Teaching Approaches Quotes

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

We may with confidence approach the throne. We may walk in the garden with Him once again.

Mycelium?” Joey asked. “What is that?”   Water explained, “It is a huge organism made up of very, very small fibres or filaments of fungus. The fungus grows underground, and it connects all the roots of the trees together. Its flower is a mushroom. Do you like to eat mushrooms?

To approach the Other in conversation is to welcome his expression, in which at each instant he overflows the idea a thought would carry away from it. It is therefore to receive from the Other beyond the capacity of the I, which means exactly: to have the idea of infinity. But this also means: to be taught. The relation with the Other, or Conversation, is a non-allergic relation, an ethical relation; but inasmuch as it is welcomed this conversation is a teaching. Teaching is not reducible to maieutics; it comes from the exterior and brings me more than I contain. In its non-violent transitivity the very epiphany of the face is produced.

Prayer does change things.

One of the most amazing and perplexing features of mainstream Christianity is that seminarians who learn the historical-critical method in their Bible classes appear to forget all about it when it comes time for them to be pastors. They are taught critical approaches to Scripture, they learn about the discrepancies and contradictions, they discover all sorts of historical errors and mistakes, they come to realize that it is difficult to know whether Moses existed or what Jesus actually said and did, they find that there are other books that were at one time considered canonical but that ultimately did not become part of Scripture (for example, other Gospels and Apocalypses), they come to recognize that a good number of the books of the Bible are pseudonymous (for example, written in the name of an apostle by someone else), that in fact we don't have the original copies of any of the biblical books but only copies made centuries later, all of which have been altered. They learn all of this, and yet when they enter church ministry they appear to put it back on the shelf. For reasons I will explore in the conclusion, pastors are, as a rule, reluctant to teach what they learned about the Bible in seminary.

Over the years, I have noticed that the child who learns quickly is adventurous. She's ready to run risks. She approaches life with arms outspread. She wants to take it all in. She still has the desire of the very young child to make sense out of things. She's not concerned with concealing her ignorance or protecting herself. She's ready to expose herself to disappointment and defeat. She has a certain confidence. She expects to make sense out of things sooner or later. She has a kind of trust.

All day long the thoughts that occupy your mind, your Secret Place, as Jesus calls it, are moulding your destiny for good or evil; in fact, the truth is that the whole of our life’s experience is but the outer expression of inner thought.

Most people never realize that loneliness is a gift from God. Not only can it draw us closer to Jesus, it can teach us to cherish a long-awaited marriage relationship all the more.

Humans may crave absolute certainty; they may aspire to it; they may pretend, as partisans of certain religions do, to have attained it. But the history of science — by far the most successful claim to knowledge accessible to humans — teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us.

The motivation of transparency is important. The culture teaches people to be candid and blunt, but this usually revolves around self-centeredness – you have a right to express your true feelings and your rage. This is an entitlement. Instead, the Christian way to approach transparency is to realize out candidness should be motivated by a desire to have a pure heart before God and others.

Who Am I? I’m a creator, a visionary, a poet. I approach the world with the eyes of an artist, the ears of a musician, and the soul of a writer. I see rainbows where others see only rain, and possibilities when others see only problems. I love spring flowers, summer’s heat on my body, and the beauty of the dying leaves in the fall. Classical music, art museums, and ballet are sources of inspiration, as well as blues music and dim cafes. I love to write; words flow easily from my fingertips, and my heart beats rapidly with excitement as an idea becomes a reality on the paper in front of me. I smile often, laugh easily, and I weep at pain and cruelty. I'm a learner and a seeker of knowledge, and I try to take my readers along on my journey. I am passionate about what I do. I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me.

He clearly indicates throughout his teaching that the time has come when man must make each and every day a spiritual Sabbath by knowing and doing all things in a spiritual light.

The same Bible verse may say something entirely different to you from what it does to me, based on our individual contexts. In other words, scripture is not monolithic. When we approach it prayerfully, it is personal.

It seems that human nature is very prone to believe what it wants to believe, rather than to incur the labor of really searching the Scriptures with an open mind.

All day long the thoughts that occupy your mind, your Secret Place, as Jesus calls it, are moulding your destiny for good or evil; in fact, the truth is that the whole of our life’s experience is but the outer expression of inner thought. Now we can choose the sort of thoughts that we entertain. It will be a little difficult to break a bad habit of thought, but it can be done. We can choose how we shall think—in point of fact, we always do choose—and therefore our lives are just the result of the kind of thoughts we have

Much as the pain of touching a hot stove teaches you not to touch it again, the sadness of being alone teaches you not to do the things that made you feel so alone again. Emotions are simply biological signals designed to nudge you in the direction of beneficial change. Look,

Students quickly receive the message that they can only be smart when they are not who they are. This, in many ways, is classroom colonialism; and it can only be addressed through a very different approach to teaching and learning.

Happiness is always on the other side of being teachable.

That's why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work." Roth looked confused. "I'm referring to atoms and molecules, Roth," she explained. "The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them." "You mean by men." "I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach." "Well," he said, realizing he'd never seen it that way before, "I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us--teaches us our place in the world." "Really?" she said, surprised. "I think it lets us off the hook. I think it teachers us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we're not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness of the world. And we have the power to fix it.

I am the slave of the Master of Prophets And my fealty to him has no beginning. I am a slave of his slave, and of his slave’s slave, And so forth endlessly, For I do not cease to approach the door Of his good pleasure among the beginners. I proclaim among people the teaching of his high attributes, And sing his praises among the poets. Perhaps he shall tell me: “You are a noted friend Of mine, a truly excellent beautifier of my tribute.” Yes, I would sacrifice my soul for the dust of his sanctuary. His favor should be that he accept my sacrifice. He has triumphed who ascribes himself to him! - Not that he needs such following, For he is not in need of creation at all, While they all need him without exception. He belongs to Allah alone, Whose purified servant he is, As his attributes and names have made manifest; And every single favor in creation comes from Allah To him, and from him to everything else.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

Either Jesus is a reliable guide, or he is not.

Imagine that the keeper of a huge, strong beast notices what makes it angry, what it desires, how it has to be approached and handled, the circumstances and the conditions under which it becomes particularly fierce or calm, what provokes its typical cries, and what tones of voice make it gentle or wild. Once he's spent enough time in the creature's company to acquire all this information, he calls it knowledge, forms it into a systematic branch of expertise, and starts to teach it, despite total ignorance, in fact, about which of the creature's attitudes and desires is commendable or deplorable, good or bad, moral or immoral. His usage of all these terms simply conforms to the great beast's attitudes, and he describes things as good or bad according to its likes and dislikes, and can't justify his usage of the terms any further, but describes as right and good the things which are merely indispensable, since he hasn't realised and can't explain to anyone else how vast a gulf there is between necessity and goodness.

Our task is to learn, to become God-like through knowledge. We know so little. You are here to be my teacher. I have so much to learn. By knowledge we approach God, and then we can rest. Then we come back to teach and help others.” I

The idea that each of us can be directly spiritual is radical. Most religions are based not on teaching adherents to be directly spiritual, but in persuading them to trust in the intercession of ministers or priests. The problem with this approach is that we cannot gain access to spirituality except through the medium of a fallible human being. If we want to see Tao, we need only open our eyes and trust what we see.

The way you look at it is the case, the way you approach it is the case—your attitude is your world.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

The approach of old school consulting companies is to sell the transfer of knowledge. They see themselves as selling information and selling advice. But at Mayflower-Plymouth we see ourselves more like a teacher in the global classroom - we teach businesses and business people how to thrive in business. We provide not just knowledge but also skills and competencies and depth of character and culture and values and habits.

Stories are masks of God. That's a story, too, of course. I made it up, in collaborations with Joseph Campbell and Scheherazade, Jesus and the Buddha and the Brother's Grimm. Stories show us how to bear the unbearable, approach the unapproachable, conceive the inconceiveable. Stories provide meaning, texture, layers and layers of truth. Stories can also trivialize. Offered indelicately, taken too literally, stories become reductionist tools, rendering things neat and therefore false. Even as we must revere and cherish the masks we variously create, Campbell reminds us, we must not mistake the masks of God for God. So it seemes to me that one of the most vital things we can teach our children is how to be storytellers. How to tell stories that are rigorously, insistently, beautifully true. And how to believe them.

Our approach to consulting is to be more like educators. For us, it's not only about selling the transfer of knowledge... It's also about teaching and equipping businesses to utilize resources and evolve into the better version of themselves so that they can add more value in the world. Our goal is to help businesses to be more capable of adding value.

What would the world look like if all children were given the opportunity to succeed?

Our task is to learn, to become God-like through knowledge. We know so little. You are here to be my teacher. I have so much to learn. By knowledge we approach God, and then we can rest. Then we come back to teach and help others.

The world is always in a hurry, but I teach My children patience. Live, expecting a full and joyous life. And learn to trust My perfect timing so that you may discover that all the pain found in waiting has a magnificent and awesome purpose.

In my approaching old age, I am now supposed to share with you what life has taught me, and in the end to encapsulate for you what is the meaning of life. From where I am now, I find that these conundrums are easily answered. First, life teaches us that, whether we perceive it as predestined or as random, it is beyond any person's control. Second, there is no template for the meaning of life. Instead, the meaning of life is what you choose to make it mean. In making your choice, when you reach my age, your journey becomes an affirmation of the warning that life is a consequence of our moral choices.

A lot of scientific evidence suggests that the difference between those who succeed and those who don't is not the brains they were born with, but their approach to life, the messages they receive about their potential, and the opportunities they have to learn.

Habits are undeniably useful tools, relieving us of the need to run a complex mental operation every time we’re confronted with a new task or situation. Yet they also relieve us of the need to stay awake to the world: to attend, feel, think, and then act in a deliberate manner. (That is, from freedom rather than compulsion.) If you need to be reminded how completely mental habit blinds us to experience, just take a trip to an unfamiliar country. Suddenly you wake up! And the algorithms of everyday life all but start over, as if from scratch. This is why the various travel metaphors for the psychedelic experience are so apt. The efficiencies of the adult mind, useful as they are, blind us to the present moment. We’re constantly jumping ahead to the next thing. We approach experience much as an artificial intelligence (AI) program does, with our brains continually translating the data of the present into the terms of the past, reaching back in time for the relevant experience, and then using that to make its best guess as to how to predict and navigate the future. One of the things that commends travel, art, nature, work, and certain drugs to us is the way these experiences, at their best, block every mental path forward and back, immersing us in the flow of a present that is literally wonderful—wonder being the by-product of precisely the kind of unencumbered first sight, or virginal noticing, to which the adult brain has closed itself. (It’s so inefficient!) Alas, most of the time I inhabit a near-future tense, my psychic thermostat set to a low simmer of anticipation and, too often, worry. The good thing is I’m seldom surprised. The bad thing is I’m seldom surprised.

The efficiencies of the adult mind, useful as they are, blind us to the present moment. We’re constantly jumping ahead to the next thing. We approach experience much as an artificial intelligence (AI) program does, with our brains continually translating the data of the present into the terms of the past, reaching back in time for the relevant experience, and then using that to make its best guess as to how to predict and navigate the future.

Instead of standing on a stage each day, dispensing knowledge to my young charges, I should guide them as they approach their own understandings.

word “discipline” often evokes strong emotional reactions, particularly because it is often used synonymously with “punishment.” However, the original meaning of discipline is “to teach.

When men and women are rewarded for greed, greed becomes a corrupting motivator. When we equate the gluttonous consumption of the earth's resources with a status approaching sainthood, when we teach our children to emulate people who live unbalanced lives, and when we define huge sections of the population as subservient to an elite minority, we ask for trouble. And we get it.

The reason reward and punishment strategies haven’t helped is because they won’t teach your child the skills he’s lacking or solve the problems that are contributing to challenging episodes.

above all you have to be humble, you have to be curious, and you have to remember to listen before you speak and to learn before you teach. With this approach, you can’t help but become more effective every day in this ever-fascinating multicultural world.

Never close the door of your heart to anyone. They may not be in vibrational alignment today, so you must place physical distance between you and them for your own well-being, but later in life, they may awaken and seek forgiveness, understanding, and peace. If you close the door to your heart, when they come seeking later on, they will find their way blocked and may walk away without knocking, since it took all the courage they had to just approach. Yet, if you leave the door open to your warm heart and they see that you are full of welcoming energy, co-creation will always be the reward, allowing you to make together a more beautiful world for all.

A true revolution of values will soon look uneasily on the glaring contrast of poverty and wealth. With righteous indignation, it will look at thousands of working people displaced from their jobs with reduced incomes as a result of automation while the profits of the employers remain intact, and say: “This is not just.” It will look across the oceans and see individual capitalists of the West investing huge sums of money in Asia, Africa and South America, only to take the profits out with no concern for the social betterment of the countries, and say: “This is not just.” It will look at our alliance with the landed gentry of Latin America and say: “This is not just.” The Western arrogance of feeling that it has everything to teach others and nothing to learn from them is not just. A true revolution of values will lay hands on the world order and say of war: “This way of settling differences is not just.” This business of burning human beings with napalm, of filling our nation’s homes with orphans and widows, of injecting poisonous drugs of hate into the veins of peoples normally humane, of sending men home from dark and bloody battlefields physically handicapped and psychologically deranged cannot be reconciled with wisdom, justice and love. A nation that continues year after year to spend more money on military defense than on programs of social uplift is approaching spiritual death. America, the richest and most powerful nation in the world, can well lead the way in this revolution of values. There is nothing to prevent us from paying adequate wages to schoolteachers, social workers and other servants of the public to insure that we have the best available personnel in these positions which are charged with the responsibility of guiding our future generations. There is nothing but a lack of social vision to prevent us from paying an adequate wage to every American citizen whether he be a hospital worker, laundry worker, maid or day laborer. There is nothing except shortsightedness to prevent us from guaranteeing an annual minimum—and livable—income for every American family. There is nothing, except a tragic death wish, to prevent us from reordering our priorities, so that the pursuit of peace will take precedence over the pursuit of war. There is nothing to keep us from remolding a recalcitrant status quo with bruised hands until we have fashioned it into a brotherhood.

The vocational approach at NOCCA (New Orleans Center for the Creative Arts) helps build grit in students. It teaches them how to be single-minded in pursuit of a goal, to sacrifice for the sake of a passion. The teachers demand hard work from their kids because they know, from personal experience, that creative success requires nothing less.

