Teacher Aspirations Quotes

Finally, don’t put on a Let’s Be Fair tone and say “But black people are racist too.” Because of course we’re all prejudiced (I can’t even stand some of my blood relatives, grasping, selfish folks), but racism is about the power of a group and in America it’s white folks who have that power. How? Well, white folks don’t get treated like shit in upper-class African-American communities and white folks don’t get denied bank loans or mortgages precisely because they are white and black juries don’t give white criminals worse sentences than black criminals for the same crime and black police officers don’t stop white folk for driving while white and black companies don’t choose not to hire somebody because their name sounds white and black teachers don’t tell white kids that they’re not smart enough to be doctors and black politicians don’t try some tricks to reduce the voting power of white folks through gerrymandering and advertising agencies don’t say they can’t use white models to advertise glamorous products because they are not considered “aspirational” by the “mainstream.

For rigorous teachers seized my youth, And purged its faith, and trimm'd its fire, Show'd me the high, white star of Truth, There bade me gaze, and there aspire. Even now their whispers pierce the gloom: What dost thou in this living tomb?

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

The aspirant would do well to avoid those ‘spiritual teachers’ who delight in pointing out the evils of the world. These are immature egos attempting to discard their own negativities by projecting them onto others. The true yogi is one who is like a lion with himself, always striving to eradicate that which shadows his inner light, and like a lamb with others, always striving to see their inner light, no matter how dense may be the clouds that hide it. He is the king of the jungle of his world. He hides from no one and seeks escape from nothing. (88)

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

Pain is a spiritual wake-up call showing you that there are oceans you have not yet explored. Step beyond the world you know. Reach for heights that you never thought possible. Go to places you have deemed off limits. This is the time to take off the shell of your past and step into the rich possibilities of your future. God does not give us dreams that we cannot fulfill. If you want to do something great with your life-whether it's to fall madly in love, become a teacher, be a great parent-if you aspire to do something beyond what you are doing now, this is the time to begin. Trust yourself.

If I was to be their real teacher and guardian, I must touch their hearts, I must share their joys and sorrows, I must help them to solve the problems that faced them, and I must take along the right channel the surging aspirations of their youth.

My wife, Rohini, visits a lot of government schools as part of her NGO reach-out. One of the questions she most likes to ask the kids is what they would like to be when they grow up. The answers are varied--'engineer,' 'teacher,' 'policeman' and, increasingly, 'computer' [sic]. But even in the rural schools, one aspiration that they never express is 'farmer

The guilt you felt when you were smiling and others were suffering, the guilt you felt when you were petty with friends and impatient with your parents, when you were rude to your teachers and didn’t stand up for strangers, that guilt is marvellous. It proves that you are human, that you want to be better. Thank this guilt for teaching you, for making you aware. And now endeavour to better yourself. It is a lifelong work to become the person we want to be.

The true aim of everyone who aspires to be a teacher should be, not to impart his own opinions, but to kindle minds.

A sense of sacrifice is a must for someone who aspires to spiritually evolve.

The man who is an initiate of one of the great Mystery Schools never fears to let his pupils outdistance him, because he knows that it stands him in good stead with his superiors if he is constantly sending up to them aspirants who 'make good.' He therefore never tries to hold back a promising pupil, because he has no need to fear that pupil, if allowed to penetrate into the Mysteries, would spy out the nakedness of the land; he will rather bring back a report of its exceeding richness, and thereby confirm the statements of his teacher and spur his fellow pupils to yet greater eagerness.

Thomas Gordon said it well: “Children sometimes know better than parents when they are sleepy or hungry; know better the qualities of their friends, their own aspirations and goals, how their various teachers treat them; know better the urges and needs within their bodies, whom they love and whom they don’t, what they value and what they don’t.”4 In any case, we can’t always assume that because we’re more mature we necessarily have more insight into our children than they have into themselves.

... i feel that her being is inseparable from my own, and that the footsteps of my life are in hers. all the best of me belong to her, there is not a talent or an aspiration or a joy in me that has not awakened by her loving touch.... about her teacher: ann sulivan.

A citizen is no greater than his ideology, no cleverer than his intellect, no nobler than his aspirations, and no stronger than his opinions. A nation is no greater than its consciousness, no richer than its heritage, no grander than its potential, and no loftier than its luminaries. The world is no greater than its leaders, no smarter than its teachers, no better than its preachers, and no higher than its philosophers.

The effectiveness of an inspired bishop, adviser, or teacher has very little to do with the outward trappings of power or an abundance of this world’s goods. The leaders who have the most influence are usually those who set hearts afire with devotion to the truth, who make obedience to duty seem the essence of manhood, who transform some ordinary routine occurrence so that it becomes a vista where we see the person we aspire to be.

Among the most beautiful things I've ever heard anyone say came from my student Bethany, talking about her pedagogical aspirations or ethos, how she wanted to be as a teacher, and what she wanted her classrooms to be: "What if we joined our wildernesses together?" Sit with that for a minute. That the body, the life, might carry a wilderness, an unexpected territory, and that yours and mine might somewhere, somehow, meet. Might, even, join. And what if the wilderness - perhaps the densest wild in there - thickets, bogs, swamps, uncrossable ravines and rivers (have I made the metaphor clear?) - is our sorrow? Or... the 'intolerable.' It astonishes me sometimes - no, often - how every person I get to know - everyone, regardless of everything, by which I mean everything - lives with some profound personal sorrow... Everyone, regardless, always, of everything. Not to mention the existential sorrow we all might be afflicted with, which is that we, and what we love, will soon be annihilated. Which sounds more dramatic than it might. Let me just say dead. Is this, sorrow, of which our impending being no more might be the foundation, the great wilderness? Is sorrow the true wild? And if it is - and if we join them - your wild to mine - what's that? For joining, too, is a kind of annihilation. What if we joined our sorrow, I'm saying. I'm saying: What if that is joy?

The gift of the teacher is to let go before the aspiring artist becomes locked within a closed system of instruction.

I believe I learned more about the theory of knowledge from my dear omniscient master Adalbert Pösch than from any other of my teachers. None did so much to turn me into a disciple of Socrates. For it was my master who taught me not only how very little I knew but also that any wisdom to which I might ever aspire could consist only in realizing more fully the infinity of my ignorance.

