Teaching Virtually Quotes

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

In a word, we may reasonably hope for the virtual abolition of education when I'm as good as you has fully had its way. All incentives to learn and all penalties for not learning will vanish.The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway the teachers--or should I say, nurses?--will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturable conceit and incurable ignorance among men. The little vermin themselves will do it for us.

Teach your children that many of the blessings of the Church are available to them because you and they give tithes and offerings to the Church. Teach them that those blessings could come virtually no other way.

I don't have a problem with guilt about money. The way I see it is that my money represents an enormous number of claim checks on society. It's like I have these little pieces of paper that I can turn into consumption. If I wanted to, I could hire 10,000 people to do nothing but paint my picture every day for the rest of my life. And the GDP would go up. But the utility of the product would be zilch, and I would be keeping those 10,000 people from doing AIDS research, or teaching, or nursing. I don't do that though. I don't use very many of those claim checks. There's nothing material I want very much. And I'm going to give virtually all of those claim checks to charity when my wife and I die.

If you are a gamer, it’s time to get over any regret you might feel about spending so much time playing games. You have not been wasting your time. You have been building up a wealth of virtual experience that, as the first half of this book will show you, can teach you about your true self: what your core strengths are, what really motivates you, and what make you happiest.

It is not enough for the skeptic, then, to simply dismiss the Christian teaching about the resurrection of Jesus by saying, “It just couldn’t have happened.” He or she must face and answer all these historical questions: Why did Christianity emerge so rapidly, with such power? No other band of messianic followers in that era concluded their leader was raised from the dead—why did this group do so? No group of Jews ever worshipped a human being as God. What led them to do it? Jews did not believe in divine men or individual resurrections. What changed their worldview virtually overnight? How do you account for the hundreds of eyewitnesses to the resurrection who lived on for decades and publicly maintained their testimony, eventually giving their lives for their belief?

if you were always guided by courage, honor, self-respect, honesty, and compassion, and if you kept your mind and your heart open to the lessons that this world teaches you, then you would eventually understand the meaning of your existence, perhaps even in this world, but certainly in the next. Such a philosophy virtually guaranteed a brighter life, less shadowed by fear than the lives of those who were convinced of meaninglessness.

Reading a book carves brand-new neural pathways into the ancient cortical bedrock of our brains. It transforms the way we see the world. Makes us, as Nicholas Carr puts it in his recent essay 'The Dreams of Readers', 'more alert to the inner lives of others'. We become vampires without being bitten. In other words, more empathic. Books make us see in a way that casual immersion in the Internet, and the quickfire virtual world it offers, doesn't.

We can very easily see how parents in other cultures simply repeat cultural norms to their children as if those cultural norms were objective truth. Japanese parents teach their children obedience and filial piety; Catholic parents teach their children to drink the blood of their god; Muslim parents teach their children that a man who married a six-year-old girl – and consummated that marriage when she was nine – is the paragon of moral virtue; Western parents teach their children that democracy is the highest ideal; North Korean parents teach their children that the dictator who rules their lives is a sort of secular deity who loves them. The list goes on and on. Virtually every parent in the world believes that she is teaching her child the truth, when she is merely inflicting what may be politely called cultural mythologies on her child. We lie to our children, all the while telling them that lying is wrong. We command our children to think for themselves, all the while repeating the most prejudicial absurdities as if they were objective facts. We tell our children to be good, but we have no idea what goodness really is. We tell our children that conformity is wrong (“If everyone jumped off the Empire State building, would you jump too?”) but at the same time we are complete slaves to the historical inertia of prior prejudices.

Concern for the environment is a central tent of Islam, yet in contemporary debates over environmental issues there has been virtually no reference made to Islamic teaching

Since we have free will, we create our own reality and virtually everything is negotiable.

a utopian future where we shed our bodies and upload our minds into computers and live forever, virtual, immortal, disembodied. Heaven for hackers.

She answered that she loved to read novels. The Rebbe responded that as novels are fiction, what you read in them is not necessarily what happens in real life. It’s not as if two people meet and there is a sudden, blinding storm of passion. That’s not what love or life is, or should be, about. Rather, he said, two people meet and there might be a glimmer of understanding, like a tiny flame. And then, as these people decide to build a home together, and raise a family, and go through the everyday activities and daily tribulations of life, this little flame grows even brighter and develops into a much bigger flame until these two people, who started out as virtual strangers, become intertwined to such a point that neither of them can think of life without the other. This is what true love is about, the Rebbe told Sharfstein. “It’s the small acts that you do on a daily basis that turn two people from a ‘you and I’ into an ‘us.

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.

I thought you wanted me to teach you how to play. (Chess) Each possible move represents a different game - a different universe in which you make a better move. By the second move there are 72,084 possible games. By the 3rd - 9 million. By the 4th…. There are more possible games of chess than there are atoms in the universe. No one could possibly predict them all, even you. Which means that first move can be terrifying. It’s the furthest point from the end of the game. There’s a virtually infinite sea of possibilities between you and the other side but it also means that if you make a mistake, there’s a nearly infinite amount of ways to fix it so you should simply relax and play.

It’s not as if two people meet and there is a sudden, blinding storm of passion. That’s not what love or life is, or should be, about. Rather, he said, two people meet and there might be a glimmer of understanding, like a tiny flame. And then, as these people decide to build a home together, and raise a family, and go through the everyday activities and daily tribulations of life, this little flame grows even brighter and develops into a much bigger flame until these two people, who started out as virtual strangers, become intertwined to such a point that neither of them can think of life without the other. This is what true love is about, the Rebbe told Sharfstein. “It’s the small acts that you do on a daily basis that turn two people from a ‘you and I’ into an ‘us.