Even a moment's reflection will help you see that the problem of using your time well is not a problem of the mind but of the heart. It will only yield to a change in the very way we feel about time. The value of time must change for us. And then the way we think about it will change, naturally and wisely. That change in feeling and in thinking is combined in the words of a prophet of God in this dispensation. It was Brigham Young, and the year was 1877, and he was speaking at April general conference. He wasn't talking about time or schedules or frustrations with too many demands upon us. Rather, he was trying to teach the members of the Church how to unite themselves in what was called the united order. The Saints were grappling with the question of how property should be distributed if they were to live the celestial law. In his usual direct style, he taught the people that they were having trouble finding solutions because they misunderstood the problem. Particularly, he told them they didn't understand either property or the distribution of wealth. Here is what he said: With regard to our property, as I have told you many times, the property which we inherit from our Heavenly Father is our time, and the power to choose in the disposition of the same. This is the real capital that is bequeathed unto us by our Heavenly Father; all the rest is what he may be pleased to add unto us. To direct, to counsel and to advise in the disposition of our time, pertains to our calling as God's servants, according to the wisdom which he has given and will continue to give unto us as we seek it. [JD 18:354] Time is the property we inherit from God, along with the power to choose what we will do with it. President Young calls the gift of life, which is time and the power to dispose of it, so great an inheritance that we should feel it is our capital. The early Yankee families in America taught their children and grandchildren some rules about an inheritance. They were always to invest the capital they inherited and live only on part of the earnings. One rule was "Never spend your capital." And those families had confidence the rule would be followed because of an attitude of responsibility toward those who would follow in later generations. It didn't always work, but the hope was that inherited wealth would be felt a trust so important that no descendent would put pleasure ahead of obligation to those who would follow. Now, I can see and hear Brigham Young, who was as flinty a New Englander as the Adams or the Cabots ever hoped to be, as if he were leaning over this pulpit tonight. He would say something like this, with a directness and power I wish I could approach: "Your inheritance is time. It is capital far more precious than any lands or stocks or houses you will ever get. Spend it foolishly, and you will bankrupt yourself and cheapen the inheritance of those that follow you. Invest it wisely, and you will bless generations to come. “A Child of Promise”, BYU Speeches, 4 May 1986

For a considerable portion of humanity today, it is possible and indeed likely that one's neighbor, one's colleague, or one's employer will have a different mother tongue, eat different food, and follow a different religion than oneself. It is a matter of great urgency, therefore, that we find ways to cooperate with one another in a spirit of mutual acceptance and respect. In such a world, I feel, it is vital for us to find genuinely sustainable and universal approach to ethics, inner values, and personal integrity-an approach that can transcend religious, cultural, and racial differences and appeal to people at a sustainable, universal approach is what I call the project of secular ethics. All religions, therefore, to some extent, ground the cultivation of inner values and ethical awareness in some kind of metaphysical (that is, not empirically demonstrable) understanding of the world and of life after death. And just as the doctrine of divine judgment underlies ethical teachings in many theistic religions, so too does the doctrine of karma and future lives in non-theistic religions. As I see it, spirituality has two dimensions. The first dimension, that of basic spiritual well-being-by which I mean inner mental and emotional strength and balance-does not depend on religion but comes from our innate human nature as beings with a natural disposition toward compassion, kindness, and caring for others. The second dimension is what may be considered religion-based spirituality, which is acquired from our upbringing and culture and is tied to particular beliefs and practices. The difference between the two is something like the difference between water and tea. On this understanding, ethics consists less of rules to be obeyed than of principles for inner self-regulation to promote those aspects of our nature which we recognize as conducive to our own well-being and that of others. It is by moving beyond narrow self-interest that we find meaning, purpose, and satisfaction in life.

We have seen that a myth could never approached in a purely profane setting. It was only comprehensible in a liturgical context that set it apart from everyday life; it must be experienced as part of a process of personal transformation. None, of this surely applies to the novel, which can be read anywhere at all witout ritual trappings, and must, if it is any good, eschew the overtly didactic. Yet the experience of reading a novel has certain qualities that remind us of the mythology. It can be seen as a form of mediation. Readers have to live with a novel for days or even weeks. It prljects them into another worl, parallel to but apart from their ordinary lives. They know perfectly well that this fictional realm is not 'real' and yet while they are reading it becomes compelling. A powerful novel bcomes part of the backdrop of lives long after we have laid the book aside. It is an excercise of make-believe, that like yoga or a religious festival breaks down barriers of space and time and extends our sympathies to empathise with others lives and sorrows. It teaches compassion, the ability to 'feel with' others. And, like mythology , an important novel is transformative. If we allow it do so, can change us forever.

In fact, healthy students often redouble their resistance to teaching as they find themselves more comprehensively manipulated. This resistance is due not to the authoritarian style of a public school or the seductive style of some free schools, but to the fundamental approach common to all schools-the idea that one person's judgment should determine what and when another person must learn.

Can we live and teach from a state of rest? My prayer is that we will. But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children- not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits.

The problem which confronts us as we approach modern man today is not how we are to change Christian teaching in order to make it more palatable, for to that would mean throwing away any chance of giving the real answer to man in despair; rather it is only a problem of how we many communicate the Gospel so that it is understood.

Children do not need teaching as much as they need love and understanding.

Student diversity in classrooms increases the need for diversity in teaching approaches.

...it is a mistake to reduce every decision about Christian living to a "Heaven-or-Hell issue." For example, some ask if the Bible specifically says a certain action is a "sin" or will send them to "Hell." If not, they feel free to indulge in that action unreservedly and ignore any scriptural principles involved. But this approach is legalistic, which means living by rules or basing salvation on works. It treats the Bible as a law book, focusing on the letter and looking for loopholes. By contrast, the Bible tells us that we are saved by grace through faith, not by our works (Ephesians 2:8-9). Grace teaches us how to live righteously, and faith leads us into obedience. (See Titus 2:11-12; Romans1:5; Hebrews 11:7-8.)

chosen to hold; and therefore they are of our own ordering; and therefore there is perfect justice in the universe. No suffering for another man’s original sin, but the reaping of a harvest that we ourselves have sown. We have free will, but our free will lies in our choice of thought.

Reduce words Embrace emotions Describe, don’t preach Involve your child in the discipline Reframe a no into a conditional yes Emphasize the positive Creatively approach the situation Teach mindsight tools

When we encounter a friend who's depressed or afraid, we automatically try to take that distress away and to cheer the person up. While we may be operating with the best of intentions, this Band-Aid approach only reinforces the condition. Unless people experience their pain completely and begin to undrstand it, they will not only fail to overcome it, they'll also lose the opportunity of using it to advance their own growth. Pain can get you somewhere, and that somewhere can be a life-enhancing experience. We all tend to forget that pain can signal change. Alleviating the symptoms of pain in someone, without helping them to get at its underlying source, robs them of an important to for self-exploration. It's also a way of placating that reinforces the person'S need to cave in and succumb to another. This attitude undermines healthy character development and contributes to psychospiritual, moral, and ultimately social decay.

Even so those who teach little children too often have the idea that they are educating babies and seek to place themselves on the child's level by approaching him with games, and often with foolish stories. Instead of all this, we must know how to call to the man which lies dormant within the soul of the child.

Our observer is not affected by emotional ups and downs, our personal life dramas, or by the events of the external world. It is our observer, at the core of our being, that teaches us to let go as we begin identify with it rather than with all the hubbub of our moment-to-moment experience and our mental chatter about it.

There are so many ways of making the approach to meditation as joyful as possible. You can find the music that most exalts you and use it to open your heart and mind. You can collect pieces of poetry, or quotations of lines of teachings that over the years have moved you, and keep them always at hand to elevate your spirit.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

If one is praying every day, as he should, for enlightenment and guidance, the one certain thing is that he will not go on holding to the same ideas as he grows older, but that he will be continually revising, enlarging, and expanding them. He will die daily, as the man he is, to be reborn bigger and wiser and better on the morrow.

No man can save his brother’s soul, or pay his brother’s debt.” We can and should help one another on special occasions, but in the long run each must learn to do his own work, and “sin” no more, lest a worse thing befall him.

But the history of science—by far the most successful claim to knowledge accessible to humans—teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us. We will always be mired in error. The most each generation can hope for is to reduce the error bars a little, and to add to the body of data to which error bars apply. The error bar is a pervasive, visible self-assessment of the reliability of our knowledge.

When the phonograms and rules of English are taught in a systematic manner through solid, multimodality teaching methods which develop visual muscle memory, prevent reversals, and address the needs of all types of learners, we will be on our way to solving the literacy crisis for all its current victims and preventing it in future generations.

The truth is that the Will of God for us always means greater freedom, greater self-expression, wider and newer and brighter experience; better health, greater prosperity, wider opportunity of service to others—life more abundant.

A general summing up, such as this, is highly characteristic of the old Oriental mode of approach to a religious and philosophical teaching, and it naturally recalls the Eight-fold Path of Buddhism, the Ten Commandments of Moses, and other such compact groupings of ideas. Jesus concerned himself exclusively with the teaching of general principles, and these general principles always had to do with mental states, for he knew that if one’s mental states are right, everything else must be right too, whereas, if these are wrong, nothing else can be right. Unlike the other great religious teachers, he gives us no detailed instructions about what we are to do or are not to do; he does not tell us either to eat or to drink, or to refrain from eating or drinking certain things; or to carry out various ritual observances at certain times and seasons. Indeed, the whole current of his teaching is anti-ritualistic anti-formalist.

Love is what helps us accept ourselves, our lives and other people as is. When something unwanted--such as death, illness, loss of a job or relationship--approaches, it is natural for fear to arise. In such moments, we need to find some part of us that is not afraid. When you are afraid, don't you know that you are afraid? That means some part of you, that part that is witnessing your fear, is not afraid. It is not caught by the fear. We can learn to relate to difficult thoughts, strong emotions, or challenging circumstances from the vantage point of the witness, of loving awareness.

The emperor has no clothes, and sooner or later everyone is going to see what’s staring them right in the face. When that happens, perhaps, there will be a major shift; a mass exodus away from the complexity and futility of all spiritual teachings. An exodus not outward toward Japan or India or Tibet, but inward, toward the self; toward self-reliance, toward self-determination, toward a common sense approach to figuring out just what the hell’s going on around here. A wiping of the slate. A fresh start. Sincere, intelligent people dispensing with the past and beginning anew. Beginning by asking themselves, “Okay, where are we? What do we know for sure? What do we know that’s true?” A spiritual revolution.

When I was teaching basketball, I urged my players to try their hardest to improve on that very day, to make that practice a masterpiece. Too often we get distracted by what is outside our control. You can’t do anything about yesterday. The door to the past has been shut and the key thrown away. You can do nothing about tomorrow. It is yet to come. However, tomorrow is in large part determined by what you do today. So make today a masterpiece. You have control over that. This rule is even more important in life than basketball. You have to apply yourself each day to become a little better. By applying yourself to the task of becoming a little better each and every day over a period of time, you will become a lot better. Only then will you will be able to approach being the best you can be. It begins by trying to make each day count and knowing you can never make up for a lost day.

Conscious spending isn’t about cutting your spending on everything. That approach wouldn’t last two days. It is, quite simply, about choosing the things you love enough to spend extravagantly on—and then cutting costs mercilessly on the things you don’t love.

Among the swirling daffodils the old labrador lay out in the teeth of the gale. Her head was raised, her ears were pricked; alertly she snuffed the air; she watched the world turn, the new season approach. Looking at her Janet thought in sharp sorrow, “I will never see this again,” for now the labrador could scarcely walk; her hind legs were emaciated and she had to be helped in and out and up and down the stairs. Yet she was crouched there, unafraid, welcoming with dignity of whatever was to come, among the reckless, gaudy flowers whose time was even briefer. “Fair daffodils, we weep to see you haste away so soon.” Fair labrador. Sometimes Janet thought that life’s sole purpose was to teach one how to die. As in most spheres, so in this, animals did better than people

If you respond to a child who’s having difficulty putting his emotions aside so as to think through solutions by imposing your will more intensively and “teaching him who’s the boss,” you probably won’t help him manage his emotions. Quite the opposite, in fact.

Forcing your employees to follow required steps only prevents customer dissatisfaction. If your goal is truly to satisfy, to create advocates, then the step-by-step approach alone cannot get you there. Instead, you must select employees who have the talent to listen and to teach, and then you must focus them toward simple emotional outcomes like partnership and advice. ... Identify a person's strenths. Define outcomes that play to those strengths. Find a way to count, rate or rank those outcomes. And then let the person run.

The problem is that moderates of all faiths are committed to reinterpreting, or ignoring outright, the most dangerous and absurd parts of their scripture—and this commitment is precisely what makes them moderates. But it also requires some degree of intellectual dishonesty, because moderates can’t acknowledge that their moderation comes from outside the faith. The doors leading out of the prison of scriptural literalism simply do not open from the inside. In the twenty-first century, the moderate’s commitment to scientific rationality, human rights, gender equality, and every other modern value—values that, as you say, are potentially universal for human beings—comes from the past thousand years of human progress, much of which was accomplished in spite of religion, not because of it. So when moderates claim to find their modern, ethical commitments within scripture, it looks like an exercise in self-deception. The truth is that most of our modern values are antithetical to the specific teachings of Judaism, Christianity, and Islam. And where we do find these values expressed in our holy books, they are almost never best expressed there. Moderates seem unwilling to grapple with the fact that all scriptures contain an extraordinary amount of stupidity and barbarism that can always be rediscovered and made holy anew by fundamentalists—and there’s no principle of moderation internal to the faith that prevents this. These fundamentalist readings are, almost by definition, more complete and consistent—and, therefore, more honest. The fundamentalist picks up the book and says, “Okay, I’m just going to read every word of this and do my best to understand what God wants from me. I’ll leave my personal biases completely out of it.” Conversely, every moderate seems to believe that his interpretation and selective reading of scripture is more accurate than God’s literal words. Presumably, God could have written these books any way He wanted. And if He wanted them to be understood in the spirit of twenty-first-century secular rationality, He could have left out all those bits about stoning people to death for adultery or witchcraft. It really isn’t hard to write a book that prohibits sexual slavery—you just put in a few lines like “Don’t take sex slaves!” and “When you fight a war and take prisoners, as you inevitably will, don’t rape any of them!” And yet God couldn’t seem to manage it. This is why the approach of a group like the Islamic State holds a certain intellectual appeal (which, admittedly, sounds strange to say) because the most straightforward reading of scripture suggests that Allah advises jihadists to take sex slaves from among the conquered, decapitate their enemies, and so forth.