He was a curious boy. He wanted to be a dentist, a pragmatic choice. Teacher, doctor, preacher, undertaker. What a colored boy can aspire to in a world like this. Colored people always got bad teeth, always got a soul needed tending. Always dying.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

I argue that if aspiring teachers from these programs were challenged to teach with an acknowledgment of, and respect for, the local knowledge of urban communities, and were made aware of how the models for teaching and recruitment they are a part of reinforce a tradition that does not do right by students, they could be strong assets for urban communities. However, because of their unwillingness to challenge the traditions and structures from which they were borne, efforts that recruit teachers for urban schools ensure that Carlisle-type practices continue to exist.

Mephistopheles' contentious, often ambiguous relationship to Faustus is a reference to tantra just as it is to alchemy. It resembles the shifting tactics of a guru who varies his approach to his pupil in order to dissolve his resistances and prepare him for wider states of consciousness. Both Faustus and the tantric aspirant stimulate and indulge their senses under the guidance of their teachers who encourage them to have sexual encounters with women in their dreams. Both work with magical diagrams or yantras, exhibit extraordinary will, "fly" on visionary journeys, acquire powers of teleportation, invisibility, prophecy, and healing, and have ritual intercourse with women whom they visualize as goddesses. The tantrist [sic] is said to become omniscient as a result of his sacred "marriage," and Faustus produces an omniscient child in his union with the visualized Helen, or Sophia.

Commenting acidly on a writer whom I perhaps too naively admired, my old classics teacher put on his best sneer to ask: 'Wouldn't you say, Hitchens, that his writing was somewhat journalistic?' This lofty schoolmaster employed my name sarcastically, and stressed the last term as if he meant it to sting, and it rankled even more than he had intended. Later on in life, I found that I still used to mutter and improve my long-meditated reply. Émile Zola—a journalist. Charles Dickens—a journalist. Thomas Paine—another journalist. Mark Twain. Rudyard Kipling. George Orwell—a journalist par excellence. Somewhere in my cortex was the idea to which Orwell himself once gave explicit shape: the idea that 'mere' writing of this sort could aspire to become an art, and that the word 'journalist'—like the ironic modern English usage of the word 'hack'—could lose its association with the trivial and the evanescent.

The moral, dear child, is that such powers are never to be considered as the main object; it ought in fact to be obvious from the start that any one's True Will must be deeper and more comprehensive than any mere technical achievement. I will go further and say that any such endeavour must be a magical mistake, like cherishing a gun or a clock or a fishing-rod for its own sake, and not for the use that one can make of it. Indeed, that remark goes to the root of the matter; for all these powers, if we understand them properly, are natural by-products of one's real Great Work. My own experience was very convincing on this point; for one power after another came popping up when it was least wanted, and I saw at once that they represented so many leaks in my boat. And really they are quite a bit of a nuisance. Their possession is so flattering, and their seduction so subtle. One understands at once why all the first-class Teachers insist so sternly that the Siddhi (or Iddhi) must be rejected firmly by the Aspirant, if he is not to be side-tracked and ultimately lost.

In general children from low-income families are at risk of being failed by schools because of the erroneous belief that their parents lack ambition for them. A focus on the need for aspirations as widely set is necessary for closing the achievement gap between marginalized and privileged people. Yet an environment where students may not see themselves represented in person or on the page, what exactly are they inspiring to? Who sets those standards and are they achievable in the wider world without culturally sensitive and competent teachers?

teachers, surrogate grandparents, babysitters, friends’ parents—decided I was worthy of their time, their interest. They provided examples, role models, family meals at dinner tables, reprimands that didn’t come with a swat or a cutting remark or end in the questions Why don’t you ever listen, Benny? Why are you so stupid sometimes? People around me invited me into homes that operated on a schedule and where parents spoke encouraging words. They showed me what a stable life could look like. If they hadn’t bothered, how would I have even known there was another way to live? You can’t aspire to something you’ve never seen.

Sure, they became frustrated with students at times and occasionally displayed impatience, but because they were willing to face the failures of teaching and believed in their capacity to solve problems, they tried not to become defensive with their students or build a wall around themselves. Instead, they tried to take their students seriously as human beings and treated them the way they might treat any colleague, with fairness, compassion, and concern. That approach found reflection in what they taught, how they taught it, and how they evaluated students, but it also appeared in attempts to understand their students’ lives, cultures, and aspirations. It even emerged in their willingness to see their students outside of class.

Among the most beautiful things I’ve ever heard anyone say came from my student Bethany, talking about her pedagogical aspirations or ethos, how she wanted to be as a teacher, and what she wanted her classrooms to be: “What if we joined our wildernesses together?” Sit with that for a minute. That the body, the life, might carry a wilderness, an unexplored territory, and that yours and mine might somewhere, somehow, meet. Might, even, join. And what if the wilderness—perhaps the densest wild in there—thickets, bogs, swamps, uncrossable ravines and rivers (have I made the metaphor clear?)—is our sorrow? Or, to use Zadie Smith’s term, the “intolerable.” It astonishes me sometimes—no, often—how every person I get to know—everyone, regardless of every- thing, by which I mean everything—lives with some profound personal sorrow. Brother addicted. Mother murdered. Dad died in surgery. Rejected by their family. Cancer came back. Evicted. Fetus not okay. Everyone, regardless, always, of everything. Not to mention the existential sorrow we all might be afflicted with, which is that we, and what we love, will soon be annihilated. Which sounds more dramatic than it might. Let me just say dead. Is this, sorrow, of which our impending being no more might be the foundation, the great wilderness? Is sorrow the true wild? And if it is—and if we join them—your wild to mine—what’s that? For joining, too, is a kind of annihilation. What if we joined our sorrows, I’m saying. I’m saying: What if that is joy?

She believed that a good teacher should make a poor student good, and a good student superior. I remember her saying, “When our students fail, we, as teachers, have also failed.” She focused on identifying and magnifying each student’s unique gifts. Her mantra to her students was “Trust yourself. Think for yourself. Act for yourself. Speak for yourself. Be yourself.” She embodied the philosophy “You can’t teach what you don’t know, and you can’t guide where you don’t go.” We don’t have to teach thousands, hundreds, or even dozens. If we can show one person the way, if we can bring one person from darkness into light, if we can make a difference in one person’s development, we have succeeded as a teacher and a coach. It is true that when you light someone else’s path, you see your own more clearly.