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

A woman named Cynthia once told me a story about the time her father had made plans to take her on a night out in San Francisco. Twelve-year-old Cynthia and her father had been planning the “date” for months. They had a whole itinerary planned down to the minute: she would attend the last hour of his presentation, and then meet him at the back of the room at about four-thirty and leave quickly before everyone tried to talk to him. They would catch a tram to Chinatown, eat Chinese food (their favourite), shop for a souvenir, see the sights for a while and then “catch a flick” as her dad liked to say. Then they would grab a taxi back to the hotel, jump in the pool for a quick swim (her dad was famous for sneaking in when the pool was closed), order a hot fudge sundae from room service, and watch the late, late show. They discussed the details over and over again before they left. The anticipation was part of the whole experience. This was all going according to plan until, as her father was leaving the convention centre, he ran into an old college friend and business associate. It had been years since they had seen each other, and Cynthia watched as they embraced enthusiastically. His friend said, in effect: “I am so glad you are doing some work with our company now. When Lois and I heard about it we thought it would be perfect. We want to invite you, and of course Cynthia, to get a spectacular seafood dinner down at the Wharf!” Cynthia’s father responded: “Bob, it’s so great to see you. Dinner at the wharf sounds great!” Cynthia was crestfallen. Her daydreams of tram rides and ice cream sundaes evaporated in an instant. Plus, she hated seafood and she could just imagine how bored she would be listening to the adults talk all night. But then her father continued: “But not tonight. Cynthia and I have a special date planned, don’t we?” He winked at Cynthia and grabbed her hand and they ran out of the door and continued with what was an unforgettable night in San Francisco. As it happens, Cynthia’s father was the management thinker Stephen R. Covey (author of The Seven Habits of Highly Effective People) who had passed away only weeks before Cynthia told me this story. So it was with deep emotion she recalled that evening in San Francisco. His simple decision “Bonded him to me forever because I knew what mattered most to him was me!” she said.5 One simple answer is we are unclear about what is essential. When this happens we become defenceless. On the other hand, when we have strong internal clarity it is almost as if we have a force field protecting us from the non-essentials coming at us from all directions. With Rosa it was her deep moral clarity that gave her unusual courage of conviction. With Stephen it was the clarity of his vision for the evening with his loving daughter. In virtually every instance, clarity about what is essential fuels us with the strength to say no to the non-essentials. Stephen R. Covey, one of the most respected and widely read business thinkers of his generation, was an Essentialist. Not only did he routinely teach Essentialist principles – like “The main thing is to keep the main thing the main thing” – to important leaders and heads of state around the world, he lived them.6 And in this moment of living them with his daughter he made a memory that literally outlasted his lifetime. Seen with some perspective, his decision seems obvious. But many in his shoes would have accepted the friend’s invitation for fear of seeming rude or ungrateful, or passing up a rare opportunity to dine with an old friend. So why is it so hard in the moment to dare to choose what is essential over what is non-essential?

While we may have a tendency to cast the perpetrators of such crimes as monsters, we should never lose sight of the lesson that virtually every genocide, crime against humanity, or large-scale act of violence teaches when one looks closely enough: that it is surprisingly easy to succumb to the mindsets, justifications, and acts that lead to such violence and cruelty. The form that such justifications take have a way, it seems, of always feeling new.

No,” he answered. If Stanton figured he was teaching the slave a lesson, Venture knew that by staying locked up he was depriving Stanton of his labor. He would stay in chains. “Well then, I will send you to the West Indies or banish you,” Stanton replied, “for I am resolved not to keep you.” Conditions in a Caribbean plantation meant a virtual death sentence. Venture was ready for this. “I crossed the waters to come here,” he shot back, “and I am willing to cross them to return.

Western society has in the past few decades taken a great step forward, which gives its members a perhaps unparalleled opportunity. This has been due to the final recognition of the way in which people can be (and are) conditioned to believe virtually anything. Although this knowledge existed earlier, it was confined to a few, and was taught to relatively small groups, because it was considered subversive. Once, however, the paradox of change of 'faith' began to disturb Western scientists in the Korean war, they were not long in explaining - even in replicating - the phenomenon. As with so many other discoveries, this one had to wait for its acceptance until there was no other explanation. Hence, work which Western scientists could have done a century or more earlier was delayed. Still, better late than never. What remains to be done is that the general public should absorb the facts of mind-manipulation. Failure to do so has resulted in an almost free field for the cults which are a bane of Western existence. In both East and West, the slowness of absorption of these facts has allowed narrow, political, religious and faddish fanaticism to arise, to grow and to spread without the necessary 'immunization'. In illiberal societies it is forbidden to teach these facts. In liberal ones, few people are interested: but only because mind-manipulation is assumed to be something that happens to someone else, and people are selfish in many ways, though charitable in others. Yet the reality is that most people are touched by one or other of an immense range of conditioned beliefs, fixations, even which take the place of truth and are even respected because 'so-and-so is at least sincere.' Naturally such mental sets are not to be opposed. Indeed they thrive on opposition. They have to be explained and contained. The foregoing remarks will not 'become the property' of the individual or the group on a single reading. An unfamiliar and previously untaught lesson, especially when it claims careful attention and remembering, will always take time to sink in. This presentation, therefore, forms a part of materials which need to be reviewed at intervals. Doing this should enable one to add a little ability and to receive a minute quality of understanding each time.

After DeepMind’s breakthrough, there’s no reason why a robot can’t ultimately use some variant of deep reinforcement learning to teach itself to walk without help from human programmers: all that’s needed is a system that gives it points whenever it makes progress. Robots in the real world similarly have the potential to learn to swim, fly, play ping-pong, fight and perform a nearly endless list of other motor tasks without help from human programmers. To speed things up and reduce the risk of getting stuck or damaging themselves during the learning process, they would probably do the first stages of their learning in virtual reality.

Since we do not know how the job market would look in 2030 or 2040, already today we have no idea what to teach our kids. Most of what they currently learn at school will probably be irrelevant by the time they are forty. Traditionally, life has been divided into two main parts: a period of learning followed by a period of working. Very soon this traditional model will become utterly obsolete, and the only way for humans to stay in the game will be to keep learning throughout their lives, and to reinvent themselves repeatedly. Many if not most humans may be unable to do so. The coming technological bonanza will probably make it feasible to feed and support these useless masses even without any effort from their side. But what will keep them occupied and content? People must do something, or they go crazy. What will they do all day? One answer might be drugs and computer games. Unnecessary people might spend increasing amounts of time within 3D virtual-reality worlds that would provide them with far more excitement and emotional engagement than the drab reality outside. Yet such a development would deal a mortal blow to the liberal belief in the sacredness of human life and of human experiences. What’s so sacred about useless bums who pass their days devouring artificial experiences in La La Land?

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

I thought to myself, who is this excellent man Van Doren who being employed to teach literature, teaches just that: talks about writing and about books and poems and plays: does not get off on a tangent about the biographies of the poets or novelists: does not read into their poems a lot of subjective messages which were never there? Who is this man who does not have to fake and cover up a big gulf of ignorance by teaching a lot of opinions and conjectures and useless facts that belong to some other subject? Who is this who really loves what he has to teach, and does not secretly detest all literature, and abhor poetry, while pretending to be a professor of it?...It was because of this virtual scholasticism of Mark's that he would never permit himself to fall into the naive errors of those who try to read some favorite private doctrine into every poet they like of ever nation or every age. And Mark abhorred the smug assurance with which second-rate left-wing critics find adumbrations of dialectical materialism in everyone who ever wrote from Homer and Shakespeare to whomever they happen to like in recent times. If the poet is to their fancy, then he is clearly seen to be preaching the class struggle. If they do not like him, then they are able to show that he was really a forefather of fascism. And all their literary heroes are revolutionary leaders, and all their favorite villains are capitalists and Nazis.