You are about to be reminded of the truth-of-all-truths. I use the word “reminded” because it is something you already know, but may have forgotten or ceased to believe. No self-help book, no guru, no sage of any faith can teach you anything more important or powerful. If you accept it and embrace it this truth will whip your life around and set you on a new, higher road. You will live larger, healthier, more happily. You’ll have the ability to bounce back when you get knocked down. You’ll have the faith you need to tunnel through dark times. You’ll have the light you need to lead others to a better place. You are a child of God. That’s it. That’s everything—everything you’ll ever need to know to conquer doubt, fear and adversity, to transform your life from the mundane to the magnificent, to fortify your relationships and the foundations of all that is good and right and worthy of your attention. You are a literal spiritual child of a king all-powerful and all-loving. He knows you. He values you. He wants you to be happy and successful. You have the right to approach the throne of God and ask not only for what you need, but for what you want.

God’s power is the same—neither good nor bad. It is like electricity. Is electricity divine or evil? Electricity is neutral. It just is. But depending on your approach, you get either its benefit or its punishment. Plug in a lamp, you get light. Plug in a radio, you get music. Plug in your finger…?

Death paused, his hand on the spine of the book. And why do you think I directed you to the stables? think carefully, now. Mort hesitated, he has been thinking carefully, in between counting wheelbarrows. He'd wondered if it had been to coordinate his hand and eye, or to teach him the habit of obedience, or bring home the human scale, of small tasks, or make him realize that even great men must start at the bottom. None of these explanations seemed exactly right. I think ... he began. YES? Well. I think it was because you were up to your knees in horseshit, to tell you the truth. Death looked at him for a very long time.Mort shifted uneasily from one foot to the other. ABSOLUTELY CORRECT, snapped Death.Clarity of thought. Realistic approach. Very important in a job like ours.

Flaubert teaches you to gave upon the truth and not blink from its consequences; he teaches you, with Montaigne, to sleep on the pillow of doubt; he teaches you to dissect out the constituent parts of reality, and to observe the Nature is always a mixture of genres; he teaches you the most exact use of language; he teaches you not to approach a book in search of moral or social pills -- literature is not a pharmacopoeia; he teaches the pre-eminence of Truth, Beauty, Feeling and Style. And if you study his private life, he teaches courage, stoicism, friendship; the importance of intelligence, skepticism and wit; the folly of cheap patriotism; the virtue of being able to remain by yourself in your own room; the hatred of hypocrisy; distrust of the doctrinaire; the need for plain speaking.

Dogs come to quantum physics in a better position than most humans. They approach the world with fewer preconceptions than humans, and always expect the unexpected. A dog can walk down the same street every day for a year, and it will be a new experience every day. Every rock, every bush, every tree will be sniffed as if it had never been sniffed before. If dog treats appeared out of empty space in the middle of a kitchen, a human would freak out, but a dog would take it in stride. Indeed, for most dogs, the spontaneous generation of treats would be vindication—they always expect treats to appear at any moment, for no obvious reason.

frThe Spirit comes gently and makes himself known by his fragrance. He is not felt as a burden for God is light, very light. Rays of light and knowledge stream before him as the Spirit approaches. The Spirit comes with the tenderness of a true friend to save, to heal, to teach, to counsel, to strengthen, and to console.

We tried to approach you inside but were cut off by Rosamund chasing Thoby around because their ice sculpture melted," said Will. "What does it mean for the youth of today, that they don't know ice melts? What are we teaching them in the schoolrooms?" James looked amused. "Is this another 'youth of today' speech?" He dropped his voice into a passable imitation of Will's. "Running about, no morals, using ridiculous words like 'barmy' and 'brinkets'--" "Even I know 'brinkets' is not a word," said Will with great dignity.

Always Sami. I was tethered to her somehow. To that scared little girl I’d found on the staircase nearly a year earlier; to the past, when teaching was simpler and I could care about everyday problems, when being relentless meant running two extra laps, not waiting for an MP to search the undercarriage of a bus for bombs before letting students approach it.

The classical approach trains the student to become a thorough and capable learner, rather than focusing on training for a single job skill.

Approaching directly to her heart you will attain a greater knowledge of her and be inflamed by a greater love for her than all human words together could teach you.

paraphrasing it. Secondly, his approach to literature is overwhelmingly moral; its purpose is to teach us about life, to transmit humane

People respond when they are taught, and that primarily by example, rather than preached at. Jesus modeled just this approach in His life." ~R. Alan Woods [2013]

Neither any one in this world is born as our friend nor born as our enemy. Our behavior, attitude & approach makes them become either one.

Maybe an idea is bad, but figuring out exactly why it’s a bad idea can teach you a lot—and might help you think of a better approach.

The common approach is, metaphorically speaking, to go out onto the sidewalk and to pick up all the banana skins, so that no one slips. Me, I go down early in the morning and drop more banana skins. People say, ‘Well, why would you be doing that?’ And I tell them, ‘Teaching is not about trying to prevent people from falling down, it’s about trying to get them to use their eyes.’ If you take the banana skins away, you’re saying that life is banana-skin free. Well, it is not. Life is full of banana skins. I try to teach people to use their eyes, to look where they’re stepping. It’s my responsibility to respect people, to help them learn the lessons life teaches. When you slip on a banana skin and fall down, discuss what happened and learn from it. I think that it is actually unwise to get in between people and what life is trying to teach them, but we all have a responsibility for each other.

At the transpersonal level, we begin to love others not because they love us, affirm us, reflect us, or secure us in our illusions, but because they are us. Christ’s primary teaching does not mean, “Love your neighbor as you love yourself,” but “Love your neighbor as your Self.” And not just your neighbor, but your whole environment. You begin to care for your surroundings just as you would your own arms and legs. At this level, remember, your relationship to your environment is the same as your relationship to your very own organism. At

One of the many drawbacks of this "I teach what I am" approach is that it stifles classroom discussion. Any disagreement with the professor's expertise comes off as an ad hominem attack.

The question, therefore, is not whether one should teach philosophy to Muslim students, but rather what kind or kinds of philosophy should be taught and how the subject should be approached.

In science, an observer states his results along with the “probable error”; but who ever heard of a theologian or a politician stating the probable error in his dogmas, or even admitting that any error is conceivable? That is because in science, where we approach nearest to real knowledge, a man can safely rely on the strength of his case, whereas, where nothing is known, blatant assertion and hypnotism are the usual ways of causing others to share our beliefs. If the fundamentalist thought they had a good case against evolution, they would not make the teaching of it illegal.

The universities, the colleges, the schools, should not only teach political science—it is such a stupid idea to teach political science! Teach political science but also teach political art, because science is of no use; you have to teach practical politics. And those professors in the universities should prepare politicians, give them certain qualities. Then the people who are ruling now all over the world will be nowhere at all. Then you will find rulers well trained, cultured, knowing the art and the science of politics, and always ready to go to the professors, to the scholars. And slowly it may be possible that they can approach the highest level of meritocracy: the intuitive people. If this is possible, then we will have, for the first time, something that is really human—giving dignity to humanity, integrity to individuals. For the first time you will have some real democracy in the world. What exists now as democracy is not democracy—it is mobocracy.

AS LONG AS we follow a spiritual approach promising salvation, miracles, liberation, then we are bound by the “golden chain of spirituality.” Such a chain might be beautiful to wear, with its inlaid jewels and intricate carvings, but nevertheless, it imprisons us. People think they can wear the golden chain for decoration without being imprisoned by it, but they are deceiving themselves. As long as one’s approach to spirituality is based upon enriching ego, then it is spiritual materialism, a suicidal process rather than a creative one. All the promises we have heard are pure seduction. We expect the teachings to solve all our problems; we expect to be provided with magical means to deal with our depressions, our aggressions, our sexual hangups. But to our surprise we begin to realize that this is not going to happen. It is very disappointing to realize that we must work on ourselves and our suffering rather than depend upon a savior or the magical power of yogic techniques. It is disappointing to realize that we have to give up our expectations rather than build on the basis of our preconceptions. We must allow ourselves to be disappointed, which means the surrendering of me-ness, my achievement. We would like to watch ourselves attain enlightenment, watch our disciples celebrating, worshiping, throwing flowers at us, with miracles and earthquakes occurring and gods and angels singing and so forth. This never happens. The attainment of enlightenment from ego’s point of view is extreme death, the death of self, the death of me and mine, the death of the watcher. It is the ultimate and final disappointment. Treading the spiritual path is painful. It is a constant unmasking, peeling off of layer after layer of masks. It involves insult after insult.

Although they felt pretty good about their “traditional” teaching, they knew they could do better. The flipped classroom approach, like all good educational ideas, stemmed from the needs of their students.

Some parents have taught their small children, “Go to the manager,” but this poses the same problem of identification as with the policeman: That small name tag is several feet above the child’s eye-line. I don’t believe in teaching inflexible rules because it’s not possible to know they’ll apply in all situations. There is one, however, that reliably enhances safety: Teach children that if they are ever lost, Go to a Woman. Why? First, if your child selects a woman, it’s highly unlikely that the woman will be a sexual predator. Next, as Jan’s story illustrates, a woman approached by a lost child asking for help is likely to stop whatever she is doing, commit to that child, and not rest until the child is safe. A man approached by a small child might say, “Head over there to the manager’s desk,” whereas a woman will get involved and stay involved.

Addressing the cultural differences between teachers and students requires what educational researcher Gloria Ladson-Billings describes as culturally relevant pedagogy.7 This approach to teaching advocates for a consideration of the culture of the students in determining the ways in which they are taught. Unfortunately, this approach cannot be implemented unless teachers broaden their scope beyond traditional classroom teaching.

To him who in the love of Nature holds Communion with her visible forms, she speaks A various language; for his gayer hours She has a voice of gladness, and a smile And eloquence of beauty, and she glides Into his darker musings, with a mild And healing sympathy, that steals away Their sharpness, ere he is aware. When thoughts Of the last bitter hour come like a blight Over thy spirit, and sad images Of the stern agony, and shroud, and pall, And breathless darkness, and the narrow house, Make thee to shudder, and grow sick at heart;— Go forth, under the open sky, and list To Nature’s teachings, while from all around— Earth and her waters, and the depths of air— Comes a still voice— Yet a few days, and thee The all-beholding sun shall see no more In all his course; nor yet in the cold ground, Where thy pale form was laid, with many tears, Nor in the embrace of ocean, shall exist Thy image. Earth, that nourished thee, shall claim Thy growth, to be resolved to earth again, And, lost each human trace, surrendering up Thine individual being, shalt thou go To mix for ever with the elements, To be a brother to the insensible rock And to the sluggish clod, which the rude swain Turns with his share, and treads upon. The oak Shall send his roots abroad, and pierce thy mould. Yet not to thine eternal resting-place Shalt thou retire alone, nor couldst thou wish Couch more magnificent. Thou shalt lie down With patriarchs of the infant world—with kings, The powerful of the earth—the wise, the good, Fair forms, and hoary seers of ages past, All in one mighty sepulchre. The hills Rock-ribbed and ancient as the sun,—the vales Stretching in pensive quietness between; The venerable woods—rivers that move In majesty, and the complaining brooks That make the meadows green; and, poured round all, Old Ocean’s gray and melancholy waste,— Are but the solemn decorations all Of the great tomb of man. The golden sun, The planets, all the infinite host of heaven, Are shining on the sad abodes of death, Through the still lapse of ages. All that tread The globe are but a handful to the tribes That slumber in its bosom.—Take the wings Of morning, pierce the Barcan wilderness, Or lose thyself in the continuous woods Where rolls the Oregon, and hears no sound, Save his own dashings—yet the dead are there: And millions in those solitudes, since first The flight of years began, have laid them down In their last sleep—the dead reign there alone. So shalt thou rest, and what if thou withdraw In silence from the living, and no friend Take note of thy departure? All that breathe Will share thy destiny. The gay will laugh When thou art gone, the solemn brood of care Plod on, and each one as before will chase His favorite phantom; yet all these shall leave Their mirth and their employments, and shall come And make their bed with thee. As the long train Of ages glide away, the sons of men, The youth in life’s green spring, and he who goes In the full strength of years, matron and maid, The speechless babe, and the gray-headed man— Shall one by one be gathered to thy side, By those, who in their turn shall follow them. So live, that when thy summons comes to join The innumerable caravan, which moves To that mysterious realm, where each shall take His chamber in the silent halls of death, Thou go not, like the quarry-slave at night, Scourged to his dungeon, but, sustained and soothed By an unfaltering trust, approach thy grave, Like one who wraps the drapery of his couch About him, and lies down to pleasant dreams.

Here ends Prometheus' surprising itinerary. Proclaiming his hatred of the gods and his love of mankind, he turns away from Zeus with scorn and approaches mortal men in order to lead them in an assault against the heavens. But men are weak and cowardly; they must be organized. They love pleasure and immediate happiness; they must be taught to refuse, in order to grow up, immediate rewards. Thus Prometheus, in his turn, becomes a master who first teaches and then commands. Men doubt that they can safely attack the city of light and are even uncertain whether the city exists. They must be saved from themselves. The hero then tells them that he, and he alone, knows the city. Those who doubt his word will be thrown into the desert, chained to a rock, offered to the vultures. The others will march henceforth in darkness, behind the pensive and solitary master. Prometheus alone has become god and reigns over the solitude of men. But from Zeus he has gained only solitude and cruelty; he is no longer Prometheus, he is Caesar. The real, the eternal Prometheus has now assumed the aspect of one of his victims. The same cry, springing from the depths of the past, rings forever through the Scythian desert.

And seeing the multitudes, he went up into a mountain: and when he was set, his disciples came unto him: And he opened his mouth, and taught them, saying, Blessed are the poor in spirit: for theirs is the kingdom of heaven. Blessed are they that mourn: for they shall be comforted. Blessed are the meek: for they shall inherit the earth. Blessed are they which do hunger and thirst after righteousness: for they shall be filled. Blessed are the merciful: for they shall obtain mercy. Blessed are the pure in heart: for they shall see God. Blessed are the peacemakers: for they shall be called the children of God. Blessed are they which are persecuted for righteousness’ sake: for theirs is the kingdom of heaven. Blessed are ye, when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for my sake. Rejoice, and be exceeding glad: for great is your reward in heaven: for so persecuted they the prophets which were before you.

Our hurts and wounds can make our self-centeredness even more intractable. When you point out selfish behavior to a wounded person, he or she will say, “Well, maybe so, but you don’t understand what it is like.” The wounds justify the behavior. There are two ways to diagnose and treat this condition. In our culture, there is still a widespread assumption of basic human goodness. If people are self-absorbed and messed up, it is argued, it is only because they lack healthy self-esteem. So what we should do is tell them to be good to themselves, to live for themselves, not for others. In this view of things, we give wounded people almost nothing but support, encouraging them to stop letting others run their lives, urging them to find out what their dreams are and take steps to fulfill them. That, we think, is the way to healing. But this approach assumes that self-centeredness isn’t natural, that it is only the product of some kind of mistreatment. That is a very popular understanding of human nature, but it is worth observing that it is an article of faith—a religious belief, as it were. No major religion in the world actually teaches that, yet this is the popular view of many people in the West.