Voegelin displayed all of these qualities because he understood teaching as an existential quest with students that ascends from ideological disorder to wisdom (sophia) and practical judgment (phronesis). Teachers and learners form an existential community because together they turn, and have their souls turned, from becoming to being. For Voegelin, the “art of the periagoge” consists of inculcating the habits necessary for these existential virtues, and the methods used to inculcate them are various because they require the teacher to dig more deeply than reason into the souls of the students. As Voegelin indicates, his lifelong work is the result of the need to show students why the life of reason is indeed the pursuit of truth. His scholarship and teaching has as its core the moral aspiration for existential life in truth.

racism is about the power of a group and in America it’s white folks who have that power. How? Well, white folks don’t get treated like shit in upper-class African-American communities and white folks don’t get denied bank loans or mortgages precisely because they are white and black juries don’t give white criminals worse sentences than black criminals for the same crime and black police officers don’t stop white folk for driving while white and black companies don’t choose not to hire somebody because their name sounds white and black teachers don’t tell white kids that they’re not smart enough to be doctors and black politicians don’t try some tricks to reduce the voting power of white folks through gerrymandering and advertising agencies don’t say they can’t use white models to advertise glamorous products because they are not considered “aspirational” by the “mainstream.

but racism is about the power of a group and in America it’s white folks who have that power. How? Well, white folks don’t get treated like shit in upper-class African-American communities and white folks don’t get denied bank loans or mortgages precisely because they are white and black juries don’t give white criminals worse sentences than black criminals for the same crime and black police officers don’t stop white folk for driving while white and black companies don’t choose not to hire somebody because their name sounds white and black teachers don’t tell white kids that they’re not smart enough to be doctors and black politicians don’t try some tricks to reduce the voting power of white folks through gerrymandering and advertising agencies don’t say they can’t use white models to advertise glamorous products because they are not considered “aspirational” by the “mainstream.” So

And those terrible angels—the angel of annihilation—is a beautiful thing, is the maker, too, of joy, and is partly what Zadie Smith’s talking about when she talks about being in joy. That it’s not a feeling or an accomplishment: it’s an entering and a joining with the terrible (the old German kind), joy is. Among the most beautiful things I’ve ever heard anyone say came from my student Bethany, talking about her pedagogical aspirations or ethos, how she wanted to be as a teacher, and what she wanted her classrooms to be: “What if we joined our wildernesses together?” Sit with that for a minute. That the body, the life, might carry a wilderness, an unexplored territory, and that yours and mine might somewhere, somehow, meet. Might, even, join. And what if the wilderness—perhaps the densest wild in there—thickets, bogs, swamps, uncrossable ravines and rivers (have I made the metaphor clear?)—is our sorrow? Or, to use Smith’s term, the “intolerable.” It astonishes me sometimes—no, often—how every person I get to know—everyone, regardless of everything, by which I mean everything—lives with some profound personal sorrow. Brother addicted. Mother murdered. Dad died in surgery. Rejected by their family. Cancer came back. Evicted. Fetus not okay. Everyone, regardless, always, of everything. Not to mention the existential sorrow we all might be afflicted with, which is that we, and what we love, will soon be annihilated. Which sounds more dramatic than it might. Let me just say dead. Is this, sorrow, of which our impending being no more might be the foundation, the great wilderness? Is sorrow the true wild? And if it is—and if we join them—your wild to mine—what’s that? For joining, too, is a kind of annihilation. What if we joined our sorrows, I’m saying. I’m saying: What if that is joy?

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

Dave does extra-mural work for the University, and collects about him many youths who have a part-time interest in truth. Dave’s pupils adore him, but there is a permanent fight on between him and them. They aspire like sunflowers. They are all natural metaphysicians, or so Dave says in a tone of disgust. This seems to me a wonderful thing to be, but it inspires in Dave a passion of opposition. To Dave’s pupils the world is a mystery; a mystery to which it should be reasonably possible to discover a key. The key would be something of the sort that could be contained in a book of some eight hundred pages. To find the key would not necessarily be a simple matter, but Dave’s pupils feel sure that the dedication of between four and ten hours a week, excluding University vacations, should suffice to find it. They do not conceive that the matter should be either more simple or more complex than that. They are prepared within certain limits to alter their views. Many of them arrive as theosophists and depart as Critical Realists or Bradeians. It is remarkable how Dave’s criticism seems os often to be purely catalytic in its action. He blazes upon them with the destructive fury of the sun, but instead of shrivelling up their metaphysical pretensions, achieves merely their metamorphosis from one rich stage into another. This curious fact makes me think that perhaps after all Dave is, in spite of himself, a good teacher. Occasionally he succeeds in converting some peculiarly receptive youth to his own brand of linguistics analysis; after which as often as not the youth loses interest in philosophy altogether. To watch Dave at work on these young men is like watching someone prune a rose bush. It is all the strongest and most luxuriant shoots which have to come off. Then later perhaps there will be blossoms; but not philosophical ones, Dave trusts. His great aim is to dissuade the young from philosophy. He always warns me off it with particular earnestness.

One might wonder how on earth learning came to be seen primarily a result of teaching. Until quite recently, the world’s great teachers were understood to be people who had something fresh to say about something to people who were interested in hearing their message. Moses, Socrates, Aristotle, Jesus—these were people who had original insights, and people came from far and wide to find out what those insights were. One can see most clearly in Plato’s dialogues that people did not come to Socrates to “learn philosophy,” but rather to hear Socrates’ version of philosophy (and his wicked and witty attacks on other people’s versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as public exposure of an individual’s perspective, which anyone could take or leave, depending on whether they cared about it. No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those guys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher.

