Technical Education Quotes

His thoughts went to Kismaayo, and lately, particularly of Abdi. If there were a hero in this story, it was Abdi. Jon thought, this young man from Maine had left that war weary husk of a country called Somalia and had come to these United States of America to pursue the dream of happiness, security, and hope.

While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.

It is also worth noting that one can obtain a Ph.D. in any branch of science for no other purpose than to make cynical use of scientific language in an effort to rationalize the glaring inadequacies of tbe Bible. A handful of Christians appear to have done this; some have even obtained their degrees from reputable universities. No doubt, others will follow in their footsteps. While such people are technically "scientists," they are not behaving like scientists. They simply are not engaged in an honest inquiry into the nature of the universe. And their proclamations about God and the failures of Darwinism do not in the least signify that there is a legitimate scientific controversy about evolution.

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or

The landed classes neglected technical education, taking refuge in classical studies; as late as 1930, for example, long after Ernest Rutherford at Cambridge had discovered the atomic nucleus and begun transmuting elements, the physics laboratory at Oxford had not been wired for electricity. Intellectual neglect technical education to this day. [Describing C.P. Snow's observations on the neglect of technical education.]

My filmmaking education consisted of finding out what filmmakers I liked were watching, then seeing those films. I learned the technical stuff from books and magazines, and with the new technology you can watch entire movies accompanied by audio commentary from the director. You can learn more from John Sturges' audio track on the 'Bad Day at Black Rock' laserdisc than you can in 20 years of film school. Film school is a complete con, because the information is there if you want it.

The concept of progress, i.e., an improvement or completion (in modern jargon, a rationalization) became dominant in the eighteenth century, in an age of humanitarian-moral belief. Accordingly, progress meant above all progress in culture, self-determination, and education: moral perfection. In an age of economic or technical thinking, it is self-evident that progress is economic or technical progress. To the extent that anyone is still interested in humanitarian-moral progress, it appears as a byproduct of economic progress. If a domain of thought becomes central, then the problems of other domains are solved in terms of the central domain - they are considered secondary problems, whose solution follows as a matter of course only if the problems of the central domain are solved.

(1) disengaging their minds; sabotaging their mental activities; providing a low-quality program of public education in mathematics, logic, systems design and economics; and discouraging technical creativity.

Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.

Once you go digging into the actual technical mechanisms by which predictability is calculated, you come to understand that its science is, in fact, anti-scientific, and fatally misnamed: predictability is actually manipulation. A website that tells you that because you liked this book you might also like books by James Clapper or Michael Hayden isn’t offering an educated guess as much as a mechanism of subtle coercion.

believe every trading education has three parts: The mechanical aspect (Chapter 2) The technical aspect (Chapters 3-7) The psychological aspect

The outstanding characteristic of Western scholarship is its specialization and cutting up of knowledge into different departments. The over-development of logical thinking and specialization, with its technical phraseology, has brought about the curious fact of modern civilization, that philosophy has been so far relegated to the background, far behind politics and economics, that the average man can pass it by without a twinge of conscience. The feeling of the average man, even of the educated person, is that philosophy is a "subject" which he can best afford to go without. This is certainly a strange anomaly of modern culture, for philosophy, which should lie closest to men's bosom and business, has become most remote from life. It was not so in the classical civilization of the Greeks and Romans, and it was not so in China, where the study of wisdom of life formed the scholars' chief occupation. Either the modern man is not interested in the problems of living, which are the proper subject of philosophy, or we have gone a long way from the original conception of philosophy.

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved. . . That problem . . . is metaphysical in nature, not technical

Technical Education is a weapon to defend the humanity against hunger, poverty and large scale unemployment.

Technical Education creates men of actions rather than academics.

As a general rule, man strives to avoid labor. Love for work is not at all an inborn characteristic: it is created by economic pressure and social education. One may even say that man is a fairly lazy animal. It is on this quality, in reality, that is founded to a considerable extent all human progress; because if man did not strive to expend his energy economically, did not seek to receive the largest possible quantity of products in return for a small quantity of energy, there would have been no technical development or social culture.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

us to cope with. The Angels are prototypes. Their lack of education has not only rendered them completely useless in a highly technical economy, but it has also given them the leisure to cultivate a powerful resentment … and to translate it into a destructive cult which the mass media insists on portraying as a sort of isolated oddity, a temporary phenomenon that will shortly become extinct now that it’s been called to the attention of the police.