Others of us may be unable to put aside our competitiveness or our need to be in control. We get bored, cranky, and frustrated; we're sore losers; we worry about teaching how to throw the ball correctly when our child just wants to play catch.

Evangelism is not a ten-letter dirty word. Jesus is our example: He was not a wild-eyed fanatic standing on street corners, screaming at people, “Accept Me or else!” He preached to crowds and became friends with “sinners,” but He did not use a “canned approach,” pressuring each person into a “sinner’s prayer.” I can’t find that approach in the teachings and example of Jesus. Whether it is four laws, five Scriptures, or any other “approach,” sharing Jesus cannot be reduced to a method.

A true revolution of values will soon cause us to question the fairness and justice of many of our past and present policies. On the one hand we are called to play the good Samaritan on life’s roadside; but that will be only an initial act. One day we must come to see that the whole Jericho road must be transformed so that men and women will not be constantly beaten and robbed as they make their journey on life’s highway. True compassion is more than flinging a coin to a beggar; it is not haphazard and superficial. It comes to see that an edifice which produces beggars needs restructuring. A true revolution of values will soon look uneasily on the glaring contrast of poverty and wealth. With righteous indignation, it will look across the seas and see individual capitalists of the West investing huge sums of money in Asia, Africa and South America, only to take the profits out with no concern for the social betterment of the countries, and say: “This is not just.” It will look at our alliance with the landed gentry of Latin America and say: “This is not just.” The Western arrogance of feeling that it has everything to teach others and nothing to learn from them is not just. A true revolution of values will lay hands on the world order and say of war: “This way of settling differences is not just.” This business of burning human beings with napalm, of filling our nation’s homes with orphans and widows, of injecting poisonous drugs of hate into veins of people normally humane, of sending men home from dark and bloody battlefields physically handicapped and psychologically deranged, cannot be reconciled with wisdom, justice and love. A nation that continues year after year to spend more money on military defense than on programs of social uplift is approaching spiritual death.

Many self-help gurus teach you new forms of denial and pump you up with exercises that feel good in the short term, while ignoring the underlying issue. Remember, nobody who is actually happy has to stand in front of a mirror and tell himself that he’s happy. Highs

With the decline of clerical power in the eighteenth century, a new kind of mentor emerged to fill the vacuum and capture the ear of society. The secular intellectual might be deist, sceptic or atheist. But he was just as ready as any pontiff or presbyter to tell mankind how to conduct its affairs. He proclaimed, from the start, a special devotion to the interests of humanity and an evangelical duty to advance them by his teaching. He brought to this self-appointed task a far more radical approach than his clerical predecessors.

My current way of teaching mindfulness is, in part, informed by this early Shingon training. I have people observe self in terms of inner mental images, mental talk, and emotional body sensation, the three sensory elements used in the Vajrayana deity yoga practice. I’ve created a hybrid approach. What I have people observe is derived from the Japanese Vajrayana paradigm: self = mental image + mental talk + body. But how I have people observe is derived from mindfulness, which has its origin in Southeast Asian Theravada practice.

Grothendieck transformed modern mathematics. However, much of the credit for this transformation should go to a lesser-known forerunner of his, Emmy Noether. It was Noether, born in Bavaria in 1882, who largely created the abstract approach that inspired category theory.1 Yet as a woman in a male academic world, she was barred from holding a professorship in Göttingen, and the classicists and historians on the faculty even tried to block her from giving unpaid lectures—leading David Hilbert, the dean of German mathematics, to comment, “I see no reason why her sex should be an impediment to her appointment. After all, we are a university, not a bathhouse.” Noether, who was Jewish, fled to the United States when the Nazis took power, teaching at Bryn Mawr until her death from a sudden infection in 1935.

I refer to the Gospel account in which Christ weeps at the grave of his friend Lazarus. We need to pause and consider the meaning of these tears, for in this very moment there occurs a unique transformation within religion in relation to the long-standing religious approach to death. Up to this moment the purpose of religion, as well as the purpose of philosophy, consisted in enabling man to come to terms with death, and if possible even to make death desirable: death as the liberation from suffering; death as freedom from this changing, busy, evil world; death as the beginning of eternity. Here, in fact, is the sum total of religious and philosophical teaching before Christ and outside of Christianity - in primitive religions, in Greek philosophy, in Buddhism, and so forth. But Christ *weeps* at the grave of his friend, and in so doing his own struggle with death, his refusal to acknowledge it and to come to terms with it. Suddenly, death ceases to be a normal and natural fact, it appears as something foreign, as unnatural, as fearsome and perverted, and it is acknowledged as an enemy: 'The last enemy to be destroyed is death.

Finally, if you resolve that the trouble you're enduring now is indeed significant and will matter in a year, then consider what the experience can teach you. Focusing on the lessons you can learn from a stress, irritant, or ordeal will help soften its blow. The lessons that those realities impart could be patience, perseverance, loyalty, or courage. Or perhaps you're learning open-mindedness, forgiveness, generosity, or self-control. Psychologists call this posttraumatic growth, and it's one of the vital tools used by happy, resilient people in facing the inevitable perils and hardships of life.

There is no kingdom that is not about a just society, as there is no kingdom without redemption under Christ. Yet I’m convinced that both of these approaches to kingdom fall substantially short of what kingdom meant to Jesus, so we need once again to be patient enough to ponder what the Bible teaches.

Every time we proceed to explain some conjectural law or theory by a new conjectural theory of a higher degree of universality, we are discovering more about the world, trying to penetrate deeper into its secrets. And every time we succeed in falsifying a theory of this kind, we make an important new discovery. For these falsifications are most important. They teach us the unexpected; and they reassure us that, although our theories are made by ourselves, although they are our own inventions, they are none the less genuine assertions about the world; for they can clash with something we never made.

In the end, all any of these religions aim to do is give us hope. The main difference with Buddhism is that it aims to teach us to find hope from within ourselves, rather than seeking outside advice or saviors. It tells us that only we can help ourselves. It’s existentialist in that way, and shockingly modern.

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

The creative writing teacher was horrified at the thought that she was teaching a pack of insipient arsonists—or Lord of the Flies sociopaths. In fact, they were just boys. But, increasingly, in our schools and in our homes, everyday boyishness is seen as aberrational, toxic—a pathology in need of a cure. Boys today bear the burden of several powerful cultural trends: a therapeutic approach to education that valorizes feelings and denigrates competition and risk, zero-tolerance policies that punish normal antics of young males, and a gender equity movement that views masculinity as predatory. Natural male exuberance is no longer tolerated.

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality.

How We Approach the New Testament We Christians have been taught to approach the Bible in one of eight ways: • You look for verses that inspire you. Upon finding such verses, you either highlight, memorize, meditate upon, or put them on your refrigerator door. • You look for verses that tell you what God has promised so that you can confess it in faith and thereby obligate the Lord to do what you want. • You look for verses that tell you what God commands you to do. • You look for verses that you can quote to scare the devil out of his wits or resist him in the hour of temptation. • You look for verses that will prove your particular doctrine so that you can slice-and-dice your theological sparring partner into biblical ribbons. (Because of the proof-texting method, a vast wasteland of Christianity behaves as if the mere citation of some random, decontextualized verse of Scripture ends all discussion on virtually any subject.) • You look for verses in the Bible to control and/or correct others. • You look for verses that “preach” well and make good sermon material. (This is an ongoing addiction for many who preach and teach.) • You sometimes close your eyes, flip open the Bible randomly, stick your finger on a page, read what the text says, and then take what you have read as a personal “word” from the Lord. Now look at this list again. Which of these approaches have you used? Look again: Notice how each is highly individualistic. All of them put you, the individual Christian, at the center. Each approach ignores the fact that most of the New Testament was written to corporate bodies of people (churches), not to individuals.

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

You are the son of a kind, strong, and engaged Father, a Father wise enough to guide you in the Way, generous enough to provide for your journey, offering to walk with you every step. This is perhaps the hardest thing for us to believe—really believe, down deep in our hearts, so that it changes us forever, changes the way we approach each day.

The lesson that U.S. social policies and laws teach is crystal clear: if you are feeling like you wish you were dead, you’d better keep quiet about it. That is, unless you want a hospital bed, or to get out of a jail cell, or to get your loved ones to take your pain seriously, in which case you should say you are suicidal whether it’s true or not.

...Montessori decided her teachers must each write their own textbook based on their own understanding of Montessori education... her own personal guidebook to refer to, revise, and add to throughout her teaching career. ...By writing her own guidebook, the Montessori teacher is forced to think through her personal approach to the materials and the children on a deeper level than if she were merely handed someone else's answers. This policy of asking each teacher to state her own understanding of Montessori philosophy is consistent with a philosophy and method of education that asks children to discover their own answers, instead of expecting to appropriate and substitute someone else's experiences for their own.

Zero Hour grew out of Naperville District 203’s unique approach to physical education, which has gained national attention and become the model for a type of gym class that I suspect would be unrecognizable to any adult reading this. No getting nailed in dodgeball, no flunking for not showering, no living in fear of being the last kid picked. The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What’s being taught, really, is a lifestyle.

The other day, I told you our family motto was "Be kind, be curious, be helpful." Kindness and helpfulness you understood right away. Then you asked, "Why is curious in there?" Because being curious is admitting that you don't know, but also that you want to know. That what you don't know, is worth knowing. That people you don't know are worth knowing, that they have something to teach you. That learning about them - that encountering new ideas - doesn't threaten you, it enriches you. That what you haven't experienced is worth experiencing. That you approach the world as a trove of things to take in, rather than things you frantically, fearfully wall out. "Be kind, be curious, be helpful:" what that really means is, "stay open.

We have one unerring guide...Call it love, charity, or sympathy; it is the best, the angelic portion of us. It teaches us to feel pain at others pain, joy in their joy. The more entirely we mingle our emotions with those of others, making our well or ill being depend on theirs, the more completely do we cast away our selfishness, and approach the perfection of our nature.

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

Science can now help us to understand ourselves in this way by giving factual information about brain structure and function, and how the mind works. Then there is an art of self knowledge, which each person has to develop for himself. This art must lead one to be sensitive to how his basically false approach to life is always tending to generate conflict and confusion. The role of art here is therefore not to provide a symbolism, but rather to teach the artistic spirit of sensitive perception of the individual and particular phenomena of one's own psyche. This spirit is needed if one is to understand the relevance of general scientific knowledge to his own special problems, as well as to give effect to the scientific spirit of seeing the fact about one's self as it is, whether on elikes it or not, and thus helping to end conflict. Such an approach is not possible, however, unless one has the spirit that meets life wholly and totally. We still need the religious spirit, but today we no longer need the religious mythology, which is now introducing an irrelevant and confusing element into the whole question. Itwould seem, then, that in some ways the modern person must manage to create a total approach to life which accomplishes what was done in earlier days by science, art and religion, but in a new way that is appropriate to the modern conditions of life. An important part of such an action is to see what the relationshipbetween science and art now actually is, and to understand the direction in which this relationship might develop.

It marshals a vast amount of scientific evidence, from physics to biology, and offers extensive arguments, all geared to objectively proving the holistic nature of the universe. It fails to see that if we take a bunch of egos with atomistic concepts and teach them that the universe is holistic, all we will actually get is a bunch of egos with holistic concepts. Precisely because this monological approach, with its unskillful interpretation of an otherwise genuine intuition, ignores or neglects the “I” and the “we” dimensions, it doesn’t understand very well the exact nature of the inner transformations that are necessary in the first place in order to be able to find an identity that embraces the manifest All. Talk about the All as much as we want, nothing fundamentally changes.

From my experience I have noticed the people we coach who seemed to suffer the most weight fluctuations are actually the ones who continue restricting their food. I know that sounds crazy, but scientifically and biologically it makes sense. Not eating enough food lowers your metabolic rate, which in turn teaches your body to store more of the food you eat as fat, rather than allowing you to expend it as energy.

But it is just possible that Americans may be living on one of those boundaries in human history when the virtue of an entire nation is in jeopardy, when the will of the whole people is approaching the point where it desires evil, and laws could be made which would compel men to do evil as the wicked kings in the Book of Mormon did. As religious faith deteriorates and moral standards inevitably fall, total corruption is possible. To be subject to a sovereign people which is corrupt and vicious is a more terrible situation than to be subject to a corrupt monarch. The recourse under a corrupt monarch is revolution, but what is the recourse under a corrupt democracy? A people cannot revolt against itself. Mosiah told his people what must happen: "And if the time comes that the voice of the people doth choose iniquity, then is the time that the judgments of God will come upon you; yea, then is the time that the judgments of God will come upon you; yea, then is the time he will visit you with great destruction even as he has hitherto visited this land" (Mosiah 29:27). The entire society must be dismantled as it was in the days of Noah. . . . The highest kind of political activity, then, is to teach virtue and faith. Ultimately there is no other way to preserve the Constitution of the United States and the freedom which it was established to protect. Citizens of the United States claiming Latter-day Saint heritage are required to act decisively to strengthen the moral foundations of liberty, that "every man may act in doctrine and principle pertaining to futurity, according to the moral agency" which the Lord has given him. This work cannot be undertaken successfully in the last hour. The last hour is too late.

A close examination of the instructions in the Satipaṭṭhāna Sutta reveals that the meditator is never instructed to interfere actively with what happens in the mind. If a mental hindrance arises, for example, the task of satipaṭṭhāna contemplation is to know that the hindrance is present, to know what has led to its arising, and to know what will lead to its disappearance. A more active intervention is no longer the domain of satipaṭṭhāna, but belongs rather to the province of right effort (sammā vāyāma). The need to distinguish clearly between a first stage of observation and a second stage of taking action is, according to the Buddha, an essential feature of his way of teaching. The simple reason for this approach is that only the preliminary step of calmly assessing a situation without immediately reacting enables one to undertake the appropriate action.

