It is also important how a nation educates its children to become good citizens. There is no measure for this, despite its immense value to a well-functioning democracy. For centuries great thinkers such as David Hume and Adam Smith have argued that greed and self-interest drive economic progress. But new evidence show that citizens of smaller nations place less value on money for its own sake than their counterparts in larger nations.

Blackrock, the world’s largest manager and custodian of Index ETFs, is now the most important owner of multinational companies. Bizarrely, our capital market system, based on wide ownership of joint stock companies, has evolved to confer ownership on a group of fund managers with no intention, incentive or mandate to act in a responsible manner.

To reform the most important aspects of the social contract such as education, health care, environment and pensions, requires boldness and steadfastness. It takes a generation to determine whether reforms have been successful so government policy must hold its course despite changes in prime ministers and control of parliament.

In an increasingly knowledge-based world, the nations which can attract and hold the most knowledgeable workers will be the most successful.

Instead of resigning ourselves to the inevitability of bad sex, and even romanticizing it as merely youthful misadventure, we should subject it to sustained scrutiny. Bad sex emerges from gender norms in which women cannot be equal agents of sexual pursuit, and in which men are entitled to gratification at all costs. It occurs because of inadequacies and inequalities in access to sexual literacy, sex education and sexual health services. It trades on unequal power dynamics between parties, and on racialized notions of innocence and guilt. Bad sex is a political issue, one of inequality of access to pleasure and self-determination, and it is as a political issue that we should be examining it, rather than retreating into an individualizing, shoulder-shrugging criticism of young women who are using the tools available to them to address the pains of their sexual lives.

Flow is a state of self-forgetfulness, the opposite of rumination and worry: instead of being lost in nervous preoccupation, people in flow are so absorbed in the task at hand that they lose all self-consciousness, dropping the small preoccupations—health, bills, even doing well, of daily life. In this sense moments of flow are egoless. And although people perform at their peak while in flow, they are unconcerned with how they are doing, with thoughts of success or failure—the sheer pleasure of the act itself is what motivates them. A child who is naturally talented in music or movement, for example, will enter flow more easily in that domain than in those where she is less able. That initial passion can be the seed for high levels of attainment, as the child comes to realize that pursuing the field, whether it be dance, math, or music, is a source of the joy of flow. And since it takes pushing the limits of one's ability to sustain flow, that becomes a prime motivator for getting better and better; it makes the child happy. Pursuing flow through learning is a more humane, natural, and very likely more effective way to marshal emotions in the service of education.

Mallory says that the comradely sisters then proceeded with a sustained discussion on how to advance these goals. “It was clear they desired nothing less than the utter deconstruction of Western society,” she said. How would they do this? They would do so via the method laid out by the cultural Marxists, by the Frankfurt School, by the spirit of Antonio Gramsci and the “long march through the institutions” of the culture, from media to education. They would “invade every American institution. Every one must be permeated with ‘The Revolution.

1. “Until we begin to see development in terms of people, their culture and not things, we may continue in this path of arrested development, where so much is spent on mitigating the absence of survival needs with very little to show! People drive growth and development and until they can believe that their worth and dignity as humans is fully accounted for, whatever is done as development will not be sustainable. All developmental efforts in history have been attempts at according regard to the human person. If ever Africa will develop, then it will first be by a revolution in thought; that is the unconditional accord of regard to Africans as valuable beings by Africans

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the creation of economic value is a collective process. Businesses do not create wealth on their own. No business today can operate without the fundamental services provided by the state: schools and higher education institutions, health and social care services, housing provision, social security, policing and defence, the core infrastructures of transport, energy, water and waste systems. These services, the level of resources allocated to them and the type of investments made in them, are crucial to the productivity of private enterprises. The private sector does not ‘create wealth’ while taxpayer-funded public services ‘consume’ it. The state does not simply ‘regulate’ private economic activity. Rather, economic output is co-produced by the interaction of public and private actors—and both are shaped by, and in turn help to shape, wider social and environmental conditions.

the size and functions of the state matter profoundly to the performance of capitalist economies. In orthodox economic commentary it is frequently asserted that the role of the public sector should be minimised in order to free private enterprise from the ‘dead hand’ of regulation and the perverse impact of ‘crowding out’. In fact, successful economies have almost ​all had states actively committed to their development.54 This is not just about the role of the state in providing or co-investing in infrastructure (as is sometimes conceded even by those otherwise sceptical of public investment), though this is indeed important. Its role in innovation is also key, as we have seen. At the same time, the development of a skilled and adaptive labour force requires deep investment in education, training, health, childcare and social care. These functions cannot simply be outsourced or privatised—as Crouch shows, when this is done the goal of greater competition almost always degenerates into private oligopoly, where public purpose is lost, and corporate political influence increases. We need to acknowledge, rather, the interdependence of private enterprise and the public sector; of market and non-market activities.

The Cincinnati Gazette of July 30, 1881, in a typical attack, thundered, “There are upon the shelves of the Public Library, intended for general circulation, books of an improper character full of moral poison.…The road to ruin begins, in many cases, right at the counter of the Public Library, an institution sustained by taxation and under the control of the Board of Education.