In truth, the crossing from nature to culture and vice versa has always stood wide open. It leads across an easily accessible bridge: the practising life. People have committed themselves to its construction since they came into existence - or rather, people only came into existence by applying themselves to the building of said bridge. The human being is the pontifical creature that, from its earliest evolutionary stages, has created tradition-compatible connections between the bridgeheads in the bodily realm and those in cultural programes. From the start, nature and culture are linked by a broad middle ground of embodied practices - containing languages, rituals and technical skills, in so far as these factors constitute the universal forms of automatized artificialities. This intermediate zone forms a morphologically rich, variable and stable region that can, for the time being, be referred to sufficiently clearly with such conventional categories as education, etiquette, custom, habit formation, training and exercise - without needing to wait for the purveyors of the 'human sciences', who, with all their bluster about culture, create the confusion for whose resolution they subsequently offer their services.

There are countries in which the communal provision of housing, transport, education and health care is so inferior that inhabitants will naturally seek to escape involvement with the masses by barricading themselves behind solid walls. The desire for high status is never stronger than in situations where 'ordinary' life fails to answer a median need for dignity or comfort. Then there are communities—far fewer in number and typically imbued with a strong (often Protestant) Christian heritage—whose public realms exude respect in their principles and architecture, and whose citizens are therefore under less compulsion to retreat into a private domain. Indeed, we may find that some of our ambitions for personal glory fade when the public spaces and facilities to which we enjoy access are themselves glorious to behold; in such a context, ordinary citizenship may come to seem an adequate goal. In Switzerland's largest city, for instance, the need to own a car in order to avoid sharing a bus or train with strangers loses some of the urgency it has in Los Angeles or London, thanks to Zurich's superlative train network, which is clean, safe, warm and edifying in its punctuality and technical prowess. There is little reason to travel in an automotive cocoon when, for a fare of only a few francs, an efficient, stately tramway will provide transport from point A to point B at a level of comfort an emperor might have envied. One insight to be drawn from Christianity and applied to communal ethics is that, insofar as we can recover a sense of the preciousness of every human being and, even more important, legislate for spaces and manner that embody such a reverence in their makeup, then the notion of the ordinary will shed its darker associations, and, correspondingly, the desires to triumph and to be insulated will weaken, to the psychological benefit of all.

So long as the individual state, despite its official condemnation of war, has to consider the possibility of engaging in war, it must influence and educate its citizens—and its youth in particular—in such a way that they can easily be converted into efficient soldiers in the event of war. Therefore it is compelled not only to cultivate a technical-military training and type of thinking but also to implant a spirit of national vanity in its people in order to secure their inner readiness for the outbreak of war.

There is no longer a Christian mind." -Blamires What did Blamires mean? To say that there is no Christian mind means that believers may be highly educated in terms of technical proficiency, and yet have no biblical worldview for interpreting the subject matter of their field. "We speak of the 'modern mind', and of the 'scientific mind', using that word 'mind' of a collectively accepted set of notions and attitudes," Blamires explains. But we have lost the Christian mind. There is now no shared, biblically based set of assumptions on subjects like law, education, economics, politics, science, or the arts. As a moral being, the Christian follows the biblical ethic. As a spiritual being, he prays and attends worship services. But as a thinking Christian, he has succumbed to secularism.

Your identity or potentials need to develop relevance, get education, possess content, technical improvement to be relevant to time and the present context. The anointing of yesterday will not do for the work of today.

We’re already living in the information age. Everyone will have to educate themselves the best they can, become an expert in some niche, so that they can be in the right place to advise someone else or perform some other service. The more technical the automation becomes, and the more quickly the world changes, the more we need information from just the right person arriving in our lives at just the right time. You don’t need a formal education to do that; just a niche you’ve created for yourself through self-education.

I will say at once, quite firmly, that the best grounding for education is the Latin grammar. I say this, not because Latin is traditional and mediaeval, but simply because even a rudimentary knowledge of Latin cuts down the labor and pains of learning almost any other subject by at least fifty percent. It is the key to the vocabulary and structure of all the Teutonic languages, as well as to the technical vocabulary of all the sciences and to the literature of the entire Mediterranean civilization, together with all its historical documents.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

Contemporary man, owing to certain, almost imperceptible conditions of ordinary life which are firmly rooted in modern civilisation and which seem to have become, so to speak, " inevitable " in daily life, has gradually deviated from the natural type he ought to have represented on account of the sum-total of the influences of place and environment in which he was born and reared and which, under normal conditions, without any artificial impediments, would have indicated by their very nature for each individual the lawful path of his development in that final normal type which he ought to have become even in his preparatory age.   Today, civilisation, with its unlimited scope in extending its influence, has wrenched man from the normal conditions in which he should be living.   It is, of course, true that modern civilisation has opened up for man new and vaster horizons in different technical, mechanical and many other so-called " sciences ", thereby enlarging his world perception, but civilisation has, instead of a balanced rising to a higher degree of development, developed only certain sides of his general being to the detriment of others, while, because of the absence of an harmonious education, certain faculties inherent in man have even been completely destroyed, depriving him in this way of the natural privileges of his type. In other words, by not educating the growing generation harmoniously, this civilisation, which should have been, according to common sense, in all respects like a good mother to man, has withheld from him what she should have given him ; and, it appears, that she has even taken from him the possibility of the progressive and balanced development of a new type, which development would have inevitably taken place if only in the course of time and according to the law of general human progress.   From this follows the indubitable fact, which can be clearly established, that, instead of an accomplished individual type, which historical data would show man to have been some centuries ago and one normally in communion with Nature and the environment generating him, there developed instead a being that was uprooted from the soil, unfit for life, and a stranger to all normal conditions of existence.