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

In 1933 things were still being taught in the higher educational establishments which had been proven by science to be false as long ago as 1899. The young man who wishes to keep abreast of the times, therefore, had to accept a double load on his unfortunate brain. In a hundred years' time, the number of people wearing spectacles, and the size of the human brain, will both have increased considerably; but the people will be none the more intelligent. What they will look like, with their enormous, bulging heads, it is better not to try to imagine; they will probably be quite content with their own appearance, but if things continue in the manner predicted by the scientists, I think we can count ourselves lucky that we shall not live to see them! When I was a schoolboy, I did all I could to get out into the open air as much as possible—my school reports bear witness to that ! In spite of this, I grew up into a reasonably intelligent young man, I developed along very normal lines, and I learnt a lot of things of which my schoolfellows learnt nothing. In short, our system of education is the exact opposite of that practised in the gymnasia of ancient days. The Greek of the golden age sought a harmonious education; we succeed only in producing intellectual monsters. Without the introduction of conscription, we should have fallen into complete decadence, and it is thanks to this universal military service that the fatal process has been arrested. This I regard as one of the greatest events in history. When I recall my masters at school, I realise that half of them were abnormal; and the greater the distance from which I look back on them, the stronger is my conviction that I am quite right. The primary task of education is to train the brain of the young. It is quite impossible to recognise the potential aspirations of a child of ten. In old days teachers strove always to seek out each pupil's weak point, and by exposing and dwelling on it, they successfully killed the child's self-confidence. Had they, on the contrary, striven to find the direction in which each pupil's talents lay, and then concentrated on the development of those talents, they would have furthered education in its true sense. Instead, they sought mass-production by means of endless generalisations. A child who could not solve a mathematical equation, they said, would do no good in life. It is a wonder that they did not prophesy that he would come to a bad and shameful end! Have things changed much to-day, I wonder? I am not sure, and many of the things I see around me incline me to the opinion that they have not.

Bernie’s educational upbringing had been one involved with critical thinking rather than simply accepting what he was being told by the teacher standing in front.

Law! If the whole world conspired to enforce the falsehood they could not make it LAW. Level all conditions to-day, and you only smooth away all obstacles to tyranny to-morrow. A nation that aspires to EQUALITY is unfit for FREEDOM. Throughout all creation, from the archangel to the worm, from Olympus to the pebble, from the radiant and completed planet to the nebula that hardens through ages of mist and slime into the habitable world, the first law of Nature is inequality.” “Harsh doctrine, if applied to states. Are the cruel disparities of life never to be removed?” “Disparities of the PHYSICAL life? Oh, let us hope so. But disparities of the INTELLECTUAL and the MORAL, never! Universal equality of intelligence, of mind, of genius, of virtue! — no teacher left to the world! no men wiser, better than others, — were it not an impossible condition, WHAT A HOPELESS PROSPECT FOR HUMANITY! No, while the world lasts, the sun will gild the mountain-top before it shines upon the plain. Diffuse all the knowledge the earth contains equally over all mankind to-day, and some men will be wiser than the rest to-morrow. And THIS is not a harsh, but a loving law, — the REAL law of improvement; the wiser the few in one generation, the wiser will be the multitude the next!

Failure doesn't Teach us! Learning from it, is our Choice.

Finally, a word about teachers. My argument should not be construed as an attack on them. Teaching is a difficult job, as I have found in my experience of working with aspiring young journalists. In France as in every country, there are extraordinary teachers who inspire and motivate their students. As elsewhere, there are also some bad teachers, and a big majority that is diligent, conscientious and not properly recognized for their work. My quarrel is not with them. Quite the contrary : as I will discuss, teachers are the solution to France’s biggest educational problems. Teachers, that is, who are well trained and flexible, more autonomous, better paid and more respected. Unfortunately, the French education system has failed to allow teachers to evolve with the times. It leaves them with no margin for manoeuvre, no responsibility and no encouragement. They shoot teachers here, too, don’t they?

Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or

Buddha is the teacher showing the way, the perfectly awakened one, beautifully seated, peaceful and smiling, the living source of understanding and compassion. Dharma is the clear path leading us out of ignorance bringing us back to an awakened life. Sangha is the beautiful community that practices joy, realizing liberation, bringing peace and happiness to life. I take refuge in the Buddha, the one who shows me the way in this life. I take refuge in the Dharma, the way of understanding and of love. I take refuge in the Sangha, the community that lives in harmony and awareness. Dwelling in the refuge of Buddha, I see clearly the path of light and beauty in the world. Dwelling in the refuge of Dharma, I learn to open many doors on the path of transformation. Dwelling in the refuge of Sangha, I am supported by its shining light that keeps my practice free of obstacles. Taking refuge in the Buddha in myself, I aspire to help all people recognize their own awakened nature and realize the mind of love. Taking refuge in the Dharma in myself, I aspire to help all people grasp the way of practice and walk together on the path of liberation. Taking refuge in the Sangha in myself, I aspire to help all people build fourfold communities and encourage the transformation of all beings.

Who are we, the people who have ADHD? We are the problem kid who drives his parents crazy by being totally disorganized, unable to follow through on anything, incapable of cleaning up a room, or washing dishes, or performing just about any assigned task; the one who is forever interrupting, making excuses for work not done, and generally functioning far below potential in most areas. We are the kid who gets daily lectures on how we’re squandering our talent, wasting the golden opportunity that our innate ability gives us to do well, and failing to make good use of all that our parents have provided. We are also sometimes the talented executive who keeps falling short due to missed deadlines, forgotten obligations, social faux pas, and blown opportunities. Too often we are the addicts, the misfits, the unemployed, and the criminals who are just one diagnosis and treatment plan away from turning it all around. We are the people Marlon Brando spoke for in the classic 1954 film On the Waterfront when he said, “I coulda been a contender.” So many of us coulda been contenders, and shoulda been for sure. But then, we can also make good. Can we ever! We are the seemingly tuned-out meeting participant who comes out of nowhere to provide the fresh idea that saves the day. Frequently, we are the “underachieving” child whose talent blooms with the right kind of help and finds incredible success after a checkered educational record. We are the contenders and the winners. We are also imaginative and dynamic teachers, preachers, circus clowns, and stand-up comics, Navy SEALs or Army Rangers, inventors, tinkerers, and trend setters. Among us there are self-made millionaires and billionaires; Pulitzer and Nobel prize winners; Academy, Tony, Emmy, and Grammy award winners; topflight trial attorneys, brain surgeons, traders on the commodities exchange, and investment bankers. And we are often entrepreneurs. We are entrepreneurs ourselves, and the great majority of the adult patients we see for ADHD are or aspire to be entrepreneurs too. The owner and operator of an entrepreneurial support company called Strategic Coach, a man named Dan Sullivan (who also has ADHD!), estimates that at least 50 percent of his clients have ADHD as well.