Some historical revisionists have also attempted to diminish the role of God and religion in our nation’s past. A careful examination of the records, however, makes it quite clear that religion was a very important factor in the development of our nation. In 1831 when Alexis de Tocqueville came to America to try to unravel the secrets to the success of a fledgling nation that was already competing with the powers of Europe on virtually every level, he discovered that we had a fantastic public educational system that rendered anyone who had finished the second grade completely literate. He was more astonished to discover that the Bible was an important tool used to teach moral principles in our public schools. No particular religious denomination was revered, but rather commonly accepted biblical truths became the backbone of our social structure.

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

Teaching what Jesus commanded is something we have not always done well. In fact, I have asked many people in ministry what Jesus commanded, and few have ever answered beyond love of God and neighbor. However, Jesus commanded many things as recorded in the four gospels (i.e. “Heal the sick, cleanse the lepers, raise the dead, cast out demons. Freely you have received, freely give.” – Matthew 10:8) Peter says that the Holy Spirit is given to those who obey. “And we are His witnesses to these things, and so also is the Holy Spirit whom God has given to those who obey Him.” (Acts 5:32) If we desire to operate in the gifts and power of the Holy Spirit, we must be obedient to the commands of the Lord. Virtually all of God’s promises are connected to obedience. John connects answered prayer to obedience and then makes it clear that we are not in Him, or He in us unless we obey His commands. “Dear friends, if our hearts do not condemn us, we have confidence before God and receive from him anything we ask, because we obey his commands and do what pleases him. And this is his command: to believe in the name of his Son, Jesus Christ, and to love one another as he commanded us. Those who obey his commands live in him, and he in them. And this is how we know that he lives in us: We know it by the Spirit he gave us.” (1 John 3:21-24, NIV) We have taught freedom from “the Law” so zealously, that an entire generation has believed that obedience is somewhat optional, and God will love us and bless us whether we obey or not. This is not a Biblical concept. It is true that we do not win our salvation through obedience or good works. However, if we want to stay in the blessing flow – if we want the prayer of faith to be answered – if we want to move in the gifts of the Spirit – if we want the favor of God, we must live in obedience to the commands of Christ.

Anyone want to help me start PAPA, Parents for Alternatives to Punishment Association? (There is already a group in England called ‘EPPOCH’ for end physical punishment of children.) In Kohn’s other great book Beyond Discipline: From Compliance to Community, he explains how all punishments, even the sneaky, repackaged, “nice” punishments called logical or natural consequences, destroy any respectful, loving relationship between adult and child and impede the process of ethical development. (Need I mention Enron, Martha Stewart, the Iraqi Abu Ghraib prisoner abuse scandal or certain car repairmen?) Any type of coercion, whether it is the seduction of rewards or the humiliation of punishment, creates a tear in the fabric of relational connection between adults and children. Then adults become simply dispensers of goodies and authoritarian dispensers of controlling punishments. The atmosphere of fear and scarcity grows as the sense of connectedness that fosters true and generous cooperation, giving from the heart, withers. Using punishments and rewards is like drinking salt water. It does create a short-term relief, but long-term it makes matters worse. This desert of emotional connectedness is fertile ground for acting-out to get attention. Punishment is a use of force, in the negative sense of that word, not an expression of true power or strength. David R. Hawkins, M.D., Ph.D. author of the book Power v. Force writes “force is the universal substitute for truth. The need to control others stems from lack of power, just as vanity stems from lack of self-esteem. Punishment is a form of violence, an ineffective substitute for power. Sadly though parents are afraid not to hit and punish their children for fear they will turn out to be bank robbers. But the truth may well be the opposite. Research shows that virtually all felony offenders were harshly punished as children. Besides children learn thru modeling. Punishment models the tactic of deliberately creating pain for another to get something you want to happen. Punishment does not teach children to care about how their actions might create pain for another, it teaches them it is ok to create pain for another if you have the power to get away with it. Basically might makes right. Punishment gets children to focus on themselves and what is happening to them instead of developing empathy for how their behavior affects another. Creating

The God of Christianity is sovereign, wise, righteous, and ultimately concerned with justice. Not only is God concerned with justice, He assumes the role of judge over us. It is axiomatic to Christianity that our actions will be judged. This theme is conspicuously absent in much Christian teaching today, yet it fills the New Testament and touches virtually every sermon of Jesus of Nazareth. We will be called into account for every idle word we speak. On the final day, it will not be our consciences that will accuse or excuse us, but God Himself.

In his memoirs of the late 1940s and 50s, published after his death following the famous ‘umbrella assassination’ in London in 1978, the Bulgarian dissident writer Georgi Markov told a story that is emblematic of the postwar period – not only in his own country, but in Europe as a whole. It involved a conversation between one of his friends, who had been arrested for challenging a Communist official who had jumped the bread queue, and an officer of the Bulgarian Communist militia: ‘And now tell me who your enemies are?’ the militia chief demanded. K. thought for a while and replied: ‘I don’t really know, I don’t think I have any enemies.’ ‘No enemies!’ The chief raised his voice. ‘Do you mean to say that you hate nobody and nobody hates you?’ ‘As far as I know, nobody.’ ‘You are lying,’ shouted the Lieutenant-Colonel suddenly, rising from his chair. ‘What kind of a man are you not to have any enemies? You clearly do not belong to our youth, you cannot be one of our citizens, if you have no enemies! … And if you really do not know how to hate, we shall teach you! We shall teach you very quickly!’1 In a sense, the militia chief in this story is right – it was virtually impossible to emerge from the Second World War without enemies. There can hardly be a better demonstration than this of the moral and human legacy of the war. After the desolation of entire regions; after the butchery of over 35 million people; after countless massacres in the name of nationality, race, religion, class or personal prejudice, virtually every person on the continent had suffered some kind of loss or injustice. Even countries which had seen little direct fighting, such as Bulgaria, had been subject to political turmoil, violent squabbles with their neighbours, coercion from the Nazis and eventually invasion by one of the world’s new superpowers. Amidst all these events, to hate one’s rivals had become entirely natural. Indeed, the leaders and propagandists of all sides had spent six long years promoting hatred as an essential weapon in the quest for victory. By the time this Bulgarian militia chief was terrorizing young students at Sofia University, hatred was no longer a mere by-product of the war – in the Communist mindset it had been elevated to a duty.

