Teaching Methodology Quotes

The Sun Tzu School (which wrote the Art of War) surely never imagined that their antiwar, pro-empire treatise would become known and accepted after the fall of the first empire as a text on military tactics. Likewise, they would have been surprised to see the Ping-fa military metaphor—an inspired teaching device—come to be seen as the message and not the medium.

Maraming myths kasi. Maraming nag-teach ng history, they do not really read. They do not know of historical methodology. They do not read books about it.

Western science and technology, while appropriate to the present scale of degradation, is a limited conceptual and methodological tool—it is the “head and hands” of restoration implementation. Native spirituality is the ‘heart’ that guides the head and hands . . . Cultural survival depends on healthy land and a healthy, responsible relationship between humans and the land. The traditional care-giving responsibilities which maintained healthy land need to be expanded to include restoration. Ecological restoration is inseparable from cultural and spiritual restoration, and is inseparable from the spiritual responsibilities of care-giving and world-renewal.

The stubborn of a captive mentality can be clearly seen in the formulation of national development plans in most developing nations where the fundamental meaning and criteria of knowledge and development, modernization and reform, progress and change, happiness, tolerance, pluralism and their respective antonyms - such as under-development and corruption - are all derived from Western frameworks. Sometimes the strangest phenomenon surfaces - such as when the methodology of understanding and teaching indigenous religions is regarded as being uncritical and less objective if it does not utilize the methods developed by Western scholars in the understanding and teaching Western religions and religious texts.

Indian forms of yoga have spread throughout the world due to their objectives of promoting health and harmony. Japan is but one of many countries that have received these age-old teachings. While Indian yogic disciplines (Hatha yoga in particular) have become well known, not everyone realizes that certain distinctive Japanese versions of Indian spiritual paths have evolved. Perhaps the first of these unique methodologies is the art of Shin-shin-toitsu-do, which was developed by Nakamura Tempu Sensei (1876–1968). In fact, Nakamura Sensei is often considered to be the father of yoga in Japan.

Once, on the road, Prim met a meditating sage who had spent most of his life on top of a flat rock. They had black bread and shared some ajash, as was custom. The sage was thankful, as the road was not very frequently traveled in those days and he was very near the point of starvation. During his conversation, he was delighted to learn of Prim’s extensive mastery of Empty Palms and the fifty five earthly purities. Delighted, and as payment for his meal, he taught Prim the meaning of watchfulness. This was the old breathing and cold-atum technique often used by warrior monks in those days. It ran through the following methodology: Build a tower, and make it impregnable. Make every stone so tightly sealed that no insect can squeeze through, no grain of sand can make it inside. Your tower must have no windows or doors. It must not accept passage by friend or foe. No weapon, no act of violence, and not one mote of love may penetrate its stony interior. “Why build the tower this way?” said Prim? “It will make you invincible,” said the sage, “This is the way of Ya-at slave monks. Their skin is like iron, and so are their hearts. They are inured to death and fear. Grief shall never find them, and neither shall weakness.” Prim thought a moment, and came upon a realization, for she was wise, obedient, and an excellent daughter. “If a man built a tower this way, he would quickly starve, no matter how strong he became.” The sage was even more delighted. “Yes,” he said, “There is a better way, and I will teach it to you: Once you have built your tower, you must deconstruct it, brick by brick, stone by stone. You must do it meticulously and carefully, so that while you leave no physical trace of it remaining, your tower is still built in your mind and your heart, ready to spring anew at a moment’s notice. You can enjoy the fresh air, and eat fine meals, and enjoy a good drink with your friends, but all the while your tower remains standing. You are both prisoner and warden. This is the hardest way, but the strongest.” Prim saw the wisdom in this, and quickly made to return to the road, but the sage stopped her before she left. “As you to your earlier remark,” the sage said, “The man who builds his tower but cannot take it apart again – that man is at the pinnacle of his strength. But that man will surely perish.” – Prim Masters the Road