Throughout his career, Roger Kavigan has received numerous awards and accolades for his work as a teacher. He has been named Teacher of the Month for twelve different months and has won the state WHO award for his outstanding work with the California Teachers Association. Roger Kavigan holds a single subject credential for Social Science and is SB 395 compliant. Roger Kavigan aspires to enroll in a master's program and expand his child development and teaching expertise.

A vision statement encapsulates the long-term aspirations and goals of the school, inspiring stakeholders and providing a clear direction for growth and development

Crafting compelling vision and mission statements demands a delicate balance between aspiration and realism, ensuring they are both inspiring and achievable.

A school’s vision and mission statements aim to communicate her values, aspirations, and commitment to excellence, thereby attracting those who share her vision for the future.

While the vision should be aspirational and inspiring, the mission statement must be concise yet clearly articulating the school's purpose and how it plans to achieve its goals.

An effective vision statement should evoke a sense of inspiration and motivation, rallying stakeholders around shared ideals and aspirations for the future.

A teacher must be greater than his students; a student must aspire to be greater than his teacher.

Vasana is determinism that feels like free will. I’m reminded of my friend Jean, whom I’ve known for almost twenty years. Jean considers himself very spiritual and went so far in the early nineties as to walk way from his job with a newspaper in Denver to live in an ashram in western Massachusetts. But he found the atmosphere choking. “They’re all crypto Hindus,” he complained. “They don’t do anything but pray and chant and meditate.” So Jean decided to move on with his life. He’s fallen in love with a couple of women but has never married. He doesn’t like the notion of settling down and tends to move to a new state every four years or so. (He once told me that he counted up and discovered that he’s lived in forty different houses since he was born.) One day Jean called me with a story. He was on a date with a woman who had taken a sudden interest in Sufism, and while they were driving home, she told Jean that according to her Sufi teacher, everyone has a prevailing characteristic. “You mean the thing that is most prominent about them, like being extroverted or introverted?” he asked. “No, not prominent,” she said. “Your prevailing characteristic is hidden. You act on it without seeing that you’re acting on it.” The minute he heard this, Jean became excited. “I looked out the car window, and it hit me,” he said. “I sit on the fence. I am only comfortable if I can have both sides of a situation without committing to either.” All at once a great many pieces fell into place. Jean could see why he went into an ashram but didn’t feel like he was one of the group. He saw why he fell in love with women but always saw their faults. Much more came to light. Jean complains about his family yet never misses a Christmas with them. He considers himself an expert on every subject he’s studied—there have been many—but he doesn’t earn his living pursuing any of them. He is indeed an inveterate fence-sitter. And as his date suggested, Jean had no idea that his Vasana, for that’s what we’re talking about, made him enter into one situation after another without ever falling off the fence. “Just think,” he said with obvious surprise, “the thing that’s the most me is the thing I never saw.” If unconscious tendencies kept working in the dark, they wouldn’t be a problem. The genetic software in a penguin or wildebeest guides it to act without any knowledge that it is behaving much like every other penguin or wildebeest. But human beings, unique among all living creatures, want to break down Vasana. It’s not good enough to be a pawn who thinks he’s a king. We crave the assurance of absolute freedom and its result—a totally open future. Is this reasonable? Is it even possible? In his classic text, the Yoga Sutras, the sage Patanjali informs us that there are three types of Vasana. The kind that drives pleasant behavior he calls white Vasana; the kind that drives unpleasant behavior he calls dark Vasana; the kind that mixes the two he calls mixed Vasana. I would say Jean had mixed Vasana—he liked fence-sitting but he missed the reward of lasting love for another person, a driving aspiration, or a shared vision that would bond him with a community. He displayed the positives and negatives of someone who must keep every option open. The goal of the spiritual aspirant is to wear down Vasana so that clarity can be achieved. In clarity you know that you are not a puppet—you have released yourself from the unconscious drives that once fooled you into thinking that you were acting spontaneously.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

It is a common on occurrence to see a Negro well situated as a minister or teacher aspiring to a political appointment which temporarily pays little more than what he is receiving and offers no distinction except that of being earmarked as a Jim Crow job set aside for some Negro who has served well the purposes of the bosses as a wardheeler in a campaign.

The question of what Jesus thought about himself is a critical issue. Some professors maintain that the myth of Jesus’ deity was superimposed on the Jesus tradition by overzealous supporters years after his death. The real Jesus, these professors believe, would roll over in his grave if he knew people were worshiping him. If you strip away the legends and go back to the earliest material about him, they say you’ll find he never aspired to be anything more than an itinerant teacher and occasional rabble-rouser.

Some may think there is danger of setting too high a standard of action. I have heard teachers contend that a child will learn to write much faster by having an inferior copy, than by imitating one which is comparatively perfect; 'because,' say they, 'a pupil is liable to be discouraged if you give him a perfect copy; but if it is only a little in advance of his own, he will take courage from the belief that he shall soon be able to equal it.' I am fully convinced, however, that this is not so. The more perfect the copy you place before the child, provided it be written, and not engraved, the better. For it must always be possible in the nature of things, for the child to imitate it; and what is not absolutely impossible, every child may reasonably be expected to aspire after, on the principle, that whatever man has done, man may do.

Some terrorism analysts have seen the southern insurgency as an Islamic jihad that forms part of the broader network of AQ-linked extremism, with Islamic theology and religious aspirations (for shari’a law or an Islamic emirate) as a key motivator.73 This surface impression is reinforced by the facts that the violence is led by ustadz74 and other religious teachers, that the mosques and ponoh (Islamic schools) have a central role as recruiting and training bases, and that militants repeatedly state that they are fighting a legitimate defensive jihad against the encroachment of the kafir (infidel) Buddhist Thai government. Clearly, also, the AQ affiliate Jema’ah Islamiyah (JI) has used Thailand as a venue for key meetings, financial transfers, acquisition of forged documents,75 and money laundering and as a transit hub for operators.

And this, I believe, is where my third grade teacher had it wrong: Answers can only aspire to be important. Questions remain forever relevant, forever eloquent. Answers are science, questions are poetry.

Who better to teach than the most capable among us? And I’m not just talking about seminars or formal settings. Our actions and behaviors, for better or worse, teach those who admire and look up to us how to govern their own lives. Are we thoughtful about how people learn and grow? As leaders, we should think of ourselves as teachers and try to create companies in which teaching is seen as a valued way to contribute to the success of the whole. Do we think of most activities as teaching opportunities and experiences as ways of learning? One of the most crucial responsibilities of leadership is creating a culture that rewards those who lift not just our stock prices but our aspirations as well.