And scholars of the mystical, or esoteric, or inner teachings of the world’s Great Traditions are fairly unanimous in saying that although the outer teachings of each tradition are considerably different, often even contradictory, the inner esoteric teachings, the teachings based not on beliefs but on direct spiritual experiences of Waking Up, show a remarkable similarity in what they say, which is why the mystics of virtually all the world’s religions have great ease in understanding each other, even as their exoteric brethren argue themselves silly.

In a famous 1987 study, researchers Michael Diehl and Wolfgang Stroebe from Tubingen University in Germany concluded that brainstorming groups have never outperformed virtual groups.7 Of

WHEN MY DAUGHTER NICOLE WAS AN INFANT, I READ AN essay suggesting that it might no longer be necessary to teach children how to read or write, because speech recognition and synthesis would soon render those abilities superfluous. My wife and I were horrified by the idea, and we resolved that, no matter how sophisticated technology became, our daughter’s skills would always rest on the bedrock of traditional literacy. It turned out that we and the essayist were both half correct: now that she’s an adult, Nicole can read as well as I can. But there is a sense in which she has lost the ability to write. She doesn’t dictate her messages and ask a virtual secretary to read back to her what she last said, the way that essayist predicted; Nicole subvocalizes, her retinal projector displays the words in her field of vision, and she makes revisions using a combination of gestures and eye movements. For all practical purposes, she can write. But take away the assistive software and give her nothing but a keyboard like the one I remain faithful to, and she’d have difficulty spelling out many of the words in this very sentence.

Ruth is in a meeting about Virtual Learning Environments. It’s very dull and rather depressing. Steven, the head of technical support, is telling them that soon they will be able to communicate remotely with their students via something called Zoom. ‘You won’t have to see your students at all,’ he says with a cheery smile, ‘except on the computer screen.’ It sounds like a nightmare to Ruth. She frequently complains about her students—though not aloud now that she’s department head—but, in truth, interacting with them is one of the best things about the job. No intake is ever the same, which is why teaching stays so interesting. She gets a lot of satisfaction when a student, so shy in the first term that they can’t speak, suddenly becomes obsessed with Iron Age burials in the third and won’t stop talking about them. How will this manifest itself via this Zoom thingy? A song of the same name by Fat Larry’s Band comes into her head and, unfortunately, stays there.

REMEMBER THIS •​Internal triggers drive behavior. To understand how to help kids manage distraction, we need to start by understanding the source of the problem. •​Our kids need psychological nutrients. According to a widely accepted theory of human motivation, all people need three things to thrive: a sense of autonomy, competence, and relatedness. •​Distractions satisfy deficiencies. When our kids’ psychological needs are not met in the real world, they go looking for satisfaction—often in virtual environments. •​Kids need alternatives. Parents and guardians can take steps to help kids find balance between their online and offline worlds by providing more offline opportunities to find autonomy, competence, and relatedness. •​The four-part Indistractable Model is valuable for kids as well. Teach them methods for handling distraction, and, most important, model being indistractable yourself.

What is most astonishing, most alarming is the fact that although these deficiencies were obvious to a layman like myself, with no specialized theological knowledge, almost every Catholic hierarchy in the world pronounced in favour of the ARCIC Statements. The gravity of this fact cannot possibly be exaggerated. Can there have been such a virtually universal failure of the Teaching Church (Rome excepted) since the Arian heresy?

The basic reason why Justin Martyr is unable to set the Christ of Scripture clearly as a challenge over against Greek philosophy lies in the fact that he has, himself, no adequate biblical view of man. The Greeks assumed that man is free, i.e., autonomous. Justin should have challenged this idea in terms of the biblical teaching with respect to man's creation by God. But Justin is afraid to do this. The Greeks will then, he fears, charge him with holding to determinism or fate. So he virtually admits that he, as well as the Greeks, starts with the idea of man's freedom as the ability to act or not act, to act rightly or wrongly, without regard to the plan of God. Virtually committing himself to the same sort of freedom as that to which the principle of discontinuity as that to which the Greeks are committed, i.e., pure contingency.

of writing instruction in both K–12 schools and colleges is a symptom of this cluelessness among professionals. We would not likely see such inconsistency, after all, if any one or two approaches to teaching writing had had any discernible success. To mention just a few examples of this inconsistency, some K–12 teachers (but not all) virtually equate good writing with correct grammar, but when and if those students get to college they are often told that grammar is overrated, if not completely unimportant. In some cases, students encounter these confusingly conflicting attitudes toward grammar side by side both in K–12 and college. In a similarly confusing way, “writing” in K–12 often means creative writing or personal narrative, but in college the term shifts without warning to mean rigorous exposition, analysis, and argument. This shift often comes as a surprise or shock to students—if they become aware of it at all—because neither K–12 schools nor colleges take responsibility for informing students about it, much less explaining and justifying it.

This may be at once the curse and the blessing of the modern age, that the ready availability of printed books—and now, electronic versions easily downloadable from virtually anywhere on earth—has enabled teachings to be preserved and passed down, passed around, and disseminated to anyone with even a glimmer of interest. It's a curse, because this ready availability cheapens the teaching by making it that much easier to obtain without all the psychological preparation of periods of intense study, fasting, purification, and other conditioning techniques. The effect of this is noticeable on social media and websites in which serious studies of various forms of esoteric tradition are airily dismissed by casual readers who have difficulty understanding their specialized terminology due to a lack of years of preparatory instruction or even a basic classical education, but still feel competent enough to pass judgment. Yet books are what we have in lieu of the secret society, the midnight initiations, the training by an experienced guru. Books also have preserved essential information from being lost due to persecution by enemies or opponents, or to execution or death by natural causes of lineage holders in sacred traditions (the Chinese invasion of Tibet comes to mind, and the decimation of various sects in Iraq and Afghanistan by the Taliban, the Islamic State, and others beginning with the oppression of the Kurds under Saddam Hussein). A deeper question than we can address adequately in this place is what happens to a tradition if its human teachers are all dead, unable to pass on the oral instruction or the psycho-spiritual techniques of initiation?

We can raise the teaching profession by sharing what works, by taking the best of what we do and hanging it on the virtual wall.