In his book, Nothing Ever Dies: Vietnam and the Memory of War, Viet Thanh Nguyen writes that immigrant communities like San Jose or Little Saigon in Orange County are examples of purposeful forgetting through the promise of capitalism: “The more wealth minorities amass, the more property they buy, the more clout they accumulate, and the more visible they become, the more other Americans will positively recognize and remember them. Belonging would substitute for longing; membership would make up for disremembering.” One literal example of this lies in the very existence of San Francisco’s Chinatown. Chinese immigrants in California had battled severe anti-Chinese sentiment in the late 1800s. In 1871, eighteen Chinese immigrants were murdered and lynched in Los Angeles. In 1877, an “anti-Coolie” mob burned and ransacked San Francisco’s Chinatown, and murdered four Chinese men. SF’s Chinatown was dealt its final blow during the 1906 earthquake, when San Francisco fire departments dedicated their resources to wealthier areas and dynamited Chinatown in order to stop the fire’s spread. When it came time to rebuild, a local businessman named Look Tin Eli hired T. Paterson Ross, a Scottish architect who had never been to China, to rebuild the neighborhood. Ross drew inspiration from centuries-old photographs of China and ancient religious motifs. Fancy restaurants were built with elaborate teak furniture and ivory carvings, complete with burlesque shows with beautiful Asian women that were later depicted in the musical Flower Drum Song. The idea was to create an exoticized “Oriental Disneyland” which would draw in tourists, elevating the image of Chinese people in America. It worked. Celebrities like Humphrey Bogart, Lauren Bacall, Ronald Reagan and Bing Crosby started frequenting Chinatown’s restaurants and nightclubs. People went from seeing Chinese people as coolies who stole jobs to fetishizing them as alluring, mysterious foreigners. We paid a price for this safety, though—somewhere along the way, Chinese Americans’ self-identity was colored by this fetishized view. San Francisco’s Chinatown was the only image of China I had growing up. I was surprised to learn, in my early twenties, that roofs in China were not, in fact, covered with thick green tiles and dragons. I felt betrayed—as if I was tricked into forgetting myself. Which is why Do asks his students to collect family histories from their parents, in an effort to remember. His methodology is a clever one. “I encourage them and say, look, if you tell your parents that this is an academic project, you have to do it or you’re going to fail my class—then they’re more likely to cooperate. But simultaneously, also know that there are certain things they won’t talk about. But nevertheless, you can fill in the gaps.” He’ll even teach his students to ask distanced questions such as “How many people were on your boat when you left Vietnam? How many made it?” If there were one hundred and fifty at the beginning of the journey and fifty at the end, students may never fully know the specifics of their parents’ trauma but they can infer shadows of the grief they must hold.

God is not a being like the genie in a bottle who we rouse when we want some miraculous intervention, and then set aside until the next time we need him. He is not our private “blessing genie”. And so, prayer cannot be a tool or methodology that teaches us how to rub God the right way so He will grant our wishes. If this were so, we would be the master, and the blessing genie would be our tool, our servant to do our good bidding.

Dr. Luskin lifts forgiveness out of the purely psychological and religious domains and anchors it in science, medicine, and health. This book is vitally needed.” —Larry Dossey, M.D., author of Healing Words “Simply the best book on the subject, adding sophistication and depth to our instinctive but sometimes uncertain understanding of how forgiveness heals both those forgiven and those who forgive. Luskin’s research also shows how modern psychology can enrich traditional moral teachings. His book will stand as a modern classic in psychology.” —Michael Murphy, cofounder of the Esalen Institute and author of Future of the Body “Combining groundbreaking research with a proven methodology, Forgive for Good is an accessible and practical guide to learning the power of forgiveness.” —John Gray, Ph.D., author of Men Are from Mars, Women Are from Venus “Straightforward, sincere, and essential.” —Dave Pelzer, author of A Child Called It and Help Yourself “A rare and marvelous book—warm, loving, solidly researched, and wise. It could change your life.” —George Leonard, author of Mastery and president of the Esalen Institute “Dr. Luskin’s wise and clinically astute methods for finding forgiveness could not be more timely … a sure-handed guide through the painful emotions of hurt, sadness and anger towards a resolution that makes peace with the past, soothes the present, and liberates the future.