In the well reported Kubizek period from late 1904 through mid-1908, with its additiona data from the circumstances of failure at school, lung ailment, and tragic episode of his mother’s death, the picture remains the same. Hitler’s character is one of bold license for a youngster, but not directed toward dissolute behavior or activity that gives a hint of evil. Hitler devoured grand opera and classical music, painted, sketched, planned a great new Linz; he wrote sonnets, communed with nature, and exuded politeness and reserve. These are activities and qualities that suggest potential, although overblown, aspirations to artistic genius. What we see, like it or not, is morally laudable behavior and aspiration on the part of a young man in his teens. But is there a dark side somewhere in this picture? If there were a dark side, it probably would have been the light gray of the contempt that he had for many of his school teachers and his resistance to formal education. Hitler’s comments in Mein Kampf support such contempt and are buoyed by his indelible comment, about his tour of the customs office where his father worked, that the clerks and officials squatted about as monkeys in cages. -- Hitler: Beyond Evil and Tyranny, p. 101

In the early '90s a beautiful young Russian soprano who loved music was studying opera at the St. Petersburg Conservatory. She told us how despite her single-minded focus on developing her voice, her teachers thought that perhaps, at best, one day she could sing in a chorus somewhere. But the soprano wasn't going to let her teachers' low opinion of her stop her from achieving her goal. While becoming a part-time janitor may not seem like a brilliant career move for an aspiring opera star, she took a job mopping floors at St. Petersburg's Kirov Opera, the greatest opera company in Russia. Still working hard in the conservatory, she earned the chance to audition for the Kirov and was accepted into the ensemble. During rehearsals, when the lead singer became ill, the stage director asked the soprano if she knew the part. "Of course I knew it", she told us. "I knew all the parts. I was ready." She had worked hard; she had worked smart by putting herself in the right place at the right time. And she performed well. Her once-skeptical teachers never could have imagined the career that the soprano, Anna Netrebko, would go on to have, becoming an operatic superstar and the reigning diva of the twenty-first century.

generations. Thank you, above all, for helping humankind make peace its most urgent and noble aspiration. I am moved, deeply moved by your words, Chairman Aarvik. And it is with a profound sense of humility that I accept the honor—the highest there is—that you have chosen to bestow upon me. I know your choice transcends my person. Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? I do not. No one may speak for the dead, no one may interpret their mutilated dreams and visions. And yet, I sense their presence. I always do—and at this moment more than ever. The presence of my parents, that of my little sister. The presence of my teachers, my friends, my companions … This honor belongs to all the survivors and their children and, through us, to the Jewish people

I have always loved art and am an aspiring painter, and in early years when I was struggling to find a style, a wise teacher told me: “Just pick out an artist you like and copy him. You come to understand how he solved the problems you’re struggling with and your own style will grow out of that in time.

SHADOW ARTISTS ONE OF OUR CHIEF needs as creative beings is support. Unfortunately, this can be hard to come by. Ideally, we would be nurtured and encouraged first by our nuclear family and then by ever-widening circles of friends, teachers, well-wishers. As young artists, we need and want to be acknowledged for our attempts and efforts as well as for our achievements and triumphs. Unfortunately, many artists never receive this critical early encouragement. As a result, they may not know they are artists at all. Parents seldom respond, “Try it and see what happens” to artistic urges issuing from their offspring. They offer cautionary advice where support might be more to the point. Timid young artists, adding parental fears to their own, often give up their sunny dreams of artistic careers, settling into the twilight world of could-have-beens and regrets. There, caught between the dream of action and the fear of failure, shadow artists are born. I am thinking here of Edwin, a miserable millionaire trader whose joy in life comes from his art collection. Strongly gifted in the visual arts, he was urged as a child to go into finance. His father bought him a seat on the stock exchange for his twenty-first birthday. He has been a trader ever since. Now in his mid-thirties, he is very rich and very poor. Money cannot buy him creative fulfillment. Surrounding himself with artists and artifacts, he is like the kid with his nose pressed to the candy-store window. He would love to be more creative but believes that is the prerogative of others, nothing he can aspire to for himself. A generous man, he recently gifted an artist with a year’s living expenses so she could pursue her dreams. Raised to believe that the term artist could not apply to him, he cannot make that same gift for himself.

With awe and gratitude, we look back on the brilliant teachers who have touched our lives—not just with knowledge, but with kindness and heart. The curriculum may be the seed, but it is the warmth of a teacher’s soul that nurtures the aspiring mind and growing spirit. To those who have guided us with wisdom and compassion, we are forever indebted. Great teachers don’t just teach; they shape futures and light the way. Happy Teachers’ Day to the ones who inspire, uplift, and transform.

someone aspiring to reach the greater potential of the human animal, is to widen your relationship to time as much as possible, and slow it down. This means you do not see the passage of time as an enemy but rather as a great ally. Each stage in life has its advantages—those of youth are most obvious, but with age comes greater perspective. Aging does not frighten you. Death is equally your friend (see chapter 18). It motivates you to make the most of each moment; it gives you a sense of urgency. Time is your great teacher and master.

This teacher was kind and well-intentioned, but I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it. Often the most highly creative people are in the latter category. As Janet Farrall and Leonie Kronborg write in Leadership Development for the Gifted and Talented: while extroverts tend to attain leadership in public domains, introverts tend to attain leadership in theoretical and aesthetic fields. Outstanding introverted leaders, such as Charles Darwin, Marie Curie, Patrick White and Arthur Boyd, who have created either new fields of thought or rearranged existing knowledge, have spent long periods of their lives in solitude. Hence leadership does not only apply in social situations, but also occurs in more solitary situations such as developing new techniques in the arts, creating new philosophies, writing profound books and making scientific breakthroughs.