In one of the most profound moments in the series, Avon Barksdale’s nephew D’Angelo, a lieutenant in the family drug organization, teaches his young street crew that “the king stay the king” and that the pawns die early. Using the pieces of a chess game, D’Angelo explains how everyone in the “the game” has a role and few, if any, can transcend those roles. While the king has the queen and all of the pawns to “watch his back,” the pawns are frequently sacrificed to protect the more powerful pieces and have no one to shield them from the brutality of the game. If we read the chess board as yet another metaphor for the American city, D’Angelo’s teachings draw parallels between the “king” and the powerful state actors and between the “pawns” and those who are dispensable in society. Virtually every political decision in The Wire, including decisions about whom to punish and why, are ultimately designed to preserve political power and ensure the personal and institutional success of those with voice and capital. In the most blatant ways, political candidates manipulate crime and punishment to increase their votes and make their careers by running on tough-on-crime platforms regardless of whether those platforms provide fair and effective strategies for controlling crime. The politics of crime is easily discernible in the mayoral campaign of Mayor Clarence Royce and his challenger, Tommy Carcetti.

in the end, I found that the proportions obtain­ing in Colebrooke (British Orientalist, d. 1837)’s 1818 donation to the India Office Library generally held up. Out of a total of some twenty thousand manuscripts listed in these catalogs on Yoga, Nyaya­ Vaisheshika, and Vedanta philoso­phy, a mere 260 were Yoga Sutra manuscripts (in­cluding commentaries), with only thirty­ five dating from before 1823 ; 513 were manuscripts on Hatha or Tantric Yoga, manuscripts of works attributed to Ya­jnavalkya, or of the Yoga Vasistha; 9,032 were Nyaya manuscripts, and 10,320 were Vedanta manuscripts. (...) What does this quantitative analysis tell us ? For every manuscript on Yoga philosophy proper (excluding Hatha and Tantric Yoga) held in major Indian manu­script libraries and archives, there exist some forty Ve­danta manuscripts and nearly as many Nyaya­ Vaisheshika manuscripts. Manuscripts of the Yoga Sutra and its commentaries account for only one­ third of all manuscripts on Yoga philosophy, the other two­ thirds being devoted mainly to Hatha and Tantric Yoga. But it is the figure of 1.27 percent that stands out in highest relief, because it tells us that after the late sixteenth century virtually no one was copying the Yoga Sutra because no one was commissioning Yoga Sutra manuscripts, and no one was commissioning Yoga Sutra manuscripts because no one was interested in reading the Yoga Sutra. Some have argued that instruction in the Yoga Sutra was based on rote memorization or chanting : this is the position of Krishnam­acharya’s biographers as well as of a number of critical scholars. But this is pure speculation, undercut by the nineteenth­ century observations of James Ballantyne, Dayananda Saraswati, Rajendralal Mitra, Friedrich Max Müller, and others. There is no explicit record, in either the commentarial tradition itself or in the sa­cred or secular literatures of the past two thousand years, of adherents of the Yoga school memorizing, chanting, or claiming an oral transmission for their traditions. Given these data, we may conclude that Cole­brooke’s laconic, if not hostile, treatment of the Yoga Sutra undoubtedly stemmed from the fact that by his time, Patanjali’s system had become an empty signifier, with no traditional schoolmen to expound or defend it and no formal or informal outlets of instruction in its teachings. It had become a moribund tradition, an object of universal indifference. The Yoga Sutra had for all intents and purposes been lost until Colebrooke found it.

The new reality Jesus proclaimed was nonviolent. That much is clear, not just from the Sermon on the Mount, but from his entire life and teaching and, above all, the way he faced his death at the hands of the Powers. His was not merely a tactical or pragmatic nonviolence seized upon because nothing else would have worked against the Roman Empire's virtual monopoly on power. Rather, he saw nonviolence as a direct expression of the nature of God and of the new reality breaking into the world from God.

I should point out that I made virtually no money teaching those courses. It was, for all purposes, a barely paid internship, and I made the most of it. I threw myself into every extracurricular activity that might help me make connections. I volunteered to organize the regional conference of the Academy of Legal Studies in Business. One of the first people I met at my first conference is still one of my most valued mentors. I wrote papers and presented research that wasn’t required of me as an adjunct. At

do know that there are thousands of dollars in your mind and it is up to you whether you are going to materialize them or not.               Technology has changed how we do business. Technology has given us new opportunities. The evolution of technology requires a new way of thinking! Today, people with an internet connection can have access to cutting edge knowledge in virtually any topic that concerns them. They are willing to pay for that knowledge and this is the reason why the online teaching businesses have been growing rapidly in the recent years. The question is how are you going

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

This book teaches you to train for a Spartan Race, but what we’ve found is that Spartan training also prepares you for most other sports. No matter your sport or your favored activity, the fitness regimen and dietary advice in this book can be applied to your endeavor, whether it’s running, wrestling, skiing, or virtually any other sport you care to name

rather than having it transferred to them through rote memorization or a virtual intravenous tube.

Although at the time of her death Palmer was probably the most influential Methodist woman of her century, the author of eighteen books and numerous articles, and had enjoyed a preaching career equal to that of Charles Finney, within a few decades her name virtually disappeared from Methodist memory. While her teaching continued to spread and be interpreted in new ways, Palmer’s name, life and experience became detached from her mystical theology.

It didn't take long to figure out I'll never go back to teaching public high school. Why would I, when I can make virtually the same money waiting tables, have no stress, and work half the hours? When I can give away or trade my shifts if I need time to write or study. When I'll never have to wake up early, take my work home, or talk to anyone's parents--unless it's in regards to the nightly specials, the Spanish grenache that pairs beautifully with our house-made mole sauce.

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

As we know it today, discipleship is mostly about that first kind of learning: the classroom experience. And really, that’s about it. We learn from the pastor’s teaching on Sunday. We learn from Bible studies. We go to Sunday School. We learn from small group discussion guides and DVDs. We learn from reading books. We learn from taking classes at church. Notice that all of this is completely information driven, in some sort of classroom-esque experience. There is virtually no apprenticing happening in our churches.

When you feel tired, it is because you have judged yourself as capable of being tired. When you laugh at someone, it is because you have judged him as unworthy. When you laugh at yourself you must laugh at others, if only because you cannot tolerate the idea of being more unworthy than they are. All this makes you feel tired because it is essentially disheartening. You are not really capable of being tired, but you are very capable of wearying yourself. The strain of constant judgment is virtually intolerable. It is curious that an ability so debilitating would be so deeply cherished. Yet if you wish to be the author of reality, you will insist on holding on to judgment. You will also regard judgment with fear, believing that it will someday be used against you. This belief can exist only to the extent that you believe in the efficacy of judgment as a weapon of defense for your own authority. T-3.VI.6. God offers only mercy. Your words should reflect only mercy, because that is what you have received and that is what you should give. Justice is a temporary expedient, or an attempt to teach you the meaning of mercy. It is judgmental only because you are capable of injustice.