How was your journey?" he asked. "You don't have to make small talk with me," she said. "I don't like it, and I'm not very good at it." They paused at the shade of portico, beside a sweet-scented bower of roses. Casually Lord St. Vincent leaned a shoulder against a cream-painted column. A lazy smile curved his lips as he looked down at her. "Didn't Lady Berwick teach you?" "She tried. But I hate trying to make conversation about weather. Who cares what the temperature is? I want to talk about things like... like..." "Yes?" he prompted as she hesitated. "Darwin. Women's suffrage. Workhouses, war, why we're alive, if you believe in séances or spirits, if music has ever made you cry, or what vegetable you hate most..." Pandora shrugged and glanced up at him, expecting the familiar frozen expression of a man who was about to run for his life. Instead she found herself caught by his arrested stare, while the silence seemed to wrap around them. After a moment, Lord St. Vincent said softly, "Carrots." Bemused, Pandora tried to gather her wits. "That's the vegetable you hate most? Do you mean cooked ones?" "Any kind of carrots." "Out of all vegetables?" At his nod, she persisted, "What about carrot cake?" "No." But it's cake." A smile flickered across his lips. "Still carrots." Pandora wanted to argue the superiority of carrots over some truly atrocious vegetable, such as Brussels sprouts, but heir conversation was interrupted by a silky masculine voice. "Ah, there you are. I've been sent out to fetch you." Pandora shrank back as she saw a tall msn approach in a graceful stride. She knew instantly that he must be Lord Sy. Vincent's father- the resemblance was striking. His complexion was tanned and lightly time-weathered, with laugh-lines at the outer corners of his blue eyes. He had a full head of tawny-golden hair, handsomely silvered at the sides and temples. Having heard of his reputation as a former libertine, Pandora had expected an aging roué with coarse features and a leer... not this rather gorgeous specimen who wore his formidable presence like an elegant suit of clothes. "My son, what can you be thinking, keeping this enchanting creature out in the heat of midday?

I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.

Humans may crave absolute certainty; they may aspire to it; they may pretend, as partisans of certain religions do, to have attained it. But the history of science—by far the most successful claim to knowledge accessible to humans—teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us.

And criticism - what place is that to have in our culture? Well, I think that the first duty of an art critic is to hold his tongue at all times, and upon all subjects: C'EST UN GRAND AVANTAGE DE N'AVOIR RIEN FAIT, MAIS IL NE FAUT PAS EN ABUSER. It is only through the mystery of creation that one can gain any knowledge of the quality of created things. You have listened to PATIENCE for a hundred nights and you have heard me for one only. It will make, no doubt, that satire more piquant by knowing something about the subject of it, but you must not judge of aestheticism by the satire of Mr. Gilbert. As little should you judge of the strength and splendour of sun or sea by the dust that dances in the beam, or the bubble that breaks on the wave, as take your critic for any sane test of art. For the artists, like the Greek gods, are revealed only to one another, as Emerson says somewhere; their real value and place time only can show. In this respect also omnipotence is with the ages. The true critic addresses not the artist ever but the public only. His work lies with them. Art can never have any other claim but her own perfection: it is for the critic to create for art the social aim, too, by teaching the people the spirit in which they are to approach all artistic work, the love they are to give it, the lesson they are to draw from it.

In another time, we called them miraculous healings and left the scientific community out of it when they didn’t have the capacity to understand what was really going on. But today, what if I were to tell you that the science for quantum healing is available and that this knowledge makes perfect sense according to the views of modern quantum physics? Not only that, but we can teach you a step-by-step approach to make these events more likely to occur.

Our strength, in other words, has rested in our determination to reject simplistic absolutes and to redefine and revitalize a productive middle ground, relinquishing outdated solutions and embracing new approaches. As President Lincoln said in his time, 'The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew.

Don't strive to be clever, strive to be sensible. Don't strive to be mighty, strive to be amiable. Don't strive to be eminent, strive to be helpful. Don't strive to be successful, strive to be useful. Don't strive to be rich, strive to be valuable. Don't strive to be great, strive to be humble. Don't strive to teach, strive to be knowledgable. Don't strive to preach, strive to be insightful. Don't strive to compete, strive to be impactful. Don't strive to command, strive to be resourceful. Don't strive to dominate, strive to be skillful. Don't strive to conquer, strive to be masterful. If you strive to be a preacher, strive to be spiritual. If you strive to be teacher, strive to be approachable. If you strive to be a leader, strive to be teachable. If you strive to be a warrior, strive to be thoughtful. If you strive to be a commander, strive to be gentle. If you strive to be a conqueror, strive to be merciful.

WHAT EES ALL DEES STUFF? IN AFRICA WE DOAN HAVE ALL DEES STUFF!! WE HAVE DEE BABEE!!!" His message was simple. It goes to the heart of what we in HypnoBirthing frequently puzzle over: Why has all the "stuff" that denies the normalcy of birth and portrays it as an inevitably risky and dangerous medical event become a routine part of most childbirth education classes? Why are couples in a low- or no-risk category being prepared for circumstances that only rarely occur? Even more puzzling, why do parents accept the negative premise that birth is a dangerous, painful ordeal at best or a medical calamity at worst? Why do they blindly accept the "one-size-fits-all" approach?" If what couples are hearing in childbirth classes is far removed from what they want their birthing experiences to be, why do they spend so much time entertaining negative outcomes that can color and shape their birth expectations and ultimately affect their birth experience? In other words, if it's not what they're wanting, why would they "go there"? In HypnoBirthing, we doan have all dees stuff, and deliberately so." HypnoBirthing helps you to frame a positive expectation and to prepare for birth by developing a trust and belief in your birthing body and in nature's undeniable orchestration of birthing. By teaching you the basic physiology of birth and explaining the adverse effect that fear has upon the chemical and physiological responses of your body we help you to learn simple, self-conditioning techniques that will easily bring you into the optimal state of relaxation you will use during birthing. This will allow your birthing muscles to fully relax. In other words, we will help you prepare for the birth your plan and want for yourselves and your baby, rather than the birth that someone else directs. We will help you look forward to your pregnancy and birthing with joy and love, rather than fear and anxiety.

The sciences need philosophy; philosophy, in turn, needs the sciences. On both sides, certain naive minds, too confident in their own forces and satisfied with ideas entirely too superficial, believed in the universal value of a single method. On both side a severe critique must lead each method back to its just limits, and teach them to ask aid of the other methods and manners of approach which, by their convergence, will permit the mind to embrace the diverse aspects of reality

Lin Wells, who teaches strategy at the National Defense University. According to Wells, it is fanciful to suppose that you can opine about or explain this world by clinging to the inside or outside of any one rigid explanatory box or any single disciplinary silo. Wells describes three ways of thinking about a problem: “inside the box,” “outside the box,” and “where there is no box.” The only sustainable approach to thinking today about problems, he argues, “is thinking without a box.” Of

What would have happened if Einstein had advanced something equally new in the sphere of religion or politics? English people would have found elements of Prussianism in his theory; anti-Semites would have regarded it as a Zionist plot; nationalists in all countries would have found it tainted with lily-livered pacifism, and proclaimed it a mere dodge for escaping military service. All the old-fashioned professors would have approached Scotland Yard to get the importation of his writings prohibited. Teachers favourable to him would have been dismissed. He, meantime, would have captured the Government of some backward country, where it would have become illegal to teach anything except his doctrine, which would have grown into a mysterious dogma not understood by anybody. Ultimately the truth or falsehood of his doctrine would be decided on the battlefield, without the collection of any fresh evidence for or against it. This method is the logical outcome of William James’s will to believe.

I believe that all learning is relational. Teachers who try to teach without first having created a positive relationship with their students may only be wasting much of their great knowledge. Establish an encouraging relationship with a child, and you can teach him or her almost anything. Establish a strong therapeutic alliance with your client, and he or she might even be willing to build new neuronal pathways that indicate that trust, love, and unconditional worth are possible for him or her too.

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

We should note that the ask-seek-knock teaching first applies to our approach to others, not to prayer to God. We respect and never forget that the latch of the heart is within. We are glad for that fact and would not override it. We can gently but persistently keep our hopeful expectation before them and at the same time before God. Asking is indeed the great law of the spiritual world through which things are accomplished in cooperation with God and yet in harmony with the freedom and worth of every individual.

Education is something that is supposed to happen as you go through life with your children. This is the Deuteronomy 6 model. It's an integrated approach. It's doing stuff with your children and talking about stuff with your children as you go through life together. And it doesn't happen only from September to May, and it doesn't only happen from 9:00 a.m. to 3:00. And it doesn't only happen from age 6-18. It's a way of life." -Top Teaching Tips from My First Twenty-five Years https://www.christianheritageonline.o...

Another Mexican American in another class, approaches Victor after class, carrying his copy of Fahrenheit 451, required reading for the course. The student doesn't understand the reference to a salon. Victor explains that this is just another word for the living room. No understanding in the student's eyes. He tries Spanish: la salon. Still nothing. The student has grown up as a migrant worker. And Victor remembers the white student who had been in his class a quarter ago, who had written about not understanding racism, that there was none where he had grown up, in Wennatchee, that he has played with the children of his father's migrant workers without there being any hostility. His father's workers. Property. Property that doesn't know of living rooms. And Victor thought of what the man from Wennatchee knew, what the ROTC Mexican American knew, what the migrant worker knew. And he thought of getting up the next morning to go with Serena to St. Mary's for cheese and butter. And he knew there was something he was not doing in his composition classrooms.

Beware of Strangers As children, they teach us To beware of strangers, To refrain from approaching them. As we grow older we learn That no one is stranger than those We thought we’d known all our lives. As we grow older we learn That a stranger may carry more empathy, And may understand us more deeply. Even feelings of affection from a stranger May be more sincere. And so I ask: can humanity and the strangeness be synonymous? Could we say: I am a stranger; therefore I am? Can we truly feel alive Without strange things Strange encounters without strangers reminding us that our hearts and minds are still beating? They teach us to avoid strangers, And life teaches us that human awareness can only be borne out Of the dagger of strangeness… That life is tasteless When we don’t mix it with strangers… That familiarity is opposed to life! And thus, I loudly declare: A stranger I was born. A stranger I wish to remain! And I ask that you issue my death certificate The day I become familiar. [Original poem published in Arabic on October 29 at ahewar.org]

An employee in your company makes a careless mistake that costs you business. This can be exactly what you spend so much time and effort trying to avoid. Or, with a shift in perception, it can be exactly what you were looking for—the chance to pierce through defenses and teach a lesson that can be learned only by experience. A mistake becomes training. Again, the event is the same: Someone messed up. But the evaluation and the outcome are different. With one approach you took advantage; with the other you succumbed to anger or fear.

We have looked at three things that will never appear on a transcript, and yet are vital to the classical tradition of education. First, the primary purpose of education is wisdom and virtue, and every part of the program should serve to teach learners how to think and act rightly. Second, humility is vital to the pursuit of virtue because it keeps us teachable. Third, our approach to knowledge should be relational, synthetic, so that we develop a foundational understanding of the unity of knowledge and our own place in the universe.

Now and then, teaching may approach poetry, and now and then it may approach profanity. May I tell you a little story about the great Einstein? I listened once to Einstein as he talked to a group of physicists in a party. "Why have all the electrons the same charge?" said he. "Well, why are all the little balls in the goat dung of the same size?" Why did Einstein say such things? Just to make some snobs to raise their eyebrows? He was not disinclined to do so, I think. Yet, probably, it went deeper. I do not think that the overheard remark of Einstein was quite casual. At any rate, I learnt something from it: Abstractions are important; use all means to make them more tangible. Nothing is too good or too bad, too poetical or too trivial to clarify your abstractions. As Montaigne put it: The truth is such a great thing that we should not disdain any means that could lead to it. Therefore, if the spirit moves you to be a little poetical, or a little profane, in your class, do not have the wrong kind of inhibition." - George Polya's Mathematical Discovery, Volume 11, pp 102, 1962.

The point that the Scientific Christian needs to note is that, as usual, the vital bearing of the principle covered in this Beatitude lies in its application to the realm of thought. The thing that really matters is that you be merciful in your thought. Kind actions coupled with unkind thoughts are hypocrisy, dictated by fear, or desire for self-glory, or some such motive. They are counterfeits and they bless neither the giver nor the recipient. On the other hand, the true thought about fellowman blesses him spiritually, mentally, and materially; and blesses you too. Let us be merciful in our mental judgments of our brother, for, in truth, we are all one, and the more deeply he seems to err, the more urgent is the need for us to help him with the right thought, and so make it easier for him to get free. You—because you understand the power of the Spiritual Idea, the Christ Truth—have a responsibility that others have not; see that you do not evade it. When his delinquency comes to your notice, remember that the Christ in him is calling out for help to you who are enlightened—so be merciful.

To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.

From that point of view he gazed at the Oriental beauty he had not seen before. It seemed strange to him that his long-felt wish, which had seemed unattainable, had at last been realized. In the clear morning light he gazed now at the city and now at the plan, considering its details, and the assurance of possessing it agitated and awed him. "But could it be otherwise?" he thought. "Here is this capital at my feet. Where is Alexander now, and of what is he thinking? A strange, beautiful, and majestic city; and a strange and majestic moment! In what light must I appear to them!" thought he, thinking of his troops. "Here she is, the reward for all those fainthearted men," he reflected, glancing at those near him and at the troops who were approaching and forming up. "One word from me, one movement of my hand, and that ancient capital of the Tsars would perish. But my clemency is always ready to descend upon the vanquished. I must be magnanimous and truly great. But no, it can't be true that I am in Moscow," he suddenly thought. "Yet here she is lying at my feet, with her golden domes and crosses scintillating and twinkling in the sunshine. But I shall spare her. On the ancient monuments of barbarism and despotism I will inscribe great words of justice and mercy… . It is just this which Alexander will feel most painfully, I know him." (It seemed to Napoleon that the chief import of what was taking place lay in the personal struggle between himself and Alexander.) "From the height of the Kremlin—yes, there is the Kremlin, yes—I will give them just laws; I will teach them the meaning of true civilization, I will make generations of boyars remember their conqueror with love. I will tell the deputation that I did not, and do not, desire war, that I have waged war only against the false policy of their court; that I love and respect Alexander and that in Moscow I will accept terms of peace worthy of myself and of my people. I do not wish to utilize the fortunes of war to humiliate an honored monarch. 'Boyars,' I will say to them, 'I do not desire war, I desire the peace and welfare of all my subjects.' However, I know their presence will inspire me, and I shall speak to them as I always do: clearly, impressively, and majestically. But can it be true that I am in Moscow? Yes, there she lies.

The principal of Bennett-Kew Elementary School in Inglewood, California, whose student body is 52 percent Hispanic and 45 percent black, raised these children’s reading levels from the third percentile to the fiftieth percentile in just four years. But she was threatened with loss of money because she used phonics instead of the mandated “whole-language” teaching methods and taught exclusively in English, instead of using the “bilingual” approach required by education authorities. The fact that she was succeeding where others were failing carried no weight with state education officials.