Many of the early Upanishads are in dialogue form, which gives us a sense of participating in the disclosure of the Upanishadic secrets. We encounter such charismatic wisdom teachers as Yājnavalkya, King Ajātashatru, and Uddālaka, who were once surely inaccessible to all but the most serious seekers after wisdom. It is quite amazing that today we can obtain inexpensive paperbacks that reveal what was once the most concealed esoteric teaching and the price of which was certainly much higher than a few dollars: it called for obedience and submission to a teacher, often for many long, trying years, before anything at all was disclosed to the student. Perhaps because we think we can come by this wisdom so easily and cheaply, we generally do not really value it. For instance, how many of us have actually changed our lives significantly after delving into these esoteric scriptures? The transmission of the Upanishadic teachings was not merely a matter of passing on theories. Rather it involved the transmission of the spiritual force or presence of the teacher, who had at least glimpsed the Self, if not fully realized it. Hence the qualified aspirant was expected to be like an empty vessel into which the guru’s grace and wisdom could be poured. The Upanishadic sages showed little concern about justifying any of their teachings philosophically, precisely because their verity could be demonstrated to the initiate through direct transmission. Only as other metaphysical traditions—both Hindu and non-Hindu—started to rival Advaita Vedānta, did the Vedānta teachers have to become more sophisticated philosophers and defenders of their faith.

By prioritizing fairness and transparency in enrolment and admissions, schools can provide equal opportunities for all aspiring students.

The admissions process serves as a gateway for prospective students to showcase their academic achievements, personal attributes, and aspirations.

The cats were a failure. The grass snakes he kept in his rooms were not. He kept them because ‘it was impossible to impose upon them, or steal their affections’. He loved them because they were misunderstood, maligned, and ‘inevitably themselves’: they were versions of the self he aspired to be, just like the characters he called to life in his books: Merlyn the perfect teacher; the Wart, the orphan who was born to be king, and Sir Lancelot the ill-made knight, whose character White made his own.

Prince Arjuna, though born into the warrior estate, was at heart a peace-loving man. When the two colossal armies lined up on opposite sides, he began to have serious doubts about his task. It was not so much personal fear of death that swayed his heart but, rather, acute moral qualms. Has anyone the right, he wondered, to use force in order to promote the larger good? His dilemma was greatly aggravated by the fact that among those whom he was supposed to fight—maim and possibly kill—were kinsmen and revered teachers. Arjuna’s duty as a warrior was clear enough; he had to fight. But the moment he contemplated the larger implications of this action, he was terrified to abide by his decision to reconquer his lost kingdom. Arjuna’s attitude is typical of human life itself. We are all the time engaged in decision-making or in decision-avoidance. The more consciously we live, the more we realize that life is really an incessant stream of potential decisions. Arjuna, as we know, did fight his war and also emerged victorious. But first he had to learn an important spiritual lesson. Lord Krishna, who acted as his charioteer, convinced the prince that his whole confusion was the result of a faulty perspective. The God-man demonstrated to the prince that the problem that caused him such anxiety was a problem conjured up by the ego. It had no existence apart from the ego. The divine teacher made Arjuna understand that we can never transcend our circumstances merely by closing our eyes, by avoiding action, by dropping out. Even avoidance is an action, which will have its inevitable repercussions since avoidance is rooted in the ego. What Lord Krishna recommended instead was a cognitive shift, a new view of the whole matter: away from the delimiting, anxious ego and toward the boundless Self. All action must be sacrifice, he explained. We must not hold on to any conventional ego-derived scheme. Only when we abandon the delusion that we, as ego-personalities, are the ultimate initiators of actions can we have knowledge of what is truly right and good. That is to say, when we discover the “witness,” the transcendental Self, we realize that life unfolds spontaneously and mysteriously, and that the ego is merely one of the countless forms arising within the flux of life. For the Hindu authorities, the general deterioration of spirituality and the decline of humanity’s psychological health in no way precludes the possibility of spiritual aspiration and success. It is nowhere denied that contemporary humanity, feeble as it may be in comparison to its ancestors, can swim against the stream. On the contrary, all spiritual teachings affirm that we must do our utmost to cultivate spiritual values in the midst of the great darkness surrounding us.

Moreover, the true teacher has another allegiance than that to parents alone. More than any other class in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child’s future—and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. Like a responsible doctor, he knows that he will fail in many instances—that circumstances will destroy, or genes prove defective beyond hope. There is a limit, furthermore, to the energy of one particular man or woman in dealing individually with a growing mass of students.

In 1908, English humorist Israel Zangwill staged a play titled The Melting Pot. It told the story of two Russian immigrants, David and Vera, who move to the United States, fall in love, and live happily ever after. This play’s title became a rallying cry for the high aspiration that the United States would be a place of multiethnic assimilation. But long before the United States, the Church was history’s original melting pot. As Acts 13 opens, we meet a group of churchmen who come from notably disparate backgrounds: “Now there were in the church at Antioch prophets and teachers, Barnabas, Simeon who was called Niger, Lucius of Cyrene, Manaen a member of the court of Herod the tetrarch, and Saul” (v. 1). Barnabas was a well-known Jewish teacher and cousin to Mark (cf. Colossians 4: 10). Some believe that at one point he was better known than Paul, for early in Acts, his name is placed first when the two are paired (cf. Acts 11: 30, 12: 25, 13: 7). Simeon and Lucius hailed from Africa. Niger, Simeon’s surname, is a Latin word meaning “black,” indicating possible African origins. Lucius is said to have come from Cyrene, a Roman province on the north coast of Africa. Manaen is “a member of the court of Herod the tetrarch,” that is, Herod Antipas, the ruler who beheaded John the Baptist (cf. Matthew 14: 1–12). The Greek word for “member of the court” is syntrophos, meaning, “brought up with.” Thus, Manaen had probably known Herod all his life. Finally, there is Saul, the famed Jewish antagonist turned evangelist. These are the leaders of the church at Antioch. What a group! And yet, for all their differences, they are united in Christ. Indeed, when the Spirit says, “Set apart for Me Barnabas and Saul for the work to which I called them” (Acts 13: 2), there is no quibbling over the Spirit’s appointments. No one protests, “But I wanted to be set apart!” Rather, they gladly lay their hands on these men, ordaining them into their appointed office (cf. 13: 3). Such is the Church: different people from different backgrounds doing different things under one Head, Who is Christ. The Church is a melting pot. But it is not a melting pot in which people’s individual personalities and gifts are congealed into some bland soup. Rather, people’s unique personalities and gifts are deployed according to the Spirit’s purposes. And we, who are “from every tribe and language and people and nation” (Revelation 5: 9), are part of this Church. What a glorious group we are in Christ!