Yet in the 1820s, virtually all trades and professions were segregated by sex. Only men could become lawyers, merchants, ministers, surgeons, booksellers, musicians, cordwainers, rope makers, goldbeaters, bricklayers, house-wrights, victuallers, masons, bakers—just a small portion of the occupations men listed alongside their addresses in the Boston city directories of the time. Teaching was the single profession open to both sexes, and even that had its hierarchy. Men taught Boston’s public, or “common” schools.

Somewhere, moreover, the metaphysicians of publicity have absorbed the idea that the goal of life is happiness through comfort. It is a state of complacency supposed to ensue when the physical appetites have been well satisfied. Advertising fosters the concept, social democracy approves it, and the acceptance is so wide that it is virtually impossible today, except from the religious rostrum, to teach that life means discipline and sacrifice.

Psilocybin Project crashed and burned in 1963. Not even Berkeley, it seemed, was ready to go there again, at least not yet. Third data point: The dinner table conversation jogged a vague memory that a few years before somebody had e-mailed me a scientific paper about psilocybin research. Busy with other things at the time, I hadn’t even opened it, but a quick search of the term “psilocybin” instantly fished the paper out of the virtual pile of discarded e-mail on my computer. The paper had been sent to me by one of its

You can teach virtually anyone anything with such an approach. First, figure out what you want. Then, watch the people around you like a hawk. Finally, whenever you see anything a bit more like what you want, swoop in (hawk, remember) and deliver a reward.

I was accidentally at the forefront of a movement that was taking shape—what Li Jin, former partner at Andreessen Horowitz and founder of Atelier Ventures, calls the “passion economy”—“a world in which people are able to do what they love for a living and to have a more fulfilling and purposeful life.” At the time I created Gumroad, online creator platforms were still new, but the rise of no-code solutions has made building and charging for podcasts, video and audio content, online courses, virtual teaching, and virtual coaching almost seamless, so that starting a business around something you love has never been more attainable. You probably have something you enjoy, something that on its face has nothing to do with your “real” job. Maybe it’s marathon running or ceramics or electronic music or another passion that you pursue in your free time. Whatever it is, building a minimalist business around the people you love to spend time with and the ways you love to spend your time depends on being part of a community. You may already be thinking about how to solve the problems of a current community you participate in, or you may simply be planning to join a community based on something you love. Either way, finding your people is really important at the beginning. Not just for the sake of your business but also for the sake of your own well-being. Taking writing and painting classes in Provo reminded me that my community wasn’t just the people in front of me; it was also a wider group who wanted, like me, to “turn their passions into livelihoods.” The real communities I was a part of didn’t care about growth at all costs; that kind of accelerated expansion would have cracked them into a million little pieces. Instead, their priority, like mine, was connecting to each other in ways that allowed for the space, time, and freedom to explore their interests and to eventually transform their passions into businesses in meaningful ways.

things to thrive: a sense of autonomy, competence, and relatedness. •​Distractions satisfy deficiencies. When our kids’ psychological needs are not met in the real world, they go looking for satisfaction—often in virtual environments. •​Kids need alternatives. Parents and guardians can take steps to help kids find balance between their online and offline worlds by providing more offline opportunities to find autonomy, competence, and relatedness. •​The four-part Indistractable Model is valuable for kids as well. Teach them methods for handling distraction, and, most important, model being indistractable yourself.

Teaching the first lessons of elementary school to entrance exams through thousands of hours of educational videos in the Fab application, which is the first smart virtual education platform in Iran with the benefit of VR and AR technology faab.ir

You can teach virtually anyone anything with such an approach. First, figure out what you want. Then, watch the people around you like a hawk. Finally, whenever you see anything a bit more like what you want, swoop in (hawk, remember) and deliver a reward. Your daughter has been very reserved since she became a teenager. You wish she would talk more. That’s the target: more communicative daughter. One morning, over breakfast, she shares an anecdote about school. That’s an excellent time to pay attention. That’s the reward. Stop texting and listen. Unless you don’t want her to tell you anything ever again.

The head of our indicators project was Dr. Jerome Baesel, a talented and articulate young economist whom I met when we were both teaching finance in what is now the Paul Merage School of Business at UC, Irvine. Also crucial to this project and virtually all the others, then and later, was Steven Mizusawa.

it is also, according to Nietzsche, a lesson in style (because morality and style are two sides of the same coin): ‘Schopenhauer’s rough and somewhat bear-like soul teaches us not so much to feel the absence of the suppleness and courtly charm of good French writers as to disdain it’.17 Did Nietzsche always draw all the consequences of this? Houellebecq certainly did: it is no coincidence if he constantly replies to all those who eternally reproach him for lack of style by quoting Schopenhauer’s famous saying ‘the first – and virtually the only – condition of a good style is having something to say’.

Every mutual fund manager believes he can beat the market. To accomplish this, managers use fancy analysis and data, and they trade frequently. Ironically, this results in lots of taxes and trading fees, which, when combined with the expense ratio, makes it virtually impossible for the average fund investor to beat—or even match—the market over time.

Reformed teaching, then, draws on its own specific interpretations while nevertheless aiming at doctrines that are embraced by the whole church. This means, on one hand, that we confess the same faith as the whole church and, on the other hand, that on virtually every point we affirm some things that are more controversial or distinctive.

children and virtually unheard of from adults. As kids grow up, we teach them to be polite, watch what they say, not hurt others’ feelings. This is not a bad thing. As a former pregnant “whale,” I’m glad that most people keep

In the pre-Mahāyāna Abhidharmakośa, the Buddha is described as gaining liberation from the three realms of desire, form, and formlessness and returning to nothingness. Such a return to complete nothingness (termed nirupadhiśeṣa-nirvāṇa, "nirvāṇa without residue") was the goal of pre-Mahāyāna Buddhists. They had no concept of a buddha that retains form and is active in a buddha-land. In Mahāyāna Buddhism, though, the buddhas resolve to train themselves to build their own buddha-lands and work eternally to bring to those lands all the living beings now lost in delusion. We of Sahā can be reborn virtually only in Sukhāvatī, because Amitābha is the only buddha who offers us an effective means for rebirth there (i.e., nembutsu, calling upon Amitābha). Though Śākyamuni and Amitābha have completely different origins, the Pure Land sūtras depict Śākyamuni as expounding Amitābha's teachings.

statistical analysis indicates that “virtually fifty percent of Mark’s gospel is devoted to presenting Jesus’ teaching…. Judged on his own terms, Mark has achieved an entirely appropriate balance between narrative and teaching.”79

[A] man who teaches must at times grow noisy. In fact, he may have to scream and scream, although his aim is to make his students learn so quiet a thing as thinking. Nietzsche, most quiet and shiest of men, knew of this necessity. He endured the agony of having to scream. In a decade when the world at large still knew nothing of world wars, when faith in “progress” was virtually the religion of the civilized peoples and nations, Nietzsche screamed out into the world: “The wasteland grows …”.