Berkman called no witnesses of his own. Instead, with the aid of an ill-trained interpreter, he began to read his long speech. “Some may wonder why I have declined a legal defense,” Berkman said. “My reasons are twofold. In the first place, I am an anarchist: I do not believe in man-made laws, designed to enslave and oppress humanity. Secondly, an extraordinary phenomenon like an attentat cannot be measured by the narrow standards of legality.” In short, Berkman said, he would explain the deed, and by doing so, society itself would be put on trial. An hour into his presentation, much of which was heard only in mangled English, Judge McClung’s patience came to an end. He ordered Berkman to finish by the rapidly approaching hour of one o’clock. “I can have all the time I want for my defense and will take all the time I need,” Berkman replied. “No, you haven’t,” said the judge. “We’ll teach you different if you think you can dictate to us.” Berkman and his interpreter sputtered on. At 1:10 the judge stopped Berkman and gave the prosecutor the floor. Holding the dagger in his hands, he urged the jury to convict Berkman. The jury didn’t even stir from the box. It immediately pronounced Berkman guilty on all counts. McClung sentenced him to 22 years of confinement.

I am aware I may be here reminded of the necessity of rendering instruction agreeable to youth, and of Tasso's infusion of honey into the medicine prepared for a child; but an age in which children are taught the driest doctrines by the insinuating method of instructive games, has little reason to dread the consequences of study being rendered too serious or severe. The history of England is now reduced to a game at cards, the problems of mathematics to puzzles and riddles, and the doctrines of arithmetic may, we are assured, be sufficiently acquired by spending a few hours a-week at a new and complicated edition of the Royal Game of the Goose. There wants but one step further, and the Creed and Ten Commandments may be taught in the same manner, without the necessity of the grave face, deliberate tone of recital, and devout attention hitherto exacted from the well-governed childhood of this realm. It may in the mean time be subject to serious consideration, whether those who are accustomed only to acquire instruction through the medium of amusement, may not be brought to reject that which approaches under the aspect of study; whether those who learn history by the cards, may not be led to prefer the means to the end; and whether, were we to teach religion in the way of sport, our pupils might not thereby be gradually induced to make sport of their religion.

Here’s a Reader’s Digest version of my approach. I select mutual funds that have had a good track record of winning for more than five years, preferably for more than ten years. I don’t look at their one-year or three-year track records because I think long term. I spread my retirement, investing evenly across four types of funds. Growth and Income funds get 25 percent of my investment. (They are sometimes called Large Cap or Blue Chip funds.) Growth funds get 25 percent of my investment. (They are sometimes called Mid Cap or Equity funds; an S&P Index fund would also qualify.) International funds get 25 percent of my investment. (They are sometimes called Foreign or Overseas funds.) Aggressive Growth funds get the last 25 percent of my investment. (They are sometimes called Small Cap or Emerging Market funds.) For a full discussion of what mutual funds are and why I use this mix, go to daveramsey.com and visit MyTotalMoneyMakeover.com. The invested 15 percent of your income should take advantage of all the matching and tax advantages available to you. Again, our purpose here is not to teach the detailed differences in every retirement plan out there (see my other materials for that), but let me give you some guidelines on where to invest first. Always start where you have a match. When your company will give you free money, take it. If your 401(k) matches the first 3 percent, the 3 percent you put in will be the first 3 percent of your 15 percent invested. If you don’t have a match, or after you have invested through the match, you should next fund Roth IRAs. The Roth IRA will allow you to invest up to $5,000 per year, per person. There are some limitations as to income and situation, but most people can invest in a Roth IRA. The Roth grows tax-FREE. If you invest $3,000 per year from age thirty-five to age sixty-five, and your mutual funds average 12 percent, you will have $873,000 tax-FREE at age sixty-five. You have invested only $90,000 (30 years x 3,000); the rest is growth, and you pay no taxes. The Roth IRA is a very important tool in virtually anyone’s Total Money Makeover. Start with any match you can get, and then fully fund Roth IRAs. Be sure the total you are putting in is 15 percent of your total household gross income. If not, go back to 401(k)s, 403(b)s, 457s, or SEPPs (for the self-employed), and invest enough so that the total invested is 15 percent of your gross annual pay. Example: Household Income $81,000 Husband $45,000 Wife $36,000 Husband’s 401(k) matches first 3%. 3% of 45,000 ($1,350) goes into the 401(k). Two Roth IRAs are next, totaling $10,000. The goal is 15% of 81,000, which is $12,150. You have $11,350 going in. So you bump the husband’s 401(k) to 5%, making the total invested $12,250.

Economics ought to be a magpie discipline, taking in philosophy, history and politics. But heterodox approaches have long since been banished from most faculties, claims Tony Lawson. In the 1970s, when he started teaching at Cambridge, the economics faculty still boasted legends such as Nicky Kaldor and Joan Robinson. "There were big debates, and students would study politics, the history of economic thought." And now? "Nothing. No debates, no politics or history of economic thought and the courses are nearly all maths." How do elites remain in charge? If the tale of the economists is any guide, by clearing out the opposition and then blocking their ears to reality. The result is the one we're all paying for.

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.

It is feminist thinking that empowers me to engage in a constructive critique of [Paulo] Freire’s work (which I needed so that as a young reader of his work I did not passively absorb the worldview presented) and yet there are many other standpoints from which I approach his work that enable me to experience its value, that make it possible for that work to touch me at the very core of my being. In talking with academic feminists (usually white women) who feel they must either dismiss or devalue the work of Freire because of sexism, I see clearly how our different responses are shaped by the standpoint that we bring to the work. I came to Freire thirsty, dying of thirst (in that way that the colonized, marginalized subject who is still unsure of how to break the hold of the status quo, who longs for change, is needy, is thirsty), and I found in his work (and the work of Malcolm X, Fanon, etc.) a way to quench that thirst. To have work that promotes one’s lib­eration is such a powerful gift that it does not matter so much if the gift is flawed. Think of the work as water that contains some dirt. Because you are thirsty you are not too proud to extract the dirt and be nourished by the water. For me this is an experience that corresponds very much to the way individuals of privilege respond to the use of water in the First World context. When you are privileged, living in one of the richest countries in the world, you can waste resources. And you can especially justify your dispos­al of something that you consider impure. Look at what most people do with water in this country. Many people purchase special water because they consider tap water unclean—and of course this purchasing is a luxury. Even our ability to see the water that come through the tap as unclean is itself informed by an imperialist consumer per­ spective. It is an expression of luxury and not just simply a response to the condition of water. If we approach the drinking of water that comes from the tap from a global perspective we would have to talk about it differently. We would have to consider what the vast majority of the peo­ ple in the world who are thirsty must do to obtain water. Paulo’s work has been living water for me.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

...suffering is not a problem that can be solved therapeutically; it is not a matter of emotional conflict. Psychologists and psychotherapists deal usefully with human suffering by working on the conflicts of the personality, but from the perspective of spiritual teachings this approach clearly cannot deal with the basic problem, the root of all emotional conflicts. When the Buddha said that life is suffering, he did not mean only neurotic suffering. He was referring to the more fundamental understanding that there is bound to be suffering in the life of the ego, because one is not seeing reality correctly; one is taking oneself to be something that actually does not exist. It is a problem of mistaken identity" (The Pearl Beyond Price, 28).

...suffering is not a problem that can be solved therapeutically; it is not a matter of emotional conflict. Psychologists and psychotherapists deal usefully with human suffering by working on the conflicts of the personality, but from the perspective of spiritual teachings this approach clearly cannot deal with the basic problem, the root of all emotional conflicts. When the Buddha said that life is suffering, he did not mean only neurotic suffering. He was referring to the more fundamental understanding that there is bound to be suffering in the life of the ego, because one is not seeing reality correctly; one is taking oneself to be something that actually does not exist. It is a problem of mistaken identity" - (The Pearl Beyond Price, 28).

Great Discourse on Blessings AT one time the Exalted One was living in Jeta Grove. A certain deity of astounding beauty approached the Exalted One and said: Many deities and humans have pondered on blessings. Tell me the blessings supreme. The Buddha replied: To associate not with the foolish, to be with the wise, to honor the worthy ones this is a blessing supreme. To reside in a suitable location, to have good past deeds done, to set oneself in the right direction this is a blessing supreme. To be well spoken, highly trained, well educated, skilled in handicraft, and highly disciplined, this is a blessing supreme. To be well caring of mother, of father, to look after spouse and children, to engage in a harmless occupation, this is a blessing supreme. Outstanding behavior, blameless action, open hands to all relatives and selfless giving, this is a blessing supreme. To cease and abstain from evil, to avoid intoxicants, to be diligent in virtuous practices, this is a blessing supreme. To be reverent and humble, content and grateful, to hear the Dharma at the right time, this is a blessing supreme. To be patient and obedient, to visit with spiritual people, to discuss the Dharma at the right time, this is a blessing supreme. To live austerely and purely, to see the noble truths, and to realize nirvana, this is the blessing supreme. A mind unshaken when touched by the worldly states, sorrowless, stainless, and secure, this is the blessing supreme. Those who have fulfilled all these are everywhere invincible; they find well-being everywhere, theirs is the blessing supreme. adapted from MANGALA SUTTA, translated by Gunaratana Mahathera

The merman does not want to seduce Agnes, although previously he had seduced many. He is no longer a merman, or, if one so will, he is a miserable merman who already has long been sitting on the floor of the sea and sorrowing. However, he knows (as the legend in fact teaches), that he can be delivered by the love of an innocent girl. But he has a bad conscience with respect to girls and does not dare to approach them. Then he sees Agnes. Already many a time when he was hidden in the reeds he had seen her walking on the shore. Her beauty, her quiet occupation with herself, fixes his attention upon her ; but only sadness prevails in his soul, no wild desire stirs in it. And so when the merman mingles his sighs with the soughing of the reeds she turns her ear thither, and then stands still and falls to dreaming, more charming than any woman and yet beautiful as a liberating angel which inspires the merman with confidence. The merman plucks up courage, he approaches Agnes, he wins her love, he hopes for his deliverance. But Agnes was no quiet maiden, she was fond of the roar of the sea, and the sad sighing beside the inland lake pleased her only because then she seethed more strongly within. She would be off and away, she would rush wildly out into the infinite with the merman whom she loved – so she incites the memman. She disdained his humility, now pride awakens. And the sea roars and the waves foam and the merman embraces Agnes and plunges with her into the deep. Never had he been so wild, never so full of desire, for he had hoped by this girl to find deliverance. He soon became tired of Agnes, yet no one ever found her corpse, for she became a mermaid who tempted men by her songs.

below and select the title. http://cma.wiley.com/WileyCMA/Section... In this part . . . Classic — a word that can be used to describe not only the books represented in this chapter, but the For Dummies series as a whole. When the For Dummies series began, personal computers were becoming widespread, but how exactly to use them was a bit of a mystery to many people. That’s why DOS For Dummies and Windows For Dummies (which we’ve updated with every edition of Windows, including Windows 7) made such a difference in people’s lives. But we didn’t stop with computers. French For Dummies showed everyone that the approach we used to teach people about computers could also be used to help people learn foreign languages. And Dr. Ruth Westheimer’s Sex For Dummies enlightened people all over the world about that topic. So move ahead to these chapters and enjoy. It’s a classic ride.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

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

A definition may be very exact, and yet go but a very little way towards informing us of the nature of the thing defined; but let the virtue of a definition be what it will, in the order of things, it seems rather to follow than to precede our enquiry, of which it ought to be considered as the result. It must be acknowledged that the methods of disquisition and teaching may be sometimes different and on very good reason undoubtedly; but for my part, I am convinced that the method of teaching which approaches most nearly to the method of investigation, is incomparably the best; since not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.

You must pray when you are in the heat of temptation—when your mind is preoccupied with thoughts of lust or revenge. If someone urges you to pray under these circumstances, your mind often insists that it’s too impure—as if your dirty thoughts leave no room for prayer. But you must not wait for temptation to end or the thoughts of lust and other sins to totally disappear from your mind before you pray. At precisely the moment when you feel the strongest temptation and are least prepared to pray, go to a place where you can be alone. Pray the Lord’s Prayer or any other prayer you can think of to defend against the devil and his temptations. Then you will feel the temptation decrease, and Satan will run away. Those who think you should wait until your mind is free from impure thoughts to pray only help Satan, who is already far too strong. Waiting to pray is an unchristian approach to prayer. It’s a teaching that comes from the devil.

It sounds like an innovative answer to the problem that everybody faces at an amusement park, and one perfectly in keeping with the approaches currently in place at airports and even on some crowded American highways—perfectly in keeping with the two-tiering of America. You can pay for one level of access, or you can pay for another. If you have the means, you can even pay for freedom. There’s only one problem: Cutting the line is cheating, and everyone knows it. Children know it most acutely, know it in their bones, and so when they’ve been waiting on a line for a half-hour and a family sporting yellow plastic Flash Passes on their wrists walks up and steps in front of them, they can’t help asking why that family has been permitted the privilege of perpetrating what looks like an obvious injustice. And then you have to explain not just that they paid for it but that you haven’t paid enough—that the $100 or so that you’ve ponied up was just enough to teach your children that they are second- or third-class citizens.

An entire horde, a generation of open-minded, healthy lads pounces upon the work of diseased genius, genialized by disease, admires and praises it, raises it to the skies, perpetuates it, transmutes it, and bequeathes it to civilization, which does not live on the home-baked bread of health alone. They all swear by the name of the great invalid, thanks to whose madness they no longer need to be mad. Their healthfulness feeds upon his madness and in them he will become healthy. In other words, certain attainments of the soul and the intellect are impossible without disease, without insanity, without spiritual crime, and the great invalids are crucified victims, sacrificed to humanity and its advancement, to the broadening of its feeling and knowledge – in short, to its more sublime health. They force us to re-evaluate the concepts of 'disease' and 'health,' the relation of sickness and life, they teach us to be cautious in our approach to the idea of disease, for we are too prone always to give it a biological minus sign.

According to a classic experiment by Wolfgang Kohler, you can take two gray pieces of paper-one dark, one bright-and teach the chickens to expect food on the brighter of the two. If you then remove the darker piece and replace it by one brighter than the other one, the deluded creatures will look for their dinner, not on the identical gray paper where they have always found it, but on the paper where they would expect it in terms of relationships-that is, on the brighter of the two. Their little brains are attuned to gradients rather than to individual stimuli. Things could not go well with them if nature had willed it otherwise. For would a memory of the exact stimulus have helped them to recognize the identical paper? Hardly ever! A cloud passing over the sun would change its brightness, and so might even a tilt of the head, or an approach from a different angle. If what we call "identity" were not anchored in a constant relationship with environment, it would be lost in the chaos of swirling impressions that never repeat themselves.

