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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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

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.

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.

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?

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

...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.)

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.

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.

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.

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.

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.

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 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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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?

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.