Will We Become Angels? I’m often asked if people, particularly children, become angels when they die. The answer is no. Death is a relocation of the same person from one place to another. The place changes, but the person remains the same. The same person who becomes absent from his or her body becomes present with the Lord (2 Corinthians 5: 8). The person who departs is the one who goes to be with Christ (Philippians 1: 23). Angels are angels. Humans are humans. Angels are beings with their own histories and memories, with distinct identities, reflected in the fact that they have personal names, such as Michael and Gabriel. Under God’s direction, they serve us on Earth (Hebrews 1: 14). Michael the archangel serves under God, and the other angels, in various positions, serve under Michael (Daniel 10: 13; Revelation 12: 7). In Heaven human beings will govern angels (1 Corinthians 6: 2-3). The fact that angels have served us on Earth will make meeting them in Heaven particularly fascinating. They may have been with us from childhood, protecting us, standing by us, doing whatever they could on our behalf (Matthew 18: 10). They may have witnessed virtually every moment of our lives. Besides God himself, no one could know us better. What will it be like not only to have them show us around the intermediate Heaven but also to walk and talk with them on the New Earth? What stories will they tell us, including what really happened that day at the lake thirty-five years ago when we almost drowned? They’ve guarded us, gone to fierce battle for us, served as God’s agents in answer to prayers. How great it will be to get to know these brilliant ancient creatures who’ve lived with God from their creation. We’ll consult them as well as advise them, realizing they too can learn from us, God’s image-bearers. Will an angel who guarded us be placed under our management? If we really believed angels were with us daily, here and now, wouldn’t it motivate us to make wiser choices? Wouldn’t we feel an accountability to holy beings who serve us as God’s representatives? Despite what some popular books say, there’s no biblical basis for trying to make contact with angels now. We’re to ask God, not angels, for wisdom (James 1: 5). As Scripture says and as I portray in my novels Dominion, Lord Foulgrin’s Letters, and The Ishbane Conspiracy, Satan’s servants can “masquerade as servants of righteousness” and bring us messages that appear to be from God but aren’t (2 Corinthians 11: 15). Nevertheless, because Scripture teaches that one or more of God’s angels may be in the room with me now, every once in a while I say “Thank you” out loud. And sometimes I add, “I look forward to meeting you.” I can’t wait to hear their stories. We won’t be angels, but we’ll be with angels—and that’ll be far better. Will We Have Emotions? In Scripture, God is said to enjoy, love, laugh, take delight, and rejoice, as well as be angry, happy, jealous, and glad. Rather than viewing these actions and descriptors as mere anthropomorphisms, we should consider that our emotions are derived from God’s. While we should always avoid creating God in our image, the fact remains we are created in his. Therefore, our emotions are a reflection of and sometimes (because of our sin) a distortion of God’s emotions. To be like God means to have and express emotions. Hence, we should expect that in Heaven

For example, it is often claimed that because of white racism, society teaches blacks to hate themselves. No one ever spells out, in practical terms, just how society does this, but the prevailing view is that whites somehow manage to teach blacks to hate themselves. In fact, if anything, our society teaches blacks to hate whites. At every turn, blacks are told that whites are responsible for their problems. At every opportunity blacks are reminded of slavery. Virtually every failure by blacks—be it crime, poverty, drug-taking, or even cigarette smoking—is said to be the work of white people.

I have to make a future for myself any way I can. But sure, you go and teach philosophy to students who’ll wind up working four jobs just to make ends meet. When all this comes tumbling down, at least they’ll be able to chat about Kierkegaard while they’re eating rats around a bonfire.

What if you took it upon yourself to spend time with a young person, instilling in them something to care about? Horseback riding, swimming, drawing, skateboarding, foreign language, singing, cycling, hiking, reading, carpentry, welding, knitting, cooking, chess, card games? What is your hobby and how did you come to it? Have you passed it down to the next generation? Have you been open-minded about letting your child try a new hobby or skill, even if it’s not something that suits you? Believe in a young person, and you will change the world for that person. Teach a young person that talking is better than texting and that reality is better than virtual reality—and indeed you will be doing that child and this world a great service.

And how did you know it was me? I was supposed to be Marie Antoinette.” I rolled my eyes behind the relative safety of my mask. It had been an elementary exercise to identify Evaline even among the throngs of masked individuals. All I needed was to watch the food table. I knew she’d eventually make her way there and stay for a time. “Her ears were all wrong,” I told her. “Her ears?” “Evaline, have you not listened to anything I’ve tried to teach you over the last year? There are three elements of an individual’s appearance that are virtually impossible to disguise. The eyes, the hands, and the ears. Not to mention a number of mannerisms of which most people are unaware—and thus rarely take the pains to change or hide—which can also be used to identify them. That is, in part, how I was so readily able to identify the Ankh even at the earliest stages of our acquaintance. “Thus, I knew immediately that the woman dressed as Marie Antoinette was not you because her ears were wrong. Aside from that, she’s been here more than an hour and she’s not had even a morsel of food.

In The Philosophical Baby, Gopnik draws a useful distinction between the “spotlight consciousness” of adults and the “lantern consciousness” of young children. The first mode gives adults the ability to narrowly focus attention on a goal. (In his own remarks, Carhart-Harris called this “ego consciousness” or “consciousness with a point.”) In the second mode—lantern consciousness—attention is more widely diffused, allowing the child to take in information from virtually anywhere in her field of awareness, which is quite wide, wider than that of most adults. (By this measure, children are more conscious than adults, rather than less.) While children seldom exhibit sustained periods of spotlight consciousness, adults occasionally experience that “vivid panoramic illumination of the everyday” that lantern consciousness affords us. To borrow Judson Brewer’s terms, lantern consciousness is expansive, spotlight consciousness narrow, or contracted.

The ideas of privatization, charter schools, Teach for America, the extremes of the accountability movement, merit pay, increased standardized testing, free market competition—all are promulgated and financially supported by corporate foundations, which indeed have those funds because they can avoid paying the taxes that the rest of us must foot. Thus, educational policy has been virtually hijacked by the wealthiest citizens, whom no one elected and who are unlikely ever to have had a child in the public schools.

In short, the book of Deuteronomy is the heart of the Torah, which priests were to teach and model,149 which psalmists praised,150 to which the prophets appealed,151 by which faithful kings ruled,152 and righteous citizens lived, and by which prophetic authors assessed Israel’s spiritual condition. This book provides the theological base for virtually the entire First Testament and the paradigm for much of its literary style.