Authors and figures committed in some way to defending communism’s honor react, at times, by distancing themselves from the darker pages of that movement’s history and branding them as the betrayal or the degeneration of the original ideas of the Bolshevik revolution and the teachings by Lenin and Marx...A truly miserable outcome is reached by relying on the category of betrayal. The history of the communist movement as a crime in itself, triumphantly written by the ruling ideology, is simply rebranded―by those who are unable to identify with the ruling ideology―as the history of betrayal of its original ideals. Not all that different results would be reached in the reading of liberalism or Christianity if we wanted to describe their darkest chapters as the betrayal of their original ideals. To conclude, the approach criticized here commits the mistake of erasing the real and profane history, which is substituted by a history of the unfortunate and mysterious corruption and distortion of doctrines elevated a priori to the status of purity and holiness.

In the wild, a young female is an allomother long before she bears her own offspring. She has fifteen years to practice being a big sister to the calves that are born to the herd. I’d seen calves approach young female elephants to suckle for comfort, even though the juveniles did not have breasts or milk yet. But the young female would put her foot forward, the way her mother and aunties did, and proudly pretend. She could act like a mother without having any of the real responsibility until she was ready. But when there is no family to teach a young female to raise her own calf, things can go horribly awry. When I was working in Pilanesberg, this story repeated itself. There, young bulls that had been translocated began to charge vehicles. They killed a tourist. More than forty white rhino were found dead in the reserve before we realized that these subadult males were the ones who’d attacked them—highly aggressive behavior that was far from normal. What is the common denominator for the odd behavior of the young female elephant that didn’t care about her own calf and the belligerent pack of teenage bulls? Certainly there was a lack of parental guidance. But was that the only issue at play? All those elephants had seen their families killed in front of them, as a result of culling. The grief that I have studied in the wild, where a herd loses an old matriarch, for example, must be contrasted to the grief that comes from observing the violent death of a family member—because the long-term effects are so markedly different. After a natural death, the herd encourages the grieving individual to eventually move on. After a mass killing by humans, there is—by definition—no herd left for support. To date, the animal research community has been reluctant to believe that elephant behavior might be affected by the trauma of watching one’s family being killed. I think this isn’t scientific objection as much as it is political shame—after all, we humans have been the perpetrators of this violence. At the very least, it is crucial when studying the grief of elephants to remember that death is a natural occurrence. Murder is not.

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

That’s why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work.” Roth looked confused. “I’m referring to atoms and molecules, Roth,” she explained. “The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them.” “You mean by men.” “I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray.

could come up with was worse. The more they looked at the sky crane idea, the more plausible it seemed. So they tried it, and it worked. We all start out life not knowing how to do things. If we’re lucky, when we need to do something, we can find someone to show us how. But sometimes, we have to come up with a way to do it ourselves. This means thinking of ideas and then trying to decide whether they’re good or not. This book explores unusual approaches to common tasks, and looks at what would happen to you if you tried them. Figuring out why they would or wouldn’t work can be fun and informative and sometimes lead you to surprising places. Maybe an idea is bad, but figuring out exactly why it’s a bad idea can teach you a lot—and might help you think of a better approach. And even if you already know the right way to do all these things, it can be helpful to try to look at the world through the eyes of someone who doesn’t. After all, for anything that “everyone knows” by the time they reach adulthood, every day over 10,000 people in the United States alone are learning it for the first time.

Consider also how love affects the family. Children who grow up without feeling loved leave the house and start searching for love in all the wrong places. They go from broken relationship to broken relationship and from foolish thing to foolish thing, breaking their hearts and others’ time and time again. They were never raised to understand true love and thus must learn it through the school of hard knocks. A truly loving parent should not only meet the needs of a child’s physical life but also of their spiritual and emotional life as well. A loving parent should teach their child how to love, how love works, and how to use it to approach God and others. This God-given duty is on the shoulders of the parents and not the Sunday school teacher. A child should learn the true meaning of love and God daily through the ones they’re closest to, not once a week from someone they hardly know. If they don’t learn from their parents, they’ll think their parents don’t agree with what they’re being taught. Why? Because they don’t experience it daily from their parents. They know that if it meant that much to Mom and Dad, they would practice it daily and take the time to teach their children these principles.

approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy.

Yet the new research into psychedelics comes along at a time when mental health treatment in this country is so “broken”—to use the word of Tom Insel, who until 2015 was director of the National Institute of Mental Health—that the field’s willingness to entertain radical new approaches is perhaps greater than it has been in a generation. The pharmacological toolbox for treating depression—which afflicts nearly a tenth of all Americans and, worldwide, is the leading cause of disability—has little in it today, with antidepressants losing their effectiveness* and the pipeline for new psychiatric drugs drying up. Pharmaceutical companies are no longer investing in the development of so-called CNS drugs—medicines targeted at the central nervous system. The mental health system reaches only a fraction of the people suffering from mental disorders, most of whom are discouraged from seeking treatment by its cost, social stigma, or ineffectiveness. There are almost forty-three thousand suicides every year in America (more than the number of deaths from either breast cancer or auto accidents), yet only about half of the people who take their lives have ever received mental health treatment. “Broken” does not seem too harsh a characterization of such a system.

For physical issues, we have an entire pharmacopoeia of pain medicine. For the actual pain of grief, we have . . . nothing. It’s always seemed so bizarre to me that we have an answer for almost every physical pain, but for this—some of the most intense pain we can experience—there is no medicine. You’re just supposed to feel it. And in a way, that’s true. The answer to pain is simply to feel it. Some traditions speak of practicing compassion in the face of pain, rather than trying to fix it. As I understand the Buddhist teaching, the fourth form of compassion in the Brahma Viharas, or the four immeasurables, describes an approach to the kinds of pain that cannot be fixed: upekkha, or equanimity. Upekkha is the practice of staying emotionally open and bearing witness to the pain while dwelling in equanimity around one’s limited ability to effect change. This form of compassion—for self, for others—is about remaining calm enough to feel everything, to remain calm while feeling everything, knowing that it can’t be changed. Equanimity (upekkha) is said to be the hardest form of compassion to teach, and the hardest to practice. It’s not, as is commonly understood, equanimity in the way of being unaffected by what’s happened, but more a quality of clear, calm attention in the face of immoveable truth. When something cannot be changed, the “enlightened” response is to pay attention. To feel it. To turn toward it and say, “I see you.” That’s the big secret of grief: the answer to the pain is in the pain. Or, as e. e. cummings wrote, healing of the wound is to be sought in the blood of the wound itself. It seems too intangible to be of use, but by allowing your pain to exist, you change it somehow. There’s power in witnessing your own pain. The challenge is to stay present in your heart, to your heart, to your own deep self, even, and especially, when that self is broken. Pain wants to be heard. It deserves to be heard. Denying or minimizing the reality of pain makes it worse. Telling the truth about the immensity of your pain—which is another way of paying attention—makes things different, if not better. It’s important to find those places where your grief gets to be as bad as it is, where it gets to suck as much as it does. Let your pain stretch out. Take up all the space it needs. When so many others tell you that your grief has to be cleaned up or contained, hearing that there is enough room for your pain to spread out, to unfurl—it’s healing. It’s a relief. The more you open to your pain, the more you can just be with it, the more you can give yourself the tenderness and care you need to survive this. Your pain needs space. Room to unfold. I think this is why we seek out natural landscapes that are larger than us. Not just in grief, but often in grief. The expanding horizon line, the sense of limitless space, a landscape wide and deep and vast enough to hold what is—we need those places. Sometimes grief like yours cannot be held by the universe itself. True. Sometimes grief needs more than an endless galaxy. Maybe your pain could wrap around the axle of the universe several times. Only the stars are large enough to take it on. With enough room to breathe, to expand, to be itself, pain softens. No longer confined and cramped, it can stop thrashing at the bars of its cage, can stop defending itself against its right to exist. There isn’t anything you need to do with your pain. Nothing you need to do about your pain. It simply is. Give it your attention, your care. Find ways to let it stretch out, let it exist. Tend to yourself inside it. That’s so different from trying to get yourself out of it. The way to come to pain is with open eyes, and an open heart, committed to bearing witness to your own broken place. It won’t fix anything. And it changes everything.

These Notes assume, also, that the reader's sole interest in the Pali Suttas is a concern for his own welfare. The reader is presumed to be subjectively engaged with an anxious problem, the problem of his existence, which is also the problem of his suffering. There is therefore nothing in these pages to interest the professional scholar, for whom the question of personal existence does not arise; for the scholar's whole concern is to eliminate or ignore the individual point of view in an effort to establish the objective truth -- a would-be impersonal synthesis of public facts. The scholar's essentially horizontal view of things, seeking connexions in space and time, and his historical approach to the texts,[1] disqualify him from any possibility of understanding a Dhamma that the Buddha himself has called akālika, 'timeless'.[2] Only in a vertical view, straight down into the abyss of his own personal existence, is a man capable of apprehending the perilous insecurity of his situation; and only a man who does apprehend this is prepared to listen to the Buddha's Teaching. But human kind, it seems, cannot bear very much reality: men, for the most part, draw back in alarm and dismay from this vertiginous direct view of being and seek refuge in distractions. (...)

A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8

To Greg, who had suffered from bouts of depression throughout his life, this seemed like a terrible approach. In seeking treatment for his depression, he—along with millions of others around the world—had found that cognitive behavioral therapy (CBT) was the most effective solution. CBT teaches you to notice when you are engaging in various “cognitive distortions,” such as “catastrophizing” (If I fail this quiz, I’ll fail the class and be kicked out of school, and then I’ll never get a job . . .) and “negative filtering” (only paying attention to negative feedback instead of noticing praise as well). These distorted and irrational thought patterns are hallmarks of depression and anxiety disorders. We are not saying that students are never in real physical danger, or that their claims about injustice are usually cognitive distortions. We are saying that even when students are reacting to real problems, they are more likely than previous generations to engage in thought patterns that make those problems seem more threatening, which makes them harder to solve. An important discovery by early CBT researchers was that if people learn to stop thinking this way, their depression and anxiety usually subside. For this reason, Greg was troubled when he noticed that some students’ reactions to speech on college campuses exhibited exactly the same distortions that he had learned to rebut in his own therapy. Where had students learned these bad mental habits? Wouldn’t these cognitive distortions make students more anxious and depressed?

THE INSTRUCTION OF PTAHHOTEP Part IV If you are mighty, gain respect through knowledge And through gentleness of speech. Don’t command except as is fitting, He who provokes gets into trouble. Don't be haughty, lest you be humbled, Don’t be mute, lest you be chided. When you answer one who is fuming, Avert your face, control yourself. The flame of the hot-heart sweeps across. He who steps gently, his path is paved. He who frets all day has no happy moment, He who’s gay all day can’t keep house. Don’t oppose a great man’s action. Don’t vex the heart of one who is burdened; If he gets angry at him who foils him, The ka will part from him who loves him. Yet he is the provider along with the god, What he wishes should be done for him. When he turns his face back to you after raging, There will be peace from his ka; As ill will comes from opposition,. So goodwill increases love. Teach the great what is useful to him, Be his aid before the people; If you Set his knowledge impress his lord, Your sustenance will come from his ka As the favorite's belly is filled. So your back will be clothed by it, And his help will be there sustain you. For your superior whom you love And who lives by it, He in turn will give you good support. Thus will love of you endure In the belly of those who love you, He is a ka who loves to listen. If you are a magistrate of standing. Commissioned to satisfy the many, Hew a straight line, When you speak don't lean to one side. Beware lest one complain: “Judges, he distorts the matter!” And your deed turns into a judgment (of you). If you are angered by misdeed. Lean toward a man account of his rightness; Pass it over, don’t recall it, Since he was silent to you the first day If you are great after having been humble, Have gained wealth after having been poor In the past, in a town which you know, Knowing your former condition. Do not put trust in your wealth, Which came to you as gift of god; So that you will not fall behind one like you, To whom the same has happened, Bend your back to your superior, Your overseer from the palace; Then your house will endure in its wealth. Your rewards in their right place. Wretched is he who opposes a superior, One lives as long as he is mild, Baring the arm does not hurt it Do not plunder a neighbor’s house, Do not steal the goods of one near you, Lest he denounce you before you are heard A quarreler is a mindless person, If he is known as an aggressor The hostile man will have trouble in the neighborhood. This maxim is an injunction against illicit sexual intercourse. It is very obscure and has been omitted here. If you probe the character of a friend, Don’t inquire, but approach him, Deal with him alone, So as not to suffer from his manner. Dispute with him after a time, Test his heart in conversation; If what he has seen escapes him, If he does a thing that annoys you, Be yet friendly with him, don’t attack; Be restrained, don’t let fly, Don’t answer with hostility, Neither part from him nor attack him; His time does not fail to come, One does not escape what is fated Be generous as long as you live, What leaves the storehouse does not return; It is the food to be shared which is coveted. One whose belly is empty is an accuser; One deprived becomes an opponent, Don’t have him for a neighbor. Kindness is a man’s memorial For the years after the function.

Because when women understand chemistry, they begin to understand how things work.” Roth looked confused. “I’m referring to atoms and molecules, Roth,” she explained. “The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them.” “You mean by men.” “I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy.

That’s why I wanted to use Supper at Six to teach chemistry. Because when women understand chemistry, they begin to understand how things work.” Roth looked confused. “I’m referring to atoms and molecules, Roth,” she explained. “The real rules that govern the physical world. When women understand these basic concepts, they can begin to see the false limits that have been created for them.” “You mean by men.” “I mean by artificial cultural and religious policies that put men in the highly unnatural role of single-sex leadership. Even a basic understanding of chemistry reveals the danger of such a lopsided approach.” “Well,” he said, realizing he’d never seen it that way before, “I agree that society leaves much to be desired, but when it comes to religion, I tend to think it humbles us—teaches us our place in the world.” “Really?” she said, surprised. “I think it lets us off the hook. I think it teaches us that nothing is really our fault; that something or someone else is pulling the strings; that ultimately, we’re not to blame for the way things are; that to improve things, we should pray. But the truth is, we are very much responsible for the badness in the world. And we have the power to fix it.” “But surely you’re not suggesting that humans can fix the universe.” “I’m speaking of fixing us, Mr. Roth—our mistakes. Nature works on a higher intellectual plane. We can learn more, we can go further, but to accomplish this, we must throw open the doors. Too many brilliant minds are kept from scientific research thanks to ignorant biases like gender and race. It infuriates me and it should infuriate you. Science has big problems to solve: famine, disease, extinction. And those who purposefully close the door to others using self-serving, outdated cultural notions are not only dishonest, they’re knowingly lazy. Hastings Research Institute is full of them.