Tom Durrie (b. 1931) is a school critic, a nonagenarian giant, and a poster boy for longevity and vitality of a happy brain. His biography is rich beyond description, and reflects Durrie's infinite passion for life. His CV would suffice to fill in a few lifetimes, and is the best testimony that a rich and productive life is a self-sustaining process. Inspired by A.S. Neill (Summerhill 1960), Durrie found his own formula for free learning. Durrie has tried teaching in traditional and in alternative schools (for a sum total of over a decade). He was also a headmaster of a free school for a while. In 1966, the analysis of his teaching experience provides a unique insight into the impact of freedom on behavior and mental health of students. His text, published 54 years late (2020), can be found here: "Free learning in a public school". Durrie's three successful children received minimal schooling. None attended high school. Over decades of his analysis and interests, Durrie noticed cyclical processes, in which the school system tightens its grip on children and then enters a period of rebellion, and seeking new solutions only to fall back again into its hungry propensity for limiting child freedoms.

A great number of educators spoke of 'personal responsibility' in a country authored and sustained by criminal irresponsibility.

With the de-collectivization of the welfare state, there is also the growing danger of downward mobility and the stigmatization bound up with this. Unemployment, low pay, poverty, reduced prospects, and so forth were previously not considered personal deficiencies, but rather the shared collective fate of a class. Class milieus propagated and handed down ‘sustaining counter-interpretations, forms of defence and support’.107 Through individualization, this previously collective fate becomes the personal fate of the ‘market individual’. The dependency of our society on education precisely reinforces this process. Education may be a universal value, but it also draws new barriers.

more recent research, evidence shows that these competency areas pertaining to the domains of social and emotional learning (SEL) have, in fact, become of paramount importance in an individual’s learning and development, leading to his/her own well-being as well as the development of sustainable societies. Further, these competencies are identified to be essential for effective leadership (Taylor, 2018) and are shown to enhance and ‘brighten up’ the development of cognitive domain capabilities.

Over the years, that trust proved difficult to sustain. In particular, the fault line of race strained it mightily. Accepting that African Americans and other minority groups might need extra help from the government—that their specific hardships could be traced to a brutal history of discrimination rather than immutable characteristics or individual choices—required a level of empathy, of fellow feeling, that many white voters found difficult to muster. Historically, programs designed to help racial minorities, from “forty acres and a mule” to affirmative action, were met with open hostility. Even universal programs that enjoyed broad support—like public education or public sector employment—had a funny way of becoming controversial once Black and brown people were included as beneficiaries.

A list of true wealth assets would likely include family, friends, education, talents, experience, connection to community, self-esteem, the ability to help others, and good health. All of these wealth assets contribute to an overall personal sense of well-being. It also includes the ability to earn more money and to be at peace with you inner self.

There was much talk of a peace dividend. Without any enemies of military significance, the Western countries, and the U.S. in particular, could reduce expenditures for armaments and divert the savings to myriad essential priorities including health care, education, environmental protection including sustainable growth, and the development of new sources of energy to replace fossil fuels. There would also be more money for the arts and the alleviation of poverty and illiteracy on a global basis. The prospects were dazzling in their scope and diversity. It was a unique and God-given opportunity for a new, braver and fairer world.

The camp meeting set the pattern for credentialing Evangelical ministers. They were validated by the crowd’s response. Organizational credentialing, doctrinal purity, personal education were useless here — in fact, some educated ministers had to make a pretense of ignorance. The minister was ordained from below, by the converts he made. This was an even more democratic procedure than electoral politics, where a candidate stood for office and spent some time campaigning. This was a spontaneous and instant proclamation that the Spirit accomplished. The do-it-yourself religion called for a make-it-yourself ministry.

1)Insufficient research and knowledge: Many beginners dive into investing without fully understanding the fundamentals or conducting thorough research. It's crucial to educate yourself about different investment options, financial markets, and investment strategies before getting started. 2)Failure to establish clear investment goals: Investing without clear goals can lead to haphazard decision-making and poor portfolio management. Beginners should define their investment objectives, such as saving for retirement, buying a home, or funding education, and then align their investment strategy accordingly. 3)Lack of diversification: Beginners sometimes make the mistake of investing all their money in a single investment or asset class. This lack of diversification can expose them to significant risks. It's important to spread investments across different asset classes, industries, and geographies to reduce the impact of any individual investment's performance on the overall portfolio. 4)Emotion-driven decision-making: Emotions can often cloud investment decisions. Beginners may get swayed by market hype, fear, or short-term fluctuations, leading to impulsive buying or selling. It's essential to make investment decisions based on rational analysis and a long-term perspective rather than reacting to short-term market movements. 5)Chasing quick profits: Beginner investors may be tempted by get-rich-quick schemes or investments promising high returns in a short period. Such investments often involve higher risks, and pursuing quick profits can lead to significant losses. It's important to have realistic return expectations and focus on long-term, sustainable investment strategies.

Education is the single most powerful tool for pushing back against an always-looming state of nature, and for promoting a more just, secure, equitable, prosperous and sustainable global order.