Levin and Duckworth are two of the cofounders of Character Lab, which uses Duckworth’s experimental work at the Upper Darby School District near the University of Pennsylvania to fine-tune the character performance interventions that Levin initiated at KIPP schools in the early 2000s. Interestingly, much of the research that is used to justify the use of the Seligman-Duckworth resiliency improvement methodology is the same data offered to justify the Seligman deal that cost the U.S. Army $145 million (see chapter 1) for interventions that brought no benefit to GIs suffering from the stresses of war. We may wonder how much these alleged remedies for children might cost federal and state education departments, whose bankrolls are much smaller than those at the Pentagon.

That systematic approach was crystallizing in Phil’s mind. It was a work in progress, an amalgamation of the training he had received and the attention he gave to the behaviors he had observed in the course of conducting hundreds of interviews. He seemed to have a knack for assessing human behavior, and it was becoming more acute all the time. There was a gut feeling at work, yet it was more than that. There was a cognitive analysis going on, an almost imperceptible, subconscious cataloging of verbal and nonverbal behaviors exhibited in response to the questions Phil would ask. And those behaviors were beginning to coalesce into an approach to detecting deception that was proving to be extraordinarily effective. Phil was transforming his knack into a quantifiable, replicable set of skills. He had no way of knowing at the time that that transformation would ultimately lead to a methodology for distinguishing truth from deception that officers throughout intelligence and law enforcement communities, and ultimately people from all walks of life in the private sector, would be trained to use.

Mind Center with its innovative teaching methodology, optimal content delivery and commitment to excellence empowers students to get a strong command on a wide range of subjects..

There was nothing accidental about the creation of the methodology we use to detect deception. If there was any serendipity involved, it lay in the fact that when Phil joined the CIA in 1978, he was assigned to the Office of Security.

The Swiss current of Reformed theology of Francis Turretin and Johann Heinrich Heidegger differed from the French approach exemplified by the Academy of Saumur. The northern German Reformed line of Bremen or of the Middle-European Herborn Academy differed from that of the Franeker theologians in the tradition of William Ames. At Leiden, the Cocceian or federalist approach was not identical with the Voetian project at Utrecht. Likewise, the British variety of Reformed theology (John Owen, Richard Baxter), with all its diversity, and the several types of Reformed teaching on the Continent each had an emphasis of their own. Methodologically, this means that we no longer can canonize Geneva, or contrast a non-scholastic Calvin with the later scholastic Calvinists as if they represented a uniform movement.

At any rate - science and the schools will be just as carefully separated as religion and the schools are separated today. Scientists will of course participate in governmental decisions, for everyone participates in such decisions. But they will not be given overriding authority. It is the vote of everyone concerned that decides fundamental issues such as the teaching methods used, or the truth of basic beliefs such as the theory of evolution, or the quantum theory, and not the authority of big-shots hiding behind a non-existing methodology. There is no need to fear that such a way of arranging society will lead to undesirable results. Science itself uses the method of ballot, discussion, vote, though without a clear grasp of its mechanism, and in a heavily biased way. But the rationality of our beliefs will certainly be considerably increased.

A communicative methodology will therefore encourage students to practise language in pairs and groups, where they have equal opportunity to ask, answer, initiate and respond. The teacher assumes a counselling role, initiating activity, listening, helping and advising. Students are encouraged to communicate effectively rather than merely to produce grammatically correct forms of English.

Methodology, on the other hand, is a more general term to characterize the classroom procedures and activities that teachers select – such as error correction, group work, or video viewing – and the way that these are managed, irrespective of the specific method that they subscribe to.

...Already men are partway to the gospel, for they too believe man is dead, dead in the sense of being meaningless. Christianity alone gives reason for this meaninglessness, that their revolt has separated them from God who exists, and thus gives them the true explanation of the position to which they have come. But we cannot take advantage of our opportunity, if we let go in either thought or practice the methodology of antithesis (that is, that A is A and A is not non-A). If a thing is true, the opposite is not true; if a thing is right, the opposite is wrong. If our own young people within the churches and those of the world outside see us playing with the methodology of synthesis, in our teaching and evangelism, in our policies and institutions, we can never expect to take advantage of this unique opportunity presented by the death of romanticism. If we let go of our sense of antithesis, we will have nothing left to say.

The Misbâh has chapters on “knowledge” (- ilm, ch. 62), “certain knowledge” ( yaqîn, ch. 88), “wisdom” (hikmah, ch. 99), and “ignorance” ( jahl, ch. 77). The chapters are spread over the whole, work seemingly without any clear motivation justifying their insertion in the particular places in which they are found. “Jafar” starts, of course, with the praise of knowledge as he does with the blame of ignorance whose progress is darkness42 and whose recession is light. He is concerned with clarifying the particular aspect of knowledge that is referred to in such common traditions as the search for knowledge being a duty, the search for knowledge to be extended even as far as China,43 and the knowledge about one’s soul being the knowledge of the Lord.44 In the first case, the knowledge intended is the knowledge of the fear of God and of certainty (- ilm at-taqwâ wa-l-yaqîn); in the sec- ond, the knowledge about (ma- rifah) the soul/self which includes the knowledge about the Lord; and in the third (where this last knowledge is particularly speci- ed), the knowledge that requires acting in accordance with it and which is “sincere devotion” (ikhlâs). The theme of the necessity of acting with sincere devotion is then elaborated by means of statements castigating useless knowledge and stressing the fact that just a small amount of knowledge supports a large amount of life-long work. An inscription found and deciphered by Jesus and a revelation received by David likewise indicate the need for action. “Knowledge” is the only way leading to God. The true “knower” is identi- ed by his prayers, his piety, and his actions, and not by his appearance, his pre- tensions, and his words. True knowledge has always been sought in the past by those possessing intelligence, devotion (nusk), modesty (bashful- ness, hayâ), and the fear of God (khashyah); today it is sought by men not possessing any of these qualities. Statements concerning the qualities required of teachers and students conclude “Jafar's chapter on knowledge. Knowledge, for “Jafar,” is the result of introspection, a response within the individual to the divine. But it is also the result of a process of teaching and studying, and it must - find expression in relevant human activity. The whole would seem to be a mixture of moderate Shîah views of revealed and inspired knowledge and the “orthodox” concern with the methodology of the transmission of traditions and their practi- cal legal signi- cance.

educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter instruction?

In the end, as Dörnyei (2009: 236) points out, ‘comprehensive discussion of the age issue is never purely about age but also concerns a number of other important areas – quite frankly, we would be hard pressed to find a potentially more complex theme in SLA than the issue of age effects’. Among these other ‘important areas’ that Dörnyei alludes to are: the amount and type of exposure; affective factors, including motivation and attitudes; children’s cognitive development; first language support versus multilingualism; socioeconomic inequalities; teaching methodology and teacher education; and the role and purpose of foreign language learning within the broader remit of education in general.

As a term, fluency becomes difficult to disentangle from related concepts, such as intelligibility, coherence, communicative effectiveness, and so on. Moreover, the separation – even polarization – of accuracy and fluency may have misled us into thinking that they are mutually exclusive, each demanding different kinds of task design and teaching interventions, such as whether to correct errors or not. It is a dichotomy that has generated a great deal of debate on how best to sequence accuracy and fluency activities, and how to achieve the optimum balance between them. But what if accuracy and fluency cannot be so easily unravelled? What if they are interdependent? Where does that leave our methodology?

It appears that the probabilistic sciences of psychology and medicine teach their students to apply statistical and methodological rules to both scientific and everyday-life problems, whereas the nonprobabilistic science of chemistry and the nonscientific discipline of the law do not affect their students in these respects (p. 438)…. the luxury of not being confronted with messy problems that contain substantial uncertainty and a tangled web of causes means that chemistry does not teach some rules that are relevant to everyday life

Katz lists 8 different kinds of quality. From each, we derive general quality criteria against which any result can be measured. Type of Quality Criterion Description Results - Dimension Functional Quality The level of function, over time, at consistent performance and without problems Operations Structural Quality Durability and resistance to tear & wear of the components of which the item is made of R&D, Operations "Scientific" Quality (Methodological and Didactic) The level of adherence to the governing model / standard / theory / teaching / accepted professional criteria R&D Resultant Quality The level by which the action leads to the desired result Management Perceived Quality The level by which the object is perceived as having desired characteristics Marketing Aesthetic Quality The level by which the appearance / manifestation of the object (color, shape etc.) is considered pleasing Marketing Human Quality The level by which behavior is perceived / accepted as consistent of declared or implied values HR Financial Quality The level by which the result contributes to the preservation and growth of resources Financial When a goal is defined, it can be examined in relation to each one of the quality criteria.

It’s hard to write clearly. In fact, it’s hard to find someone who can teach you how to write clearly. Schools tend to spend more time teaching pupils how to sound smart, or how to analyze Shakespearian prose, than how to be understood. Students are more likely to be told to memorize poetry than to carry out a readability test. This is a disservice. Poetry can be life-enriching, but the purpose of almost all writing is to communicate information.

Keys to Great Writing by Stephen Wilbers. This is our favorite book on the list. It teaches you the mechanics of writing well. It’s brilliantly concise and is full of techniques that actually work. You have probably never heard of most of them. You may enjoy this book even if you hated English classes at school. We suspect that it particularly appeals to programmers, because it provides a much-needed logical framework for writing. The book summarizes several other books, including two other favorites of ours: Style: The Basics of Clarity and Grace and The Sense of Structure: Writing from the Reader’s Perspective

Helene's interest in economics had waned considerably over the years. More and more, the theories that tried to explain economic phenomena, to predict their developments, appeared almost equally inconsistent and random. She was more and more tempted to liken them to pure and simple charlatanism; it was even surprising, she occasionally thought, that they gave a Nobel Prize for economics, as if this discipline could boast the same methodological seriousness, the same intellectual rigor, as chemistry, or physics. And her interest in teaching had also waned considerably. On the whole, young people no longer interested her much. Her students were at such a terrifyingly low intellectual level that, sometimes, you had to wonder what had pushed them into studying in the first place. The only reply, she knew in her heart of hearts, was that they wanted to make money, as much money as possible; aside from a few short-term humanitarian fads, that was the only thing that really got them going. Her professional life could thus be summarized as teaching contradictory absurdities to social-climbing cretins, even if she avoided formulating it to herself in terms that stark.

In many cases, the current instructional formula involves what I call TWIT coaching. TWIT coaches tell you what to do. They watch you do it. They inform you of everything you’ve done wrong. Then, the tell you how to do it again. And, if you don’t get it, they label you “un-coachable” and move on. When training athletes for skills in which they don’t have time to think, we can no longer continue to teach them with methodologies that demand they think all the time.

I have resolved not to add anything personal or arbitrary; however, since my task is not merely to expound but also to interpret esoteric knowledge, which in Tantrism plays a major role, I have been able to substantiate some elements, owing to my ability to read between the lines of the texts, my personal experiences, and the comparisons I have established with parallel teachings found in other esoteric traditions. As for the methodological principle adopted in this book, I have adopted the guiding principle employed in my previous books: to maintain the same distance both from the two dimensional, specialized findings typical of university-level and academic orientalism and from the digressions of our contemporary "spiritualists" and "occultists.

Please don’t become a Christian, don’t become a Hindu. You are a christ. Why become a Christian? Christhood is your nature. Christhood has nothing to do with Jesus; it is as much yours as Jesus’. Christhood is a state of choiceless awareness. So please don’t start thinking in terms of desire: “I would like to become true.” Now this is the way to become untrue. Drop this desire, just be, don’t try to become. Becoming is becoming untrue; being is truth. See the difference: becoming is in the future, it has a goal, being is herenow; it is not a goal, it is already the case. So whosoever you are, just be that, don’t try to become anything else. You have been taught ideals, goals – become! Always you have been forced to become something. My whole teaching is: whatsoever, whosoever you are, that’s beautiful. It is more than enough, just be that. Stop becoming and be! Now naturally when you ask, “I would like to become true, but what is it and how is it?”… Once you start thinking in terms of becoming, then certainly you want to know what the goal is. “What is it, what is this truth that I want to become?” And then naturally, when goal comes there, how also comes: how to attain it? Then the whole technology, methodology… I am saying you are that. The mystic in the Upanishad says: “Tat-tvam-asi: Thou art that.” Already you are that, it is not a question of becoming. God is not somewhere in the future; God is just now, this very moment, within you, without you, everywhere, because only God is, nothing else exists. All that exists is divine.

Unfortunately for the non-Christian cosmology, chance involves randomness and unpredictability. As the source of all being, it undercuts the uniformity of all material reality...The unbelieving worldview requires faith in miracles, yet without a reason for those miracles. Life arises from non-life. Intelligence from non-intelligence. Morality from that which is a-moral. These are faith claims for explaining our world and how it came to be...The uniformity of nature is perfectly compatible, however, with the Christian worldview. The absolute, all-creating, sovereignly-governing God reveals to us in Scripture that we can count on regularities in the natural world. The Bible teaches that the sun will continue to measure time for us on the earth (Gen. 1:14–19; Eccl. 1:5; Jer. 33:20), that seasons will come and go uniformly (Gen. 8:22; Ps. 74:17), that planting and harvest cycles may be expected (Jer. 5:24; Mark 4:26–29), and so forth. Because of this God-governed regularity in nature, the scientific enterprise is possible and even fruitful.

My prayer is that you will find in With Heart in Mind an introduction to the venerable insights and methodologies that generations of seekers have found valuable in their pursuit of a heart of wisdom, and that it will provide guidance to direct your footsteps along those transformative paths, so that you will become more whole and holy and a gift and blessing to yourself, those around you, and our world.

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One of the epithets the Buddha acquired over the years was “the Doctor of the World.” A reason for this is that the central insight and framework that he taught, known as the Four Noble Truths, is cast in the formulation of a classical Indian medical diagnosis. The format begins with the nature of the symptom. In this particular kind of psychological or spiritual disease, the symptom is dukkha, the experience of dissatisfaction; this is the First Noble Truth. The second element in this diagnostic format is the cause of that symptom, which the Buddha outlined as being self-centered craving, greed, hatred, and delusion. These are the toxins that Matthieu referred to, the negative afflictive emotions, habits, and qualities that the mind gets caught up in and that poison the heart; this is the Second Noble Truth. The third element is the prognosis, and the good news is that it is curable. This is the Third Noble Truth, that the experience of dissatisfaction can end; we can be free from it. The fourth element—and the Fourth Noble Truth—is the methodology of treatment: what the Buddha laid out as the way to heal this wound. It’s known in some expressions as the Eightfold Path, but it can be outlined in three fundamental elements: first, responsible behavior or virtue, living a moral and ethical life; second, mental collectedness, meditation, and mind training; and third, the development of insightful understanding in accordance with reality, or wisdom. These three elements are the fundamental treatment for this psychological, spiritual ailment of dissatisfaction. I should underline that the Buddha didn’t make any claim to have a monopoly on truth. When somebody once asked him, “Is it the case that you’re the only one who really understands the way things are, and that all other spiritual teachings are incorrect, all other paths are erroneous?” He said, “No, by no means.” It’s not a matter of the way the teachings are framed, the language or symbolism that one uses. It is simply the presence or absence of these three central qualities: ethical behavior, mental collectedness, and wisdom. If any spiritual path contains those three elements, then it will certainly lead to the possibility and the actuality of freedom, peace, a harmony within oneself, and an easefulness in life. If it doesn’t contain those elements, then it cannot lead to easefulness, peace, and liberation.

As crazy as all of this may sound to you, I know that our brains are able to control so many things depending on how we think about something. About twenty years ago, a business partner and I taught real estate investing seminars. One of the most significant factors that affects someone’s success in real estate, or any other endeavor, is belief. I’ve heard it said that if you believe you can or if you believe you can’t, either way, you’re right. Suppose you really honestly believe that you’ll succeed in real estate or any other endeavor. In that case, you’re about 1,000 times more likely to put in the effort and stick with it. If you don’t believe you’re going to succeed, then most people put in next to no effort to basically prove themselves right when nothing happens. At our seminars, we would demonstrate this by teaching the concept of “Spots.” We explained that according to an ancient methodology, we all have a weak spot and a strong spot. Speaking in a strong, confident voice, we’d say, “Here’s your strong spot right here,” and demonstrate this by touching the center of our forehead. “You also have a weak spot” (speaking in a softer, weaker voice). “It’s located in the soft fleshly spot right here behind your ear.” We again demonstrated and encouraged them to follow along. Then to give it a little emphasis, we added, “Careful, don’t push it too much, or you’ll get really weak!” Then we said, “We’ll show you how this actually works,” and invited one of the stronger-looking participants up onto the stage. We’d touch the person in their “strong” spot and ask them to hold their arm straight out to the side. “Now I’m going to push down on your arm, and I want you to resist me as much as you can.” We’d push down with a decent amount of effort, and our client’s arm would not budge down at all. “Now I’m going to touch your weak spot” (touching the person behind their ear). “And watch as I’m now able to push their arm completely down.” The crazy thing is that no matter how hard the subject tries to hold their arm up, after touching their “weak” spot, it drops right down with much less effort than during the first attempt. Then we said, “Now I want you to prove this to yourself. Pair up with the person next to you to test this out for yourself.” The room would buzz with the sounds of people talking as they discovered that the strong and weak spots really did, for the most part, work. Then we would switch the spots. “Isn’t it crazy that just because we told you to push on the strong spot behind your ear, that made you really strong? And when we told you to push on the weak spot in the middle of your forehead, that made you really weak?” we’d say. “No, no, you’ve got them backward!” the crowd would shout at us. At which point, we’d demonstrate that the spots worked just as well if you switched them, finally telling them, “We actually made all this up—but it works anyway!” What you tell yourself and what you believe really does make a difference. I don’t know if this helps to explain why I was hiking the Appalachian Trail. I was passionately committed to the belief that if I hiked the entire Appalachian Trail, then my foot and leg were going to have to be better. Each day that I hiked, with every mile further north that I went, heck, with every single step I took, I was reclaiming my life. I know that anything is possible. My adventure on the trail proved this to me each and every day. 14 May—Finding a Buddy You Can’t Avoid Pain, But You Can Choose to Overcome it. —Paulo Coelho Two and a half hours after leaving Shenandoah National Park, I arrived home.

Recognizing that parental responsibility is insufficient for successful child-rearing, but still not conscious of the role of attachment, many experts assume the problem must be in the parenting know-how. If parenting is not going well, it is because parents are not doing things right. According to this way of thinking, it is not enough to don the role; a parent needs some skill to be effective. The parental role has to be supplemented with all kinds of parenting techniques — or so many experts seem to believe. Many parents, too, reason something like this: if others can get their children to do what they want them to do but I can't, it must be because I lack the requisite skills. Their questions all presume a simple lack of knowledge, to be corrected by “how to” types of advice for every conceivable problem situation: How do I get my child to listen? How can I get my child to do his homework? What do I need to do to get my child to clean his room? What is the secret to getting a child to do her chores? How do I get my child to sit at the table? Our predecessors would probably have been embarrassed to ask such questions or, for that matter, to show their face in a parenting course. It seems much easier for parents today to confess incompetence rather than impotence, especially when our lack of skill can be conveniently blamed on a lack of training or a lack of appropriate models in our own childhood. The result has been a multibillion-dollar industry of parental advice-giving, from experts advocating timeouts or reward points on the fridge to all the how-to books on effective parenting. Child-rearing experts and the publishing industry give parents what they ask for instead of the insight they so desperately need. The sheer volume of the advice offered tends to reinforce the feelings of inadequacy and the sense of being unprepared for the job. The fact that these methodologies fail to work has not slowed the torrent of skill teaching. Once we perceive parenting as a set of skills to be learned, it is difficult for us to see the process any other way. Whenever trouble is encountered the assumption is that there must be another book to be read, another course to be taken, another skill to be mastered. Meanwhile, our supporting cast continues to assume that we have the power to do the job. Teachers act as if we can still get our children to do homework. Neighbors expect us to keep our children in line. Our own parents chide us to take a firmer stand. The experts assume that compliance is just another skill away. The courts hold us responsible for our child's behavior. Nobody seems to get the fact that our hold on our children is slipping. The reasoning behind parenting as a set of skills seemed logical enough, but in hindsight has been a dreadful mistake. It has led to an artificial reliance on experts, robbed parents of their natural confidence, and often leaves them feeling dumb and inadequate. We are quick to assume that our children don't listen because we don't know how to make them listen, that our children are not compliant because we have not yet learned the right tricks, that children are not respectful enough of authority because we, the parents, have not taught them to be respectful. We miss the essential point that what matters is not the skill of the parents but the relationship of the child to the adult who is assuming responsibility.