Traditionally, reaching the state of illumination symbolized by the center bestows a different fate from that of the ordinary person who accepts salvation. For the latter, life after death will persist in many different planes of being — higher ones, no doubt, where existence is less painful and burdensome and where spiritual aspiration faces less resistance. But those who attain gnosis are freed from this spiral entirely. They can choose to return to manifestation for a special purpose or can dwell in absorption into God — known in the Christian tradition as the “beatific vision.” They are, to use T. S. Eliot’s famous words in Four Quartets, “at the still point of the turning world.” In the Gospels, one name for this still point is “the eye of the needle.” As Christ says, “It is easier for a camel to go through the eye of a needle, than for a rich man to enter the kingdom of God” (Mark 10:25). This means that the “I” has to be very fine and subtle to reach this still center of being. A “rich man” — one who is encumbered not only with property but with the heavy baggage of a pompous self-image — is too big to make it through. Obviously, this is an inner condition and so does not necessarily refer to all rich people, though in practice it probably applies to most. Francis de Sales, a Catholic spiritual teacher of the early seventeenth century, observes: A man is rich in spirit if his mind is filled with riches or set on riches. The kingfisher shapes its nests like an apple, leaving only a little opening at the top, builds it on the seashore, and makes it so solid and tight that although waves sweep over it the water cannot get inside. Keeping always on top of the waves, they remain surrounded by the sea and are on the sea, and yet are masters of it. Your heart . . . must in like manner be open to heaven alone and impervious to riches and all other transitory things. Money — “mammon,” as Christ called it — is only one of the forms the force of the world takes. There are people for whom money holds no allure but who are beguiled by sex, pleasure, or power. And for those who are indifferent even to these temptations, there is always the trap of apathy (accidie or acedia, derived from a Greek word meaning “not caring,” are names sometimes used in the tradition). There are many variations, which will take on slightly different forms in everyone. Freeing oneself from the world requires overcoming these drives in oneself, however they appear.

My ambitions have always been modest. When asked by my third-grade teacher what I wanted to be when I grew up, I proudly answered a wife and mother. The snickers that followed taught me not to be so honest again, but those humble aspirations never changed. Is it so shameful to make a life out of caring for those you love?

To interfere with the free development of talent, to obstruct the natural play of supply and demand in the teaching profession, to foster academic snobbery by the prestige of certain privileged institutions, to transfer accredited value from essential manhood to an outward badge, to blight hopes and promote invidious sentiments, to divert the attention of aspiring youth from direct dealings with truth to the passing of examinations,– such consequences, if they exist, ought surely to be regarded as drawbacks to the system, and an enlightened public consciousness ought to be keenly alive to the importance of reducing their amount. Candidates themselves do seem to be keenly conscious of some of these evils, but outside of their ranks or in the general public no such consciousness, so far as I can see, exists; or if it does exist, it fails to express itself aloud. Schools, Colleges, and Universities, appear enthusiastic over the entire system, just as it stands, and unanimously applaud all its developments. I beg the reader to consider some of the secondary evils which I have enumerated. First of all, is not our growing tendency to appoint no instructors who are not also doctors an instance of pure sham? Will any one pretend for a moment that the doctor's degree is a guarantee that its possessor will be successful as a teacher? Notoriously his moral, social, and personal characteristics may utterly disqualify him for success in the class-room; and of these characteristics his doctor's examination is unable to take any account whatever.

Wisdom inspires and aspires the ways of knowledge that create the maturity, to overcome hindrances and difficulties; whereas, a wise one, whether a leader or teacher follows to act and achieve that, for the welfare of society.

Monastery Nights I like to think about the monastery as I’m falling asleep, so that it comes and goes in my mind like a screen saver. I conjure the lake of the zendo, rows of dark boats still unless someone coughs or otherwise ripples the calm. I can hear the four AM slipperiness of sleeping bags as people turn over in their bunks. The ancient bells. When I was first falling in love with Zen, I burned incense called Kyonishiki, “Kyoto Autumn Leaves,” made by the Shoyeido Incense Company, Kyoto, Japan. To me it smelled like earnestness and ether, and I tried to imagine a consciousness ignorant of me. I just now lit a stick of it. I had to run downstairs for some rice to hold it upright in its bowl, which had been empty for a while, a raku bowl with two fingerprints in the clay. It calls up the monastery gate, the massive door demanding I recommit myself in the moments of both its opening and its closing, its weight now mine, I wanted to know what I was, and thought I could find the truth where the floor hurts the knee. I understand no one I consider to be religious. I have no idea what’s meant when someone says they’ve been intimate with a higher power. I seem to have been born without a god receptor. I have fervor but seem to lack even the basic instincts of the many seekers, mostly men, I knew in the monastery, sitting zazen all night, wearing their robes to near-rags boy-stitched back together with unmatched thread, smoothed over their laps and tucked under, unmoving in the long silence, the field of grain ripening, heavy tasseled, field of sentient beings turned toward candles, flowers, the Buddha gleaming like a vivid little sports car from his niche. What is the mind that precedes any sense we could possibly have of ourselves, the mind of self-ignorance? I thought that the divestiture of self could be likened to the divestiture of words, but I was wrong. It’s not the same work. One’s a transparency and one’s an emptiness. Kyonishiki.... Today I’m painting what Mom calls no-colors, grays and browns, evergreens: what’s left of the woods when autumn’s come and gone. And though he died, Dad’s here, still forgetting he’s no longer married to Annie, that his own mother is dead, that he no longer owns a car. I told them not to make any trouble or I’d send them both home. Surprise half inch of snow. What good are words? And what about birches in moonlight, Russell handing me the year’s first chanterelle— Shouldn’t God feel like that? I aspire to “a self-forgetful, perfectly useless concentration,” as Elizabeth Bishop put it. So who shall I say I am? I’m a prism, an expressive temporary sentience, a pinecone falling. I can hear my teacher saying, No. That misses it. Buddha goes on sitting through the century, leaving me alone in the front hall, which has just been cleaned and smells of pine.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Taher Saifuddin of Canada stands out as an educator and customer support professional, proudly affiliated with the Ontario College of Teachers. He balances his career with a love for cricket and table tennis and aspires to reach a Vice Principal or Head of Department position. His goals include traveling and engaging in charity work.

As we become multisensory, we can speak of the Muses in more accurate terms. They are nonphysical guides and Teachers. Imagine Friends who know everything about you—including your fears, aspirations, shame, and joy.