In learning general relativity, and then in teaching it to classes at Berkeley and MIT, I became dissatisfied with what seemed to be the usual approach to the subject. I found that in most textbooks geometric ideas were given a starring role, so that a student...would come away with an impression that this had something to do with the fact that space-time is a Riemannian [curved] manifold. Of course, this was Einstein's point of view, and his preeminent genius necessarily shapes our understanding of the theory he created. However, I believe that the geometrical approach has driven a wedge between general relativity and [Quantum Field Theory]. As long as it could be hoped, as Einstein did hope, that matter would eventually be understood in geometrical terms, it made sense to give Riemannian geometry a primary role in describing the theory of gravitation. But now the passage of time has taught us not to expect that the strong, weak, and electromagnetic interactions can be understood in geometrical terms, and too great an emphasis on geometry can only obscuret he deep connections between gravitation and the rest of physics...[My] book sets out the theory of gravitation according to what I think is its inner logic as a branch of physics, and not according to its historical development. It is certainly a historical fact that when Albert Einstein was working out general relativity, there was at hand a preexisting mathematical formalism, that of Riemannian geometry, that he could and did take over whole. However, this historical fact does not mean that the essence of general relativity necessarily consists in the application of Riemannian geometry to physical space and time. In my view, it is much more useful to regard general relativity above all as a theory of gravitation, whose connection with geometry arises from the peculiar empirical properties of gravitation.

Americans struggle with silence.  It seems we must have the radio blaring in the car or a TV on in the house, even if no one is watching.  We can't handle solitude very well.  Yet, solitude is the one thing a deer hunter craves and anticipates.  There are a few times when the woods get so quiet you feel like you are the only living creature around.  It's life-changing!  People are most like themselves in nature.  You can get down to the real you—no veneer, no facade, no masquerade— and it is there that God can do wonders on us.  I like thinking of it as an anesthetic that puts everything to sleep so that surgery can take place. Jesus knew the power of time alone with God, and we also need to know it — by experience.  He would often slip away (Luke 5:16).  The disciples would awaken, look around, and discover that Jesus was gone.  He loved the early morning moments before the world came alive and began buzzing with activity (Mark 1:35-39).  He knew that soon everyone would wipe the sleep out of their eyes, and He would be in high demand.  So, He placed high priority on those private, devoted moments, in order to escape and be alone with His Father.  He didn’t just squeeze in prayer and meditation between all His preaching and miracles.  Someone once said, “Jesus went from place of prayer to place of prayer with teaching and miracles in between.”  I like that.               Those who hunt know the adrenaline rush caused by the crunching leaves as a whitetail slowly approaches.  There is also such a surge when the word of God is read.  I hope you will enjoy both as you read this book.  My greatest satisfaction would be to know that you have found yourself a quiet place to read this book and contemplate the spiritual lessons in it.  When you have even more time, get your Bible and turn to the passages cited and read them more fully.  It will deepen your understanding.

we were disposed, when starting out, to use them as the basis for our practice in this new context. In our early work with professors, however, we were not in a position to impose rules. We soon discovered the folly of making any pronouncements about the amount of writing, for instance, which might distinguish a writing-intensive approach, and took it as our goal to find professors willing to experiment and to take some steps toward engaging more with writing. We were consultants with expertise in how to use and teach writing, and we suggested strategies and provided materials. The fact that those strategies were grounded in research and theory, and could be signaled as criteria emerged in our process of discussion with faculty about the rationale for adopting particular teaching strategies. The emphasis was on alternative pedagogies, not on a list of rules requiring compliance. Just as one does not need to know that a particular word in a sentence is functioning as an adjective in order to use adjectives, faculty also neither needed, nor were necessarily concerned, to associate a practice like revision with criteria for an as yet non-existent W-course. What eventually became official criteria were initially the elements that we encouraged according to what an individual faculty member was able and willing to accommodate. The early pilot courses overall represented all the elements that we would identify as foundational to effective practice in teaching writing, but in very few courses were all of the criteria present. Faculty members positioned themselves across a spectrum of starting points in their views of writing and its role in their courses. For many professors in the Arts and social sciences, the “writing-intensive” label simply acknowledged that their courses included substantial amounts of writing. For many in the Physical Sciences, the concept as applied to their courses could, at first glance,

Discipline As your baby becomes more mobile and inquisitive, she’ll naturally become more assertive, as well. This is wonderful for her self-esteem and should be encouraged as much as possible. When she wants to do something that’s dangerous or disrupts the rest of the family, however, you’ll need to take charge. For the first six months or so, the best way to deal with such conflicts is to distract her with an alternative toy or activity Standard discipline won’t work until her memory span increases around the end of her seventh month. Only then can you use a variety of techniques to discourage undesired behavior. When you finally begin to discipline your child, it should never be harsh. Remember that discipline means to teach or instruct, not necessarily to punish. Often the most successful approach is simply to reward desired behavior and withhold rewards when she does not behave as desired. For example, if she cries for no apparent reason, make sure there’s nothing wrong physically; then when she stops, reward her with extra attention, kind words, and hugs. If she starts up again, wait a little longer before turning your attention to her, and use a firm tone of voice as you talk to her. This time, don’t reward her with extra attention or hugs. The main goal of discipline is to teach limits to the child, so try to help her understand exactly what she’s doing wrong when she breaks a rule. If you notice her doing something that’s not allowed, such as pulling your hair, let her know that it’s wrong by calmly saying “no,” stopping her, and redirecting her attention to an acceptable activity. If your child is touching or trying to put something in her mouth that she shouldn’t, gently pull her hand away as you tell her this particular object is off-limits. But since you do want to encourage her to touch other things, avoid saying “Don’t touch.” More pointed phrases, such as “Don’t eat the flowers” or “No eating leaves” will convey the message without confusing her. Because it’s still relatively easy to modify her behavior at this age, this is a good time to establish your authority and a sense of consistency Be careful not to overreact, however. She’s still not old enough to misbehave intentionally and won’t understand if you punish her or raise your voice. She may be confused and even become startled when told that she shouldn’t be doing or touching something. Instead, remain calm, firm, consistent, and loving in your approach. If she learns now that you have the final word, it may make life much more comfortable for both of you later on, when she naturally becomes more headstrong.

Herbenick invited me to sit in on the Human Sexuality class she was about to teach, one of the most popular courses on Indiana’s campus. She was, on that day, delivering a lecture on gender disparities in sexual satisfaction. More than one hundred fifty students were already seated in the classroom when we arrived, nearly all of them female, most dressed in sweats, their hair pulled into haphazard ponytails. They listened raptly as Herbenick explained the vastly different language young men and young women use when describing “good sex.” “Men are more likely to talk about pleasure, about orgasm,” Herbenick said. “Women talk more about absence of pain. Thirty percent of female college students say they experience pain during their sexual encounters as opposed to five percent of men.” The rates of pain among women, she added, shoot up to 70 percent when anal sex is included. Until recently, anal sex was a relatively rare practice among young adults. But as it’s become disproportionately common in porn—and the big payoff in R-rated fare such as Kingsman and The To Do List—it’s also on the rise in real life. In 1992 only 16 percent of women aged eighteen to twenty-four said they had tried anal sex. Today 20 percent of women eighteen to nineteen have, and by ages twenty to twenty-four it’s up to 40 percent. A 2014 study of heterosexuals sixteen to eighteen years old—and can we pause for a moment to consider just how young that is?—found that it was mainly boys who pushed for “fifth base,” approaching it less as a form of intimacy with a partner (who they assumed would both need to be and could be coerced into it) than a competition with other boys. Girls were expected to endure the act, which they consistently reported as painful. Both sexes blamed that discomfort on the girls themselves, for being “naïve or flawed,” unable to “relax.” Deborah Tolman has bluntly called anal “the new oral.” “Since all girls are now presumed to have oral sex in their repertoire,” she said, “anal sex is becoming the new ‘Will she do it or not?’ behavior, the new ‘Prove you love me.’” And still, she added, “girls’ sexual pleasure is not part of the equation.” According to Herbenick, the rise of anal sex places new pressures on young women to perform or else be labeled a prude. “It’s a metaphor, a symbol in one concrete behavior for the lack of education about sex, the normalization of female pain, and the way what had once been stigmatized has, over the course of a decade, become expected. If you don’t want to do it you’re suddenly not good enough, you’re frigid, you’re missing out, you’re not exploring your sexuality, you’re not adventurous.

I wrote almost every word of this book sitting in a coffee shop about two blocks from my home. Most weekdays I would walk in, find a spot near an electrical outlet, fire up my laptop, and then head to the counter to order my beverage. I am a person of routines when it comes to food and drink, so every day for about 6 months I placed the same order: medium green tea. The coffee shop had its routines as well, which meant that most of the time I was placing my order with the same young woman. Yet in spite of the fact that she saw my smiling face 3 or 4 days a week making the same order, she always looked up at me expectantly when I arrived, as if I had not requested the same thing a hundred times before. She would even ask me the same two questions about my tea order every time: “Hot or cold?” “Honey or lemon?” Hot and No. Every time. As the weeks and months of this stretched on, it became a mild source of amusement to me to see if she would ever remember my order. She never did. Until, that is, I walked in one day and felt a little mischievous. “Can I help you?” she said. “Can you guess?” I replied. She looked up as if seeing me for the first time, and she smiled sheepishly. “Oh gosh,” she said. “Why am I blanking?” “It's OK,” I said. “No problem. Medium green tea. Hot, nothing in it.” The next time I showed up at the coffee shop was a couple of days later. I walked in, found my spot, fired up the laptop, and approached my forgetful friend at the counter. To my astonishment, she pointed at me with a smile and said: “Medium green tea, hot, no honey or lemon?” This little story illustrates perfectly a learning phenomenon called the retrieval effect (and sometimes also called the testing effect). Put as simply as possible, the retrieval effect means that if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory. The more times that you practice remembering something, the more capable you become of remembering that thing in the future. Every time I walked into that coffee shop and told the barista my order, she was receiving the information afresh from me; she did not have to draw it from her memory. She was doing the student equivalent of staring at her notes over and over again—a practice that cognitive psychologists will tell you is just about the most ineffective study strategy students can undertake. When I made one very small change to our interaction by “testing” her to remember my order—even though she didn't get it right—she had to practice, for the first time, drawing that piece of information from her memory. And because it was such a simple piece of information, one practice was enough to help her remember it for the next time.

Wake up every day, expecting not to know what's going to happen, and look for the events to unfold with curiosity. Instead of stressing and managing, just be present at anything that pops up with the intention of approaching it with your best efforts. Whatever happens in the process of spiritual awakening is going to be unpredictable and moving forward, if you're just the one who notices it, not fighting or making a big project out there. •       You may have emotional swings, energetic swings, psychic openings, and other unwanted shifts that, as you knew, feel unfamiliar to your personality. Be the beholder. Don't feel like you have something to fix or alter. They're going to pass. •       If you have severe trauma in your history and have never had therapy, it might be very useful to release the pains of memories that arise around the events. Therapy teaches you how to express, bear witness, release, and move forward. Your therapist needn't know much about kundalini as long as he or she doesn't discount that part of your process. What you want to focus on is the release of trauma-related issues, and you want an experienced and compassionate therapist who sees your spiritual orientation as a motivation and support for the healing process. •       This process represents your chance to wake up to your true nature. Some people wake up first, and then experience the emergence of a kundalini; others have the kundalini process going through as a preparation for the emergence. The appearance happens to do the job of wiping out, so is part of either pattern. Waking up means realizing that whoever looks through your eyes, lives through your senses, listens to your thoughts, and is present at every moment of your experience, whether good or bad, is recognized or remembered. This is a bright, conscious, detached and unconditionally loving presence that is universal and eternal and is totally free from all the conditions and memories you associate with as a personal identity. But as long as you believe in all of your personal conditions and stories, emotions, and thoughts, you have to experience life filtered by them. This programmed mind is what makes the game of life to be varied and suspense-filled but it also causes suffering and fear of death. When we are in Samadhi and Satori encounters, we glimpse the Truth about the vast, limitless space that is the foundation for our being. It is called gnosis (knowledge) or the One by the early Gnostics. Some spiritual teachings like Advaita Vedanta and Zen go straight for realization, while others see it as a gradual path through years of spiritual practices. Anyway, the ending is the same. As Shakespeare said, when you know who you are, the world becomes a stage and you the player, and life is more light and thoughts less intrusive, and the kundalini process settles down into a mellow pleasantness. •       Give up places to go and to be with people that cause you discomfort.

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

At the end of this Sabbath encounter with the religious leaders Mark records a remarkable sentence that sums up one of the main themes of the New Testament, “Then the Pharisees went out and began to plot with the Herodians how they might kill Jesus.” The Herodians were the supporters of Herod, the nastiest of the corrupt kings who ruled Israel, representing the Roman occupying power and its political system. In any country that the Romans conquered, they set up rulers. And wherever the Romans went, they brought along the culture of Greece—Greek philosophy, the Greek approach to sex and the body, the Greek approach to truth. Conquered societies like Israel felt assaulted by these immoral, cosmopolitan, pagan values. In these countries there were cultural resistance movements; and in Israel that was the Pharisees. They put all their emphasis on living by the teachings of the Hebrew Scriptures and putting up big hedges around themselves to prevent contamination by the pagans. See what was going on? The Herodians were moving with the times, while the Pharisees upheld traditional virtues. The Pharisees believed their society was being overwhelmed with pluralism and paganism, and they were calling for a return to traditional moral values. These two groups had been longtime enemies of each other—but now they agree: They have to get rid of Jesus. These two groups were not used to cooperating, but now they do. In fact, the Pharisees, the religious people, take the lead in doing so. That’s why I say this sentence hints at one of the main themes of the New Testament. The gospel of Jesus Christ is an offense to both religion and irreligion. It can’t be co-opted by either moralism or relativism. The “traditional values” approach to life is moral conformity—the approach taken by the Pharisees. It is that you must lead a very, very good life. The progressive approach, embodied in the Herodians, is self-discovery—you have to decide what is right or wrong for you. And according to the Bible, both of these are ways of being your own savior and lord. Both are hostile to the message of Jesus. And not only that, both lead to self-righteousness. The moralist says, “The good people are in and the bad people are out—and of course we’re the good ones.” The self-discovery person says, “Oh, no, the progressive, open-minded people are in and the judgmental bigots are out—and of course we’re the open-minded ones.” In Western cosmopolitan culture there’s an enormous amount of self-righteousness about self-righteousness. We progressive urbanites are so much better than people who think they’re better than other people. We disdain those religious, moralistic types who look down on others. Do you see the irony, how the way of self-discovery leads to as much superiority and self-righteousness as religion does? The gospel does not say, “the good are in and the bad are out,” nor “the open-minded are in and the judgmental are out.” The gospel says the humble are in and the proud are out. The gospel says the people who know they’re not better, not more open-minded, not more moral than anyone else, are in, and the people who think they’re on the right side of the divide are most in danger.