Mindset Shift Recap: #1: Sell a result, not a website. A website is only ever a tool. #2: Business owners always care most about their core business needs; not design, coding or technical aspects. #3: The market pays you for the value you create; not your time, effort, background, or education.

The grand, collectivist experiments of the earlier part of the twentieth century were discarded in favor of a narrow attentiveness to the desires and needs of the individual. The market rewarded shallow engagement with the potential of technology, as startup after startup catered to the whims of late capitalist culture without any interest in constructing the technical infrastructure that would address our most significant challenges as a nation. The age of social media platforms and food delivery apps had arrived. Medical breakthroughs, education reform, and military advances would have to

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

So while we need to provide people with technical skills that will help them find employment, we can't afford to neglect the even more basic skills -- reading, writing, thinking, feeling -- that allow them to become fully realized human beings who care about the world they live in and the people who share it with them.

it’s rather like your voice. You put up with your voice and speak with it because you haven’t any choice. But it’s what you say that counts. It’s what distinguishes all great art from the other kind. The technically accomplished buggers are two a penny in any period. Especially in this great age of universal education. He

The truth is this: The rich will rule even at a place like Oberlin, where their kind is technically forbidden. They will simply invert the power structure to suit their needs. They will come out on top no matter what. Stuyvesant was hard but hopeful; Oberlin, on the other hand, reminds me yet again how the world works. I guess that's why they call it an education.

Basic technical training is, of course, useful. But to treat it as anything more than that is to lock students into technology that will be obsolete by the time they graduate. The time wasted will also deprive them of the basic training in knowledge and thinking that might help them adjust to the constant changes outside. (IV - From Managers and Speculators to Growth)

Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, technical, and aesthetic heritage as fully as possible to as many as possible, for the enlargement of man's understanding, control, embellishment, and enjoyment of life.

Mindset Shift Recap: #1: Sell a result, not a website. A website is only ever a tool. #2: Business owners always care most about their core business needs; not design, coding or technical aspects. #3: The market pays you for the value you create; not your time, effort, background, or education. #4: If you think like a business owner, you will succeed. If you think only like a web designer, you will fail.

What about the arts and literature, so often valued by democratic educators? An education for economic growth will, first of all, have contempt for these parts of a child’s training, because they don’t look like they lead to personal or national economic advancement. For this reason, all over the world, programs in arts and the humanities, at all levels, are being cut away, in favor of the cultivation of the technical.

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or the entirely real possibility that at some point, like Otto Lilienthal, they could be killed.

My job title was youth advocate. My approach was unconditional positive regard. My mission was to help the girl youth succeed in spite of the unspeakably harrowing crap stew they’d been simmering in all of their lives. Succeeding in this context meant getting neither pregnant nor locked up before graduating high school. It meant eventually holding down a job at Taco Bell or Walmart. It was only that! It was such a small thing and yet it was enormous. It was like trying to push an eighteen-wheeler with your pinkie finger. I was not technically qualified to be a youth advocate. I’d never worked with youth or counseled anyone. I had degrees in neither education nor psychology. I’d been a waitress who wrote stories every chance I got for most of the preceding years. But for some reason, I wanted this job and so I talked my way into it. I wasn’t meant to let the girls know I was

Nothing has changed the nature of man so much as the loss of silence. The invention of printing, technics, compulsory education— nothing has so altered man as this lack of relationship to silence, this fact that silence is no longer taken for granted, as something as natural as the sky above or the air we breathe. Man who has lost silence has not merely lost one human quality but his whole structure has been changed thereby. — MAX PICARD FRENCH PHILOSOPHER

For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.

Throughout the Middle Ages, Jews had no part in the culture of Christian countries, and were too severely persecuted to be able to make contributions to civilization, beyond supplying capital for the building of cathedrals and such enterprises. It was only among the Mohammedans, at that period, that Jews were treated humanely, and were able to pursue philosophy and enlightened speculation. Throughout the Middle Ages, the Mohammedans were more civilized and more humane than the Christians. Christians persecuted Jews, especially at times of religious excitement; the Crusades were associated with appalling pogroms. In Mohammedan countries, on the contrary, Jews at most times were not in any way ill treated. Especially in Moorish Spain, