Teaching Methods Quotes

Sure, we'd faced some things as children that a lot of kids don't. Sure, Justin had qualified for his Junior de Sade Badge in his teaching methods for dealing with pain. We still hadn't learned, though, that growing up is all about getting hurt. And then getting over it. You hurt. You recover. You move on. Odds are pretty good you're just going to get hurt again. But each time, you learn something. Each time, you come out of it a little stronger, and at some point you realize that there are more flavors of pain than coffee. There's the little empty pain of leaving something behind - gradutaing, taking the next step forward, walking out of something familiar and safe into the unknown. There's the big, whirling pain of life upending all of your plans and expecations. There's the sharp little pains of failure, and the more obscure aches of successes that didn't give you what you thought they would. There are the vicious, stabbing pains of hopes being torn up. The sweet little pains of finding others, giving them your love, and taking joy in their life they grow and learn. There's the steady pain of empathy that you shrug off so you can stand beside a wounded friend and help them bear their burdens. And if you're very, very lucky, there are a very few blazing hot little pains you feel when you realized that you are standing in a moment of utter perfection, an instant of triumph, or happiness, or mirth which at the same time cannot possibly last - and yet will remain with you for life. Everyone is down on pain, because they forget something important about it: Pain is for the living. Only the dead don't feel it. Pain is a part of life. Sometimes it's a big part, and sometimes it isn't, but either way, it's a part of the big puzzle, the deep music, the great game. Pain does two things: It teaches you, tells you that you're alive. Then it passes away and leaves you changed. It leaves you wiser, sometimes. Sometimes it leaves you stronger. Either way, pain leaves its mark, and everything important that will ever happen to you in life is going to involve it in one degree or another.

If pupils suffer from attention disorders, stress and low grades, perhaps we ought to blame outdated teaching methods, overcrowded classrooms and an unnaturally fast tempo of life.

The study of thinking machines teaches us more about the brain than we can learn by introspective methods. Western man is externalizing himself in the form of gadgets.

That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but should proceed on the understanding that the organ already has the capacity, but is improperly aligned and isn't facing the right way.

If we can't think for ourselves, if we're unwilling to question authority, then we're just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness.

Music resembles poetry, in each Are nameless graces which no methods teach, And which a master hand alone can reach.

When we speak of man, we have a conception of humanity as a whole, and before applying scientific methods to the investigation of his movement we must accept this as a physical fact. But can anyone doubt to-day that all the millions of individuals and all the innumerable types and characters constitute an entity, a unit? Though free to think and act, we are held together, like the stars in the firmament, with ties inseparable. These ties cannot be seen, but we can feel them. I cut myself in the finger, and it pains me: this finger is a part of me. I see a friend hurt, and it hurts me, too: my friend and I are one. And now I see stricken down an enemy, a lump of matter which, of all the lumps of matter in the universe, I care least for, and it still grieves me. Does this not prove that each of us is only part of a whole? For ages this idea has been proclaimed in the consummately wise teachings of religion, probably not alone as a means of insuring peace and harmony among men, but as a deeply founded truth. The Buddhist expresses it in one way, the Christian in another, but both say the same: We are all one. Metaphysical proofs are, however, not the only ones which we are able to bring forth in support of this idea. Science, too, recognizes this connectedness of separate individuals, though not quite in the same sense as it admits that the suns, planets, and moons of a constellation are one body, and there can be no doubt that it will be experimentally confirmed in times to come, when our means and methods for investigating psychical and other states and phenomena shall have been brought to great perfection. Still more: this one human being lives on and on. The individual is ephemeral, races and nations come and pass away, but man remains. Therein lies the profound difference between the individual and the whole.

In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

Never compare one student's test score to another's. Always measure a child's progress against her past performance. There will always be a better reader, mathematician, or baseball player. Our goal is to help each student become as special as she can be as an individual--not to be more special than the kid sitting next to her.

Very few people realise that sex is a psychic and not a physical act. The clumsy coupling of human beings is simply a biological paraphrase of this truth - a primitive method of introducing minds to each other, engaging them. But most people are stuck in the physical aspect, unaware of the poetic rapport which it so clumsily tries to teach.

It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiosity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.

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.

. . .it is not my design to teach the method that everyone must follow in order to use his reason properly, but only to show the way in which I have tried to use my own.

That's the beauty of art--we strive for perfection but never achieve it. The journey is everything.

Instead of seeing the children in his care as flawed, broken, or sick, he believed they were suffering from neglect by a culture that had failed to provide them with teaching methods suited to their individual styles of learning.

Educators may bring upon themselves unnecessary travail by taking a tactless and unjustifiable position about the relation between scientific and religious narratives. We see this, of course, in the conflict concerning creation science. Some educators representing, as they think, the conscience of science act much like those legislators who in 1925 prohibited by law the teaching of evolution in Tennessee. In that case, anti-evolutionists were fearful that a scientific idea would undermine religious belief. Today, pro-evolutionists are fearful that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter insufficient confidence in science. The point is that profound but contradictory ideas may exist side by side, if they are constructed from different materials and methods and have different purposes. Each tells us something important about where we stand in the universe, and it is foolish to insist that they must despise each other.

A writer out of loneliness is trying to communicate like a distant star sending signals. He isn't telling, or teaching, or ordering. Rather, he seeks to establish a relationship with meaning, of feeling, of observing. We are lonesome animals. We spend all our live trying to be less lonesome. And one of our ancient methods is to tell a story, begging the listener to say, and to feel, "Yes, that's the way it is, or at least that's the way I feel it. You're not as alone as you thought." To finish is sadness to a writer, a little death. He puts the last word down and it is done. But it isn't really done. The story goes on and leaves the writer behind, for no story is ever done.

As in all infant sciences, the universal habit of the human mind - to take a partial or local truth, generalise it unduly and try to explain a whole field of nature in its narrow terms - runs riot here (in psychoanalysis). Moreover, the exaggeration of the importance of suppressed sexual complexes is a dangerous falsehood.

Working an integral or performing a linear regression is something a computer can do quite effectively. Understanding whether the result makes sense—or deciding whether the method is the right one to use in the first place—requires a guiding human hand. When we teach mathematics we are supposed to be explaining how to be that guide. A math course that fails to do so is essentially training the student to be a very slow, buggy version of Microsoft Excel.

schools assume that children are not interested in learning and are not much good at it, that they will not learn unless made to, that they cannot learn unless shown how, and that the way to make them learn is to divide up the prescribed material into a sequence of tiny tasks to be mastered one at a time, each with it's approrpriate 'morsel' and 'shock.' And when this method doesn't work, the schools assume there is something wrong with the children -- something they must try to diagnose and treat.

When we are harassed and reach the limit of our own strength, many of us then turn in desperation to God-"There are no atheists in foxholes." But why wait till we are desperate? Why not renew our strength every day? Why wait even until Sunday? For years I have had the habit of dropping into empty churches on weekday afternoons. When I feel that I am too rushed and hurried to spare a few minutes to think about spiritual things, I say to myself: "Wait a minute, Dale Carnegie, wait a minute. Why all the feverish hurry and rush, little man? You need to pause and acquire a little perspective." At such times, I frequently drop into the first church that I find open. Although I am a Protestant, I frequently, on weekday afternoons, drop into St. Patrick's Cathedral on Fifth Avenue, and remind myself that I'll be dead in another thirty years, but that the great spiritual truths that all churches teach are eternal. I close my eyes and pray. I find that doing this calms my nerves, rests my body, clarifies my perspective, and helps me revalue my values. May I recommend this practice to you?

Briefly stated, the true purpose of ancient philosophy was to discover a method whereby development of the rational nature could be accelerated instead of awaiting the slower processes of Nature.

It is true that the subliminal in man is the largest part of his nature and has in it the secret of the unseeen dynamisms which explain his surface activities. But the lower vital subconscious which is all that this psycho-analysis of Freud seems to know, - and of that it knows only a few ill-lit corners, - is no more than a restricted and very inferior portion of the subliminal whole... to begin by opening up the lower subconscious, risking to raise up all that is foul or obscure in it, is to go out of one's way to invite trouble.

The ultimate Truth is so simple. It is nothing more than being in the pristine state. This is all that need be said. till, it is a wonder that to teach this simple Truth there should come into being so many religions, creeds, methods and disputes among them and so on! Oh the pity! Oh the pity!

The most powerful method of improving education is to invest in the improvement of teaching and the status of great teachers.

It is the fate of great achievements, born from a way of life that sets truth before security, to be gobbled up by you and excreted in the form of shit. For centuries great, brave, lonely men have been telling you what to do. Time and again you have corrupted, diminished and demolished their teachings; time and again you have been captivated by their weakest points, taken not the great truth, but some trifling error as your guiding principal. This, little man, is what you have done with Christianity, with the doctrine of sovereign people, with socialism, with everything you touch. Why, you ask, do you do this? I don't believe you really want an answer. When you hear the truth you'll cry bloody murder, or commit it. … You had your choice between soaring to superhuman heights with Nietzsche and sinking into subhuman depths with Hitler. You shouted Heil! Heil! and chose the subhuman. You had the choice between Lenin's truly democratic constitution and Stalin's dictatorship. You chose Stalin's dictatorship. You had your choice between Freud's elucidation of the sexual core of your psychic disorders and his theory of cultural adaptation. You dropped the theory of sexuality and chose his theory of cultural adaptation, which left you hanging in mid-air. You had your choice between Jesus and his majestic simplicity and Paul with his celibacy for priests and life-long compulsory marriage for yourself. You chose the celibacy and compulsory marriage and forgot the simplicity of Jesus' mother, who bore her child for love and love alone. You had your choice between Marx's insight into the productivity of your living labor power, which alone creates the value of commodities and the idea of the state. You forgot the living energy of your labor and chose the idea of the state. In the French Revolution, you had your choice between the cruel Robespierre and the great Danton. You chose cruelty and sent greatness and goodness to the guillotine. In Germany you had your choice between Goring and Himmler on the one hand and Liebknecht, Landau, and Muhsam on the other. You made Himmler your police chief and murdered your great friends. You had your choice between Julius Streicher and Walter Rathenau. You murdered Rathenau. You had your choice between Lodge and Wilson. You murdered Wilson. You had your choice between the cruel Inquisition and Galileo's truth. You tortured and humiliated the great Galileo, from whose inventions you are still benefiting, and now, in the twentieth century, you have brought the methods of the Inquisition to a new flowering. … Every one of your acts of smallness and meanness throws light on the boundless wretchedness of the human animal. 'Why so tragic?' you ask. 'Do you feel responsible for all evil?' With remarks like that you condemn yourself. If, little man among millions, you were to shoulder the barest fraction of your responsibility, the world would be a very different place. Your great friends wouldn't perish, struck down by your smallness.

In truth, the belief in "government" is a religion, made up of a set of dogmatic teachings, irrational doctrines which fly in the face of both evidence and logic, and which are methodically memorized and repeated by the faithful. Like other religions, the gospel of "government" describes a superhuman, supernatural entity, above mere mortals, which issues commandments to the peasantry, for whom unquestioning obedience is a moral imperative.

There are so many charlatans in the world of education. They teach for a couple of years, come up with a few clever slogans, build their websites, and hit the lecture circuit. In this fast-food-society, simple solutions to complex problems are embraced far too often. We can do better. I hope that people who read this book realize that true excellence takes sacrifice, mistakes, and enormous amounts of effort. After all, there are no shortcuts.

History teaches that, when powerful despots can gain something through aggression, they try, by the same methods, to gain more and more and more.

Sometimes we forget the most basic things, since it has been too long since we learned them. I realized I had done the same with my own lesson plan. You do not teach students to throw until you have taught them to fall. And I must not teach you to fight if you do not understand how to lose.

Education derives from the verb educe, which means “to draw forth from within.” The original teaching method of Socrates has been largely displaced by professorial deference to received scholarly authority. By and large, our students are taught how to take exams but not to think, write, or find their own path.

Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason. The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless. Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.

Sometimes a tragedy must happen to keep a soul on schedule. This is the reason for things that seem to have no reason. This is the reason that we cannot fathom when we are going through it. Perhaps I will get very sick. People wonder why cancer exists when it is just a clever method to teach people lessons about love and loss. It borrows time or steals it depending on the needs of Heaven. It is a vehicle to get us where we need to be. It calls us home because something needs us there.

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.

I had a dream about you. You were trying to understand the nature of nature, and I was trying to understand understanding. I thought we looked like philosophers, but your mother thought we looked like porn stars. Yes, we were naked, and yes, we were having sex, but isn’t that the best way to really go about knowing knowledge? Anyway, if your mother wasn’t happy with our teaching methods, she shouldn’t have signed up for our class.

You have to teach standards; that’s a given. But standards don’t determine how you deliver the content—and it’s your delivery method that drives engagement.

Instead of teaching doctrines and developing theories, Wittgenstein came to think, a philosopher should demonstrate a technique, a method of achieving clarity.

It was the end of the October term of my sophomore year, and everything was petty normal, except for Social Studies, which was no big surprise. Mr. Dimas, who taught the class, had a reputation for unconventional teaching methods. For midterms he had blindfolded us, then had us each stick a pin in a map of the world and we got to write essays on wherever the pin stuck. I got Decatur, Illinois. Some of the guys complained because they drew places like Ulan Bator or Zimbabwe. They were lucky. YOU try writing ten thousand words on Decatur, Illinois.

Western doctors are like poor plumbers. They treat a splashing tube by cleaning up the water. These plumbers are extremely apt at drying up the water, constantly inventing new, expensive, and refined methods of drying up water. Somebody should teach them how to close the tap.

I knew that the languages which one learns there are necessary to understand the works of the ancients; and that the delicacy of fiction enlivens the mind; that famous deeds of history ennoble it and, if read with understanding, aid in maturing one's judgment; that the reading of all the great books is like conversing with the best people of earlier times; it is even studied conversation in which the authors show us only the best of their thoughts; that eloquence has incomparable powers and beauties; that poetry has enchanting delicacy and sweetness; that mathematics has very subtle processes which can serve as much to satisfy the inquiring mind as to aid all the arts and diminish man's labor; that treatises on morals contain very useful teachings and exhortations to virtue; that theology teaches us how to go to heaven; that philosophy teaches us to talk with appearance of truth about things, and to make ourselves admired by the less learned; that law, medicine, and the other sciences bring honors and wealth to those who pursue them; and finally, that it is desirable to have examined all of them, even to the most superstitious and false in order to recognize their real worth and avoid being deceived thereby

Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.

Second, the teacher should be given extensive liberty in the selection of the material to be taught and the methods of teaching employed by him. For it is true also of him that pleasure in the shaping of his work is killed by force and exterior pressure.

Sure, okay, I'll pick up some cat litter. Anything else?" "Watch your back, G." Then she hung up. Hero paused in her sobbing to look at me quizzically. "Why does your mom want cat litter? You guys don't even have a cat." "She uses it for..." I searched my brain madly, but all I could come up with was "teaching." "She uses cat litter to teach English?" I nodded. "She's kind of unconventional in her methods." Hero frowned. "But how does she use it?" The girl was relentless when she fixated on something. "Um, when their papers are really bad, she gives them a little bag of cat litter. It's her way of telling them their writing is crap." I laughed. "She's kooky.

forward-thinking teachers and school administrators across the country are creating a whole range of alternatives to cookie-cutter teaching and evaluation methods, such as the use of student portfolios and exhibitions in addition to conventional exams to assess students' progress.

That’s why I liked the Suzuki method of teaching piano. There are seven books, and everybody has to start with Book One. Each book includes ten to fifteen songs, and you have to go in order. Kids who practice hard get assigned new songs each week, whereas kids who don’t practice get stuck on the same song for weeks, even months, and sometimes just quit because they’re bored out of their minds.

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.

What we hadn’t known about, back then, was pain. Sure, we’d faced some things as children that a lot of kids don’t. Sure, Justin had qualified for his Junior de Sade Badge in his teaching methods for dealing with pain. We still hadn’t learned, though, that growing up is all about getting hurt. And then getting over it. You hurt. You recover. You move on. Odds are pretty good you’re just going to get hurt again. But each time, you learn something. Each time, you come out of it a little stronger, and at some point you realize that there are more flavors of pain than coffee. There’s the little empty pain of leaving something behind—graduating, taking the next step forward, walking out of something familiar and safe into the unknown. There’s the big, whirling pain of life upending all of your plans and expectations. There’s the sharp little pains of failure, and the more obscure aches of successes that didn’t give you what you thought they would. There are the vicious, stabbing pains of hopes being torn up. The sweet little pains of finding others, giving them your love, and taking joy in their life as they grow and learn. There’s the steady pain of empathy that you shrug off so you can stand beside a wounded friend and help them bear their burdens. And if you’re very, very lucky, there are a very few blazing hot little pains you feel when you realize that you are standing in a moment of utter perfection, an instant of triumph, or happiness, or mirth which at the same time cannot possibly last—and yet will remain with you for life. Everyone is down on pain, because they forget something important about it: Pain is for the living. Only the dead don’t feel it. Pain is a part of life. Sometimes it’s a big part, and sometimes it isn’t, but either way, it’s part of the big puzzle, the deep music, the great game. Pain does two things: It teaches you, tells you that you’re alive. Then it passes away and leaves you changed. It leaves you wiser, sometimes. Sometimes it leaves you stronger. Either way, pain leaves its mark, and everything important that will ever happen to you in life is going to involve it in one degree or another.

If this letter system works, it should be reproducible and consistent. If this letter system works, it should be demonstrated in biblical narrative—with consistency. It has. It does. It will. For instance: Daniel interpreted the handwriting on the Babylonian wall. (Da 5:1-31) The question has always been, “What method would produce the same interpretation?” If you will pull out your Strong’s Concordance and translate those same four words, you won’t get the same results that Daniel got. Was Daniel using a different method than modern Christians? Yes, obviously.

By one means or another, the swiftest method of rejection of the holy prophets has been to find a pretext, however false or absurd, to dismiss the man so that his message could also be dismissed.

i used schutzhund methods of training to teach the duck to attack on command. we went on a killing rampage that lasted three days. we killed many small children and received the nobel prize for our achievements.

The way to eliminate the harm caused by stereotypes is to teach our children to recognize false stereotypes, to be empathetic, and to be skeptical. We need to promote these critical-thinking skills in addition to instilling the best values we know. Skepticism, the heart of the scientific method, is the only way we know how to ferret out fact from fiction.

Allah sends down natural disasters to control population explosion. He encourages us to go to war, He creates Pakistan and Akhand Bharat. In doing this, He teaches humans new and innovative methods of birth control.

The doctrine of the atonement is to my mind one of the surest proofs of the divine inspiration of Holy Scripture. Who would or could have thought of the just Ruler dying for the unjust rebel? This is no teaching of human mythology, or dream of poetical imagination. This method of expiation is only known among men because it is a fact; fiction could not have devised it. God himself ordained it; it is not a matter which could have been imagined.

The other mind entity is what we call the impartial observer. This mind of present-moment awareness stands outside the preprogrammed physiological determinants and is alive to the present. It works through the brain but is not limited to the brain. It may be dormant in many of us, but it is never completely absent. It transcends the automatic functioning of past-conditioned brain circuits. ‘In the end,...I conclude that there is no good evidence… that the brain alone can carry out the work that the mind does.” Knowing oneself comes from attending with compassionate curiosity to what is happening within. Methods for gaining self-knowledge and self-mastery through conscious awareness strengthen the mind’s capacity to act as its own impartial observer. Among the simplest and most skilful of the meditative techniques taught in many spiritual traditions is the disciplined practice of what Buddhists call ‘bare attention’. Nietzsche called Buddha ‘that profound physiologist’ and his teachings less a religion than a ‘kind of hygiene’...’ Many of our automatic brain processes have to do with either wanting something or not wanting something else – very much the way a small child’s mental life functions. We are forever desiring or longing, or judging and rejecting. Mental hygiene consists of noticing the ebb and flow of all those automatic grasping or rejecting impulses without being hooked by then. Bare attention is directed not only toward what’s happening on the outside, but also to what’s taking place on the inside. ‘Be at least interested in your reactions as in the person or situation that triggers them.’... In a mindful state one can choose to be aware of the ebb and flow of emotions and thought patterns instead of brooding on their content. Not ‘he did this to me therefore I’m suffering’ but ‘I notice that feelings of resentment and a desire for vengeance keep flooding my mind.’... ‘Bare Attention is the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,’... ‘It is called ‘Bare’ because it attends just to the bare facts of a perception as presented either through the five physical senses of through the mind without reacting to them.

This world is what we have made of it. If it is ruthless today it is because we have made it ruthless by our attitudes. If we change ourselves we can change the world, and changing ourselves begins with changing our language and methods of communication. I highly recommend reading this book and applying the Nonviolent Communication process it teaches. It is a significant first step toward changing our communication and creating a compassionate world. –Arun Gandhi

After a few years of asking some very pointed questions in public teachings and in private counseling sessions, I began to see that when the pace of external or material progress exceeded the development of inner knowledge, people seemed to suffer deep emotional conflicts without any internal method of dealing with them.

If the child shows through its conversation that the educational work of the school is being undermined by the attitude taken in his home, he will be sent back to his parents, to teach them thus how to take advantage of their good opportunities.

We should expect nothing less from the language that was originally given by God, to His human family. Hebrew was the method that God chose for mankind to speak to Him, and Him to them. Adam spoke Hebrew—and your Bible confirms this. Everyone who got off the ark spoke one language—Hebrew. Even Abraham spoke Hebrew. Where did Abraham learn to speak Hebrew? Abraham was descended from Noah’s son, Shem. (Ge 11:10-26) Shem’s household was not affected by the later confusion of languages, at Babel. (Ge 11:5-9) To the contrary, Shem was blessed while the rest of Babel was cursed. (Ge 9:26) That is how Abraham retained Hebrew, despite residing in Babylon. So, Shem’s language can be traced back to Adam. (Ge 11:1) And, Shem (Noah’s son) was still alive when Jacob and Esau was 30 years of age. Obviously, Hebrew (the original language) was clearly spoken by Jacob’s sons. (Ge 14:13)

If you really want to learn, do not be surprised if someone tries to teach you. And do not lightly reject the method.

From early childhood, I had been told how smart I was, and throughout my life various people had tried so hard to teach me everything there was to know. But it occurred to me then how negligent they had been in teaching me how to love. I had two example of love in life - my mother's, absolute and over- burdened, the trial of love; and my father's, the cold and ambitious pursuit of meaning in love, the desire to turn it into a product with a worth that could be measured. Of the two options, I had skewed towards the former, disappointed with my father's method, and so I had bestowed a sort of unconditional love on Carly without really understanding what it meant. I wished that just one person had taught me a way to love her less. If I had loved her less, maybe I wouldn't have hated her so much. And maybe then I could have forgiven her.

The right method of philosophy would be this. To say nothing except what can be said, i.e. the propositions of natural science, i.e. something that has nothing to do with philosophy: and then always, when someone else wished to say something metaphysical, to demonstrate to him that he had given no meaning to certain signs in his propositions. This method would be unsatisfying to the other - he would not have the feeling that we were teaching him philosophy - but it would be the only strictly correct method. My propositions are elucidatory in this way: he who understands me finally recognizes them as senseless, when he has climbed out through them, on them, over them. (He must so to speak throw away the ladder, after he has climbed up on it.) He must surmount these propositions; then he sees the world rightly. Whereof one cannot speak, thereof one must be silent.

A poisonous pedagogy is a toxic method of teaching or raising a child. It is a method which controls the behavior of the child by the misuse of Power Over the child. This misuse of power causes the child extreme pain. If the child becomes an adult without having worked through the hurt and pain of the experience, he will perpetuate the misuse of power in adulthood. Consequently, the adult can become toxic or poisonous to others. This toxicity is what we find in abusive relationships.

On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.

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.

476. Children do not learn that books exist, that armchairs exist, etc.,etc. - they learn to fetch books, sit in armchairs, etc.,etc. Later, questions about the existence of things do of course arise, "Is there such a thing as a unicorn?" and so on. But such a question is possible only because as a rule no corresponding question presents itself. For how does one know how to set about satisfying oneself of the existence of unicorns? How did one learn the method for determining whether something exists or not? 477. "So one must know that the objects whose names one teaches a child by an ostensive definition exist." - Why must one know they do? Isn't it enough that experience doesn't later show the opposite? For why should the language-game rest on some kind of knowledge? 478. Does a child believe that milk exists? Or does it know that milk exists? Does a cat know that a mouse exists? 479. Are we to say that the knowledge that there are physical objects comes very early or very late?

A collector is anxious to acquire specimens to illustrate a period or a school, and forgets that a single masterpiece can teach us more than any number of the mediocre products of a given period or school. We classify too much and enjoy too little. The sacrifice of the aesthetic to the so-called scientific method of exhibition has been the bane of many museums.

The case for the humanities is not hard to make, though it can be difficult--to such an extent have we been marginalized, so long have we acceded to that marginalization--not to sound either defensive or naive. The humanities, done right, are the crucible in which our evolving notions of what it means to be fully human are put to the test; they teach us, incrementally, endlessly, not what to do, but how to be. Their method is confrontational, their domain unlimited, their "product" not truth but the reasoned search for truth, their "success" something very much like Frost's momentary stay against confusion.

Nothing succeeds like success; children who opt out of school have had a continued record of failure, and it would be difficult to blame the children themselves for voting with their feet and playing truant as much as possible. This failure is not necessary; it is imposed on the children by inappropriate methods of teaching which do not take into account the innate patterns of abilities of these children. A return to sanity is long overdue; we must pay close attention to the genetic basis of our children`s abilities.

There is in the chemist a form of thought by which all ideas become visible in the mind as strains of an imagined piece of music. This form of thought is developed in Faraday in the highest degree, whence it arises that to one who is not acquainted with this method of thinking, his scientific works seem barren and dry, and merely a series of researches strung together, while his oral discourse when he teaches or explains is intellectual, elegant, and of wonderful clearness.

Our higher officials are fond as a rule of nonplussing their subordinates; the methods to which they have recourse to attain that end are rather various. The following means, among others, is in great vogue, 'is quite a favourite,' as the English say; a high official suddenly ceases to understand the simplest words, assuming total deafness. He will ask, for instance, What's to-day?' He is respectfully informed, 'To-day's Friday, your Ex-s-s-s-lency.' 'Eh? What? What's that? What do you say?' the great man repeats with intense attention. 'To-day's Friday, your Ex—s—s—lency.' 'Eh? What? What's Friday? What Friday?' 'Friday, your Ex—s—s—s—lency, the day of the week.' 'What, do you pretend to teach me, eh?

I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about.

The conclusion is that the teachings of Christ as we know them are meant for people of a higher level than we ourselves. And the lost element in Christianity is the specific methods and ideas that can, first, show us the subhuman level at which we actually exist and, second, lead us toward the level at which the teachings of Christ can be followed in fact, rather than in imagination. In brief, there are levels of Christianity. Failure to understand what this means has led to the distortion of the Christian teaching, with all that that implies in the collective history of Western civilization.

Aikido practice is a method of incorporating the fundamentals of Great Harmony, Great Love, and Gratitude into one's own heart. To integrate these fundamentals into Aikido technique, I have to eliminate the sense of winning and losing. The feeling of completion must be completely transmuted into the heart of gratitude and harmony. If I am able to do that, I will transcend issues of relative strength or skill.

Doctor James Rowland Angell has said that 'any program may be regarded as educational (and here we may substitute the words 'a public service') in purpose which attempts to increase knowledge, to stimulate thinking, to teach techniques and methods, to cultivate discernment, appreciation, and taste, or to enrich character by sensitizing emotion and by inspiring socialized ideals that may issue on constructive conduct.

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

five suggestions that can work to open mathematics tasks and increase their potential for learning: Open up the task so that there are multiple methods, pathways, and representations. Include inquiry opportunities. Ask the problem before teaching the method. Add a visual component and ask students how they see the mathematics. Extend the task to make it lower floor and higher ceiling. Ask students to convince and reason; be skeptical.

And speaking of this wonderful machine: [840] I’m puzzled by the difference between Two methods of composing: A, the kind Which goes on solely in the poet’s mind, A testing of performing words, while he Is soaping a third time one leg, and B, The other kind, much more decorous, when He’s in his study writing with a pen. In method B the hand supports the thought, The abstract battle is concretely fought. The pen stops in mid-air, then swoops to bar [850] A canceled sunset or restore a star, And thus it physically guides the phrase Toward faint daylight through the inky maze. But method A is agony! The brain Is soon enclosed in a steel cap of pain. A muse in overalls directs the drill Which grinds and which no effort of the will Can interrupt, while the automaton Is taking off what he has just put on Or walking briskly to the corner store [860] To buy the paper he has read before.

There are two reasons why I currently teach within the framework of mindfulness. The first is that mindfulness is the least culture-bound of the three Buddhist practice traditions. It is relatively easy to extract it from the cultural and doctrinal matrix within which it arose and to present it as an evidence-based, secular, and culturally neutral process. The second reason is that the general method of mindfulness shares some features with the general method of modern science. I

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.

Church leader. I urge you to teach the whole counsel of God. Make sure your chief motive is feeding the sheep truth and genuinely reaching the lost with the full biblical message of salvation rather than building a big following. If your primary goal is to get those who attend to come back to next week’s service, ask the Holy Spirit to forgive you and refocus your principal strategy on shepherding the flock of God with truth. Stay relevant, fresh, and innovative in method but timeless in message. Believer

But in situations where innovations proliferate, where group boundaries are uncertain, when the range of entities to be taken into account fluctuates, the sociology of the social is no longer able to trace actors’ new associations. At this point, the last thing to do would be to limit in advance the shape, size, heterogeneity, and combination of associations. To the convenient shorthand of the social, one has to substitute the painful and costly longhand of its associations. The duties of the social scientist mutate accordingly: it is no longer enough to limit actors to the role of informers offering cases of some well-known types. You have to grant them back the ability to make up their own theories of what the social is made of. Your task is no longer to impose some order, to limit the range of acceptable entities, to teach actors what they are, or to add some reflexivity to their blind practice. Using a slogan from ANT, you have ‘to follow the actors themselves’, that is try to catch up with their often wild innovations in order to learn from them what the collective existence has become in their hands, which methods they have elaborated to make it fit together, which accounts could best define the new associations that they have been forced to establish.

How does it happen that a properly endowed natural scientist comes to concern himself with epistemology? Is there no more valuable work in his specialty? I hear many of my colleagues saying, and I sense it from many more, that they feel this way. I cannot share this sentiment. When I think about the ablest students whom I have encountered in my teaching, that is, those who distinguish themselves by their independence of judgment and not merely their quick-wittedness, I can affirm that they had a vigorous interest in epistemology. They happily began discussions about the goals and methods of science, and they showed unequivocally, through their tenacity in defending their views, that the subject seemed important to them. Indeed, one should not be surprised at this.

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.

The teaching of Jesus is clear. No one ought to be compelled to become a Christian. This sets the Christian faith drastically apart from Islam. In no country where the Christian faith is the faith of the majority is it illegal to propagate another faith. There is no country in the world that I know of where the renunciation of one’s Christian faith puts one in danger of being hunted down by the powers of state. Yet, there are numerous Islamic countries where it is against the law to publicly proclaim the gospel of Jesus Christ, and where a Muslim who renounces his or her belief in Islam to believe in anything else risks death. Freedom to critique the text of the Koran and the person of Mohammed are prohibited by the laws of blasphemy, and the result is torturous punishment. One must respect the concern of a culture to protect what it deems sacred, but to compel a belief in Jesus Christ is foreign to the gospel, and that is a vital difference. The contrast is all too clear. It is in this matter of conversion and compulsion that political theory emerges. As I stated earlier, the gospel is not to be spread at the point of a sword. When Christendom has resorted to such methods, it was not the gospel of Jesus Christ that was propagated, but a political theory that used the gospel for the benefit of power-seeking institutions and individuals.

I will reluctantly teach you enough trivia for a passing mark on the Ministry-mandated portions of your first-year finals. Since your exact mark on these sections will make no difference to your future life, anyone who wants more than a passing mark is welcome to waste their own time studying our pathetic excuse for a textbook. The title of this subject is not Defence Against Minor Pests. You are here to learn how to defend yourselves against the Dark Arts. Which means, let us be very clear on this, defending yourselves against Dark Wizards. People with wands who want to hurt you and who will likely succeed in doing so unless you hurt them first! There is no defence without offence! There is no defence without fighting! This reality is deemed too harsh for eleven-year-olds by the fat, overpaid, Auror-guarded politicians who mandated your curriculum. To the abyss with those fools! You are here for the subject that has been taught at Hogwarts for eight hundred years! Welcome to your first year of Battle Magic!

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.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

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.

In the following pages I shall apply the term "poisonous pedagogy" to this very complex endeavor. It will be clear from the context in question which of its many facets I am emphasizing at the moment. The specific facets can be derived directly from the preceding quotations from child-rearing manuals. These passages teach us that: 1. Adults are the masters (not the servants!) of the dependent child. 2. They determine in godlike fashion what is right and what is wrong. 3. The child is held responsible for their anger. 4. The parents must always be shielded. 5. The child's life affirming feelings pose a threat to the autocratic adult. 6. The child's will must be "broken" as soon as possible. 7. All this must happen at a very early age, so the child "won't notice" and will therefore not be able to expose the adults. The methods that can be used to suppress vital spontaneity in the child are: laying traps, lying, duplicity, subterfuge, manipulation, "scare" tactics, withdrawal of love, isolation, distrust, humiliating and disgracing the child, scorn, ridicule, and coercion even to the point of torture.

28.  Do not repeat the tactics which have gained you one victory, but let your methods be regulated by the infinite variety of circumstances. [As Wang Hsi sagely remarks: “There is but one root-principle underlying victory, but the tactics which lead up to it are infinite in number.” With this compare Col. Henderson: “The rules of strategy are few and simple. They may be learned in a week. They may be taught by familiar illustrations or a dozen diagrams. But such knowledge will no more teach a man to lead an army like Napoleon than a knowledge of grammar will teach him to write like Gibbon.”] 29.  Military tactics are like unto water; for water in its natural course runs away from high places and hastens downwards. 30.  So in war, the way is to avoid what is strong and to strike at what is weak. [Like water, taking the line of least resistance.] 31.  Water shapes its course according to the nature of the ground over which it flows; the soldier works out his victory in relation to the foe whom he is facing. 32.  Therefore, just as water retains no constant shape, so in warfare there are no constant conditions. 33.  He who can modify his tactics in relation to his opponent and thereby succeed in winning, may be called a heaven-born captain. 34.  The five elements (water, fire, wood, metal, earth) are not always equally predominant; [That is, as Wang Hsi says: “they predominate alternately.”] the four seasons make way for each other in turn. [Literally, “have no invariable seat.”] There are short days and long; the moon has its periods of waning and waxing. [Cf. V. ss. 6. The purport of the passage is simply to illustrate the want of fixity in war by the changes constantly taking place in Nature. The comparison is not very happy, however, because the regularity of the phenomena which Sun Tzu mentions is by no means paralleled in war.]

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.

On reflection, looking at shows like this and considering my own experiences, what fascinated me was that we have so many stories like this that help us empathize with monstrous men. “Yes, these men are flawed, but they are not as evil as this man.” Even more chilling, they tend to be stories that paint women as roadblocks, aggressors, antagonists, complications—but only in the context of them being a bitch, a whore, a Madonna. The women are never people. Stories about monstrous men are not meant to teach us how to empathize with the women and children murdered, but with the men fighting over their bodies. As a woman menaced by monsters, I find this particularly interesting, this erasure of me from a narrative meant to, if not justify, then explain the brokenness of men. There are shows much better at this, of course, which don’t paint women out of the story—Mad Men is the first to come to mind, and Game of Thrones—but True Detective doubled down. The women terrorized by monsters in real life are active agents. They are monster-slayers, monster-pacifiers, monster-nurturers, monster-wranglers—and some of them are monsters, too. In truth, if we are telling a tale of those who fight monsters, it fascinates me that we are not telling more women’s stories, as we’ve spun so many narratives like True Detective that so blatantly illustrate the sexist masculinity trap that turns so many human men into the very things they despise. Where are the women who fight them? Who partner with them? Who overcome them? Who battle their own monsters to fight greater ones? Because I have and continue to be one of those women, navigating a horror show world of monsters and madmen. We are women who write books and win awards and fight battles and carve out extraordinary lives from ruin and ash. We are not background scenery, our voices silenced, our motives and methods constrained to sex. I cannot fault the show’s men for forgetting that; they’ve created the world as they see it. But I can prod the show’s exceptional writers, because in erasing the narrative of those whose very existence is constantly threatened by these monsters, including trusted monsters whose natures vacillate wildly, they sided with the monsters. I’m not a bit player in a monster’s story. But with narratives like this perpetuated across our media, it wouldn’t surprise me if that’s how my obituary read: a catalogue of the men who sired me, and fucked me, and courted me. Stories that are not my own. Funny, isn’t it? The power of story. It’s why I picked up a pen. I slay monsters, too.

What, then, is active imagination? In practice it’s exactly what Jung did in his visions and conversations with inner figures such as Philemon, Ka, and Salome mentioned above: entering a fantasy and talking with one’s “self”—at least a part of oneself “normally” left unconscious—asking questions and receiving knowledge that one—“you”—did not know. In many ways, it’s something we engage in often already, but in a shallow, fleeting way, when we “ask ourselves” what we think or will do about a situation. More abstractly, it’s a method of consciously entering into a dialogue with the unconscious, which triggers the transcendent function, a vital shift in consciousness, brought about through the union of the conscious and unconscious minds. Unexpected insights and self-renewal are some of the results of the transcendent function. It achieves what I call that elusive “Goldilocks” condition, the “just right” of having the conscious and unconscious minds work together, rather than being at odds. In the process it produces a third state more vivid and “real” than either; in it we recognize what consciousness should be like and see our “normal” state as at best a muddling through. We’ve already seen how the transcendent function helped Jung when faced with the dilemma of having to choose between science and the humanities. Then it operated through a dream, producing the mandala-like symbol of the giant radiolarian. In the simplest sense, the transcendent function is our built-in means of growth, psychological and spiritual—it’s “transcendent” only in the sense that it “transcends” the frequent deadlock between the conscious and unconscious minds—and is a development of what Jung earlier recognized as the “prospective tendencies in man.

The ancient rishi Patanjali6 defines yoga as “neutralization of the alternating waves in consciousness.”7 His short and masterly work, Yoga Sutras, forms one of the six systems of Hindu philosophy. In contradistinction to Western philosophies, all six Hindu systems8 embody not only theoretical teachings but practical ones also. After pursuing every conceivable ontological inquiry, the Hindu systems formulate six definite disciplines aimed at the permanent removal of suffering and the attainment of timeless bliss. The later Upanishads uphold the Yoga Sutras, among the six systems, as containing the most efficacious methods for achieving direct perception of truth. Through the practical techniques of yoga, man leaves behind forever the barren realms of speculation and cognizes in experience the veritable Essence. The Yoga system of Patanjali is known as the Eightfold Path.9 The first steps are (1) yama (moral conduct), and (2) niyama (religious observances). Yama is fulfilled by noninjury to others, truthfulness, nonstealing, continence, and noncovetousness. The niyama prescripts are purity of body and mind, contentment in all circumstances, self-discipline, self-study (contemplation), and devotion to God and guru. The next steps are (3) asana (right posture); the spinal column must be held straight, and the body firm in a comfortable position for meditation; (4) pranayama (control of prana, subtle life currents); and (5) pratyahara (withdrawal of the senses from external objects). The last steps are forms of yoga proper: (6) dharana (concentration), holding the mind to one thought; (7) dhyana (meditation); and (8) samadhi (superconscious experience). This Eightfold Path of Yoga leads to the final goal of Kaivalya (Absoluteness), in which the yogi realizes the Truth beyond all intellectual apprehension.

This was his glory and his guilt-- that he let them teach him to feel guilty of his glory, to accept the part of a sacrificial animal and, in punishment for the sin of intelligence, to perish on the altars of the brutes. The tragic joke of human history is that on any of the altars men erected, it was always man whom they immolated and the animal whom they enshrined. It was always the animal's attributes, not man's, that humanity worshipped: the idol of instinct and the idol of force--the mystics and the kings-- the mystics, who longed for an irresponsible consciousness and ruled by means of the claim that their dark emotions were superior to reason, that knowledge cam in blind, causeless fits, blindly to be followed, not doubted-- the kings, who ruled by means of claws and muscles, with conquest as their method and looting as their aim, with a club or a gun as sole sanction of their power. The defenders of man's soul were concerned with his feelings, and the defenders of man's body were concerned with his stomach-- but both were united against his mind. Yet no one, not the lowest of humans, is ever able fully to renounce his brain. No one has ever believed in the irrational; what they do believe in is the unjust. Whenever a man denounces the mind, it is because his goal is of a nature the mind would not permit him to confess. When he preaches contradictions, he does so in the knowledge that someone will accept the burden of the impossible, someone will make it work for him at the price of his own suffering or life; destruction is the price of any contradiction. It is the victims who made injustice possible. It is the men of reason who made it possible for the rule of the brute to work. The despoiling of reason has been the motive of every anti-reason creed on earth. The despoiling ability has been the purpose of every creed that preached self-sacrifice.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Finally, we arrive at the question of the so-called nonpolitical man. Hitler not only established his power from the very beginning with masses of people who were until then essentially nonpolitical; he also accomplished his last step to victory in March of 1933 in a "legal" manner, by mobilizing no less than five million nonvoters, that is to say, nonpolitical people. The Left parties had made every effort to win over the indifferent masses, without posing the question as to what it means "to be indifferent or nonpolitical." If an industrialist and large estate owner champions a rightist party, this is easily understood in terms of his immediate economic interests. In his case a leftist orientation would be at variance with his social situation and would, for that reason, point to irrational motives. If an industrial worker has a leftist orientation, this too is by all mean rationally consistent—it derives from his economic and social position in industry. If, however, a worker, an employee, or an official has a rightist orientation, this must be ascribed to a lack of political clarity, i.e., he is ignorant of his social position. The more a man who belongs to the broad working masses is nonpolitical, the more susceptible he is to the ideology of political reaction. To be nonpolitical is not, as one might suppose, evidence of a passive psychic condition, but of a highly active attitude, a defense against the awareness of social responsibility. The analysis of this defense against consciousness of one's social responsibility yields clear insights into a number of dark questions concerning the behavior of the broad nonpolitical strata. In the case of the average intellectual "who wants nothing to do with politics," it can easily be shown that immediate economic interests and fears related to his social position, which is dependent upon public opinion, lie at the basis of his noninvolvement. These fears cause him to make the most grotesque sacrifices with respect to his knowledge and convictions. Those people who are engaged in the production process in one way or another and are nonetheless socially irresponsible can be divided into two major groups. In the case of the one group the concept of politics is unconsciously associated with the idea of violence and physical danger, i.e., with an intense fear, which prevents them from facing life realistically. In the case of the other group, which undoubtedly constitutes the majority, social irresponsibility is based on personal conflicts and anxieties, of which the sexual anxiety is the predominant one. […] Until now the revolutionary movement has misunderstood this situation. It attempted to awaken the "nonpolitical" man by making him conscious solely of his unfulfilled economic interests. Experience teaches that the majority of these "nonpolitical" people can hardly be made to listen to anything about their socio-economic situation, whereas they are very accessible to the mystical claptrap of a National Socialist, despite the fact that the latter makes very little mention of economic interests. [This] is explained by the fact that severe sexual conflicts (in the broadest sense of the word), whether conscious or unconscious, inhibit rational thinking and the development of social responsibility. They make a person afraid and force him into a shell. If, now, such a self-encapsulated person meets a propagandist who works with faith and mysticism, meets, in other words, a fascist who works with sexual, libidinous methods, he turns his complete attention to him. This is not because the fascist program makes a greater impression on him than the liberal program, but because in his devotion to the führer and the führer's ideology, he experiences a momentary release from his unrelenting inner tension. Unconsciously, he is able to give his conflicts a different form and in this way to "solve" them.

Members who listen to the voice of the Church need not be on guard against being misled. They have no such assurance for what they hear from alternate voices. Local Church leaders also have a responsibility to review the content of what is taught in classes or presented in worship services, as well as the spiritual qualifications of those they use as teachers or speakers. Leaders must do all they can to avoid expressed or implied Church endorsement for teachings that are not orthodox or for teachers who will use their Church position or prominence to promote something other than gospel truth. . . . In any case, volunteers do not speak for the Church. As long as Church leaders feel they should not participate in an event where the Church or its doctrines are discussed, the overall presentation will be incomplete and unbalanced. In such circumstances, no one should think that the Church’s silence constitutes an admission of facts asserted in that setting. . . . I have seen some persons attempt to understand or undertake to criticize the gospel or the Church by the method of reason alone, unaccompanied by the use or recognition of revelation. When reason is adopted as the only—or even the principal—method of judging the gospel, the outcome is predetermined. One cannot find God or understand his doctrines and ordinances by closing the door on the means He has prescribed for receiving the truths of his gospel. That is why gospel truths have been corrupted and gospel ordinances have been lost when left to the interpretation and sponsorship of scholars who lack the authority and reject the revelations of God. . . . In our day we are experiencing an explosion of knowledge about the world and its people. But the people of the world are not experiencing a comparable expansion of knowledge about God and his plan for his children. On that subject, what the world needs is not more scholarship and technology but more righteousness and revelation.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.