Thus, all Indian Mādhyamikas (except for Nāgārjuna in his Dharmadhātustava) and virtually all classical Yogācāra masters up to the tenth century were not willing to openly embrace the tathāgatagarbha teachings as anything other than emptiness, obviously being very concerned about not getting anywhere near the non-Buddhist notion of an ātman. Interestingly, the exceptions in this regard among early Indian Yogācāras all “went into exile,” teaching and translating in China, with their works being preserved only in Chinese. The most prominent among them are Guṇabhadra (394–468), Ratnamati, Bodhiruci (both fifth–sixth century), and especially Paramārtha (499–569), all of whom extensively translated and taught Yogācāra and tathāgatagarbha materials. In India, it was only later Yogācāras, such as Jñānaśrīmitra and Ratnākaraśānti, who interpreted the tathāgata heart along the lines of mind’s luminous nature (see right below).

Virtual learning is not all bad. It is a window of opportunity to engage more users with technology. The digital space allows educators to be innovative and curate content, and teaches young scholars and future leaders the importance of being involved in the process of digital citizenship.

Nearly all cultures have evolved specific ideas about education, although only in modern times does education prove to be virtually coterminous with formal schooling. Ultimately, the natural paths and forms of development place many children in a difficult bind, as students begin to address the quite different agenda of the schoolroom and the particular structure of the scholastic domains.

When we send our children to their rooms to play on their own, we are giving them the opportunity to discover and invent something, to engage themselves. Playing alone — without a device — teaches children that they can rely on their own creativity and imagination. Furthermore, it allows them to experience what it feels like to imagine something into being. Such play makes children self-reliant and teaches them to take ownership of and responsibility for their own attention.

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

During this struggle I could not help thinking about the birth of functional medicine, in which a physician determines the root causes of illnesses and treats all contributing factors. Drs. Jeffrey Bland, David Jones, David Perlmutter, Mark Hyman—starting about two decades ago, they began treating complex chronic problems like type 2 diabetes, lupus, and obesity with unprecedented success. Yet medical schools had virtually no interest in teaching about this approach. As the pioneers of functional medicine discovered, you know you are doing something that is paradigm changing when you are doing it right in front of everyone but no one can see it.

[V]irtually no one commits violence without first surviving it. Reflexively locking people in cages and subjecting them to degradation and humiliation-inflicting violence and suffering upon people in order to teach them that violence is wrong-is a doomed strategy, especially considering that most people who commit violent crime are victims are well. If we want to reduce violence in our communities, we need to hold people accountable in ways that aim to repair and prevent harm rather than simply inflicting more harm and trauma and calling it justice.

Books make us see in a way that casual immersion in the Internet, and the quicksilver virtual world it offers, doesn’t.

Teaching Virtually through the Pandemic meant Flying through Dark and Stormy Skies. It meant flying through uncertainties and unsettling changes. But Schools across the World Confronted Everything through and beyond Crisis With unbeatable Courage and Perseverance To emerge stronger, smarter and sassier!

Leverage technology and watch positive movies or television series that will allow you to virtually step into another cultural experience. Ask for recommendations.

Our bodies have been created not only by God but also for God..We are driven today by whatever can bring our bodies the most pleasure. What can we eat, touch, watch, do listen to, or engage in to satisfy the cravings of our bodies?..in his love, gives us boundaries for our bodies: he loves us and knows what is best for us..[there are] clear and critical distinctions between different types of laws in Leviticus. Some of the laws are civil in nature, and they specifically pertain to the government of ancient Israel..Other laws are ceremonial..However, various moral laws..are explicitly reiterated in the New Testament..Jesus himself teaches that the only God-honoring alternative to marriage between a man and a woman is singleness..the Bible also prohibits all sexual looking and thinking outside of marriage between a husband and a wife..it is sinful even to look at someone who is not your husband or wife and entertain sexual thoughts about that person..it is also wrong to provoke sexual desires in others outside of marriage..God prohibits any kind of crude speech, humor, or entertainment that remotely revolves around sexual immorality..often watch movies and shows, read books and articles, and visit Internet sites that highlight, display, promote, or make light of sexual immorality..God prohibits sexual worship-- the idolization of sex and infatuation with sexual activity as a fundamental means to personal fulfillment..Don't rationalize it, and don't reason with it-- run from it. Flee it as fast as you can..We all have a sinful tendency to turn aside from God's ways to our wants. This tendency has an inevitable effect on our sexuality..every one of us is born with a bent toward sexual sin. But just because we have that bent doesn't mean we must act upon it. We live in a culture that assumes a natural explanation implies a moral obligation. If you were born with a desire, then it's essential to your nature to carry it out. This is one reason why our contemporary discussion of sexuality is wrongly framed as an issue of civil rights..Ethnic identity is a morally neutral attribute..Sexual activity is a morally chosen behavior..our sexual behavior is a moral decision, and just because we are inclined to certain behaviors does not make such behaviors right. His disposition toward a behavior does not mean justification for that behavior. "That's the way he is" doesn't mean "that's how he should act." Adultery isn't inevitable; it's immoral. This applies to all sexual behavior that deviates from God's design..We do not always choose our temptations. But we do choose our reactions to those temptations..the assumption that God's Word is subject to human judgement..Instead of obeying what God has said, we question whether God has said it..as soon as we advocate homosexual activity, we undercut biblical authority..we are undermining the integrity of the entire gospel..We take this created gift called sex and use it to question the Creator God, who gave us the gift in the first place..[Jesus] was the most fully human, fully complete person who ever lived, and he was never married. He never indulged in any sort of sexual immorality..This was not a resurrection merely of Jesus' spirit or soul but of his body..Repentance like this doesn't mean total perfection, but it does mean a new direction..in a culture that virtually equates identity with sexuality..Naturally this becomes our perception of ourselves, and we subsequently view everything in our lives through this grid..When you turn to Christ, your entire identity is changed. You are in Christ, and Christ is in you. Your identity is no longer as a heterosexual or a homosexual, an addict or an adulterer.

While it can be frustrating to teach young children because they don’t know how to behave, the upside is that they are virtually a blank slate, and if you take advantage of that fact to teach them to become good learners, that investment will pay dividends for years to come.

Spires Online Tutors enables students to connect with the best tutors and work together in our virtual classroom. Multi-award-winning Spires was set up by Oxbridge graduates to bring the highest level of academic and exam tutoring to students at all levels. Professionals are available to teach more than 200 subjects and help prepare for examinations. GCSE, IB, A-Level, Higher, Admissions, Undergraduate, Postgraduate & Professional level tutoring.