It’s beautiful to me now, both the ideal and the reality. I choose the reality and I choose the ideal: I hold them both. I believe in ministering within imperfect structures. I believe in teaching Sunday school and chaperoning youth lock-ins, in carpooling seniors and vacuuming the vestry. I believe in church libraries and “just checking on you” phone calls, in the mundane daily work that creates a community on purpose. I believe in taking college girls out for coffee, in showing up at weddings, in bringing enchiladas to new mothers, in hospital committees, in homemade dainties at the funeral reception. I believe we don’t give enough credit to the ones who stay put in slow-to-change structures and movements because they change within relationship, because they take a long and a high view of time. I believe in the ones who do the whole elder board and deacon election thing, in the ones who argue for church constitutional changes and consensus building. This is not work for the faint of heart. I believe the work of the ministry is often misunderstood, the Church is a convenient scapegoat. Heaven knows, church has been my favorite nebulous nonentity to blame, a diversionary tactic from the mirror perhaps. A lot of people in my generation might be giving up on Church, but there are a lot of us returning, redefining, reclaiming Church too. We aren’t foolish or blind or unconcerned or uneducated or unthinking. We have weighed our choices, more than anyone will know. We are choosing this and we will keep choosing each other. And sometimes our way of understanding or “doing” church looks very different, but we’re still here. I know some of us are meant to go, some are meant to stay, and most of us do a bit of both in a lifetime. Jesus doesn’t belong to church people. But church people belong to Him, in Him, and through Him. I hope we all wrestle. I hope we look deep into our hearts and sift through our theology, our methodology, our praxis, our ecclesiology, all of it. I hope we get angry and that we say true things. I hope we push back against celebrity and consumerism; I hope we live into our birthright as a prophetic outpost for the Kingdom. I hope we get our toes stepped on and then forgive. I hope we become open-hearted and open-armed. I hope we are known as the ones who love. I hope we change. I hope we grow. I hope we push against the darkness and let the light in and breathe into the Kingdom come. I hope we become a refuge for the weary and the pilgrim, for the child and the aged, for the ones who have been strong too long. And I hope we all live like we are loved. I hope we all become a bit more inclined to listen, to pray, to wait.

The central point is this: Jesus’ entire approach in the Sermon on the Mount is not only ethical but messianic—i.e., christological and eschatological. Jesus is not an ordinary prophet who says, “Thus says the Lord!” Rather, he speaks in the first person and claims that his teaching fulfills the OT, that he determines who enters the messianic kingdom, that as the Divine Judge he pronounces banishment, that the true heirs of the kingdom will be persecuted for their allegiance to him, and that he alone fully knows the will of his Father. It is methodologically indefensible for Sigal to complain that all such themes are later Christian additions and therefore to focus exclusively on points of halakic interpretation. Jesus’ authority is unique (see comments at 5:21–48), and the crowds recognized it, even if they did not always understand it. This same authority is now to be revealed in powerful, liberating miracles, signs of the kingdom’s advance (chs. 8–9; cf. 11:2–5).

This involves harnessing insights from cognitive science and implementing effective teaching methodologies to enhance the speed and effectiveness of learning.

Embracing active learning methodologies such as Problem-Based Learning (PBL) empowers students to tackle real-world challenges head-on, fostering critical thinking, collaboration, and practical problem-solving skills.

Robert lee saunders teacher qld Strategies to promote learning at home Since the beginning of the 21st century, technology has established a fundamental position in changing people's lifestyles and there have been many events that have accelerated these changes, the clearest example being the pandemic situation generated by COVID-19. , although the distance methodologies were reproduced in this period, this type of modalities had already been proposed in some places, which provide comfort and time management on the part of the students. Robert lee saunders teacher australia The design of strategies to promote learning cannot be left out of this new paradigm, since the most important thing and the teaching work is and always will be that students are trained so that learning is as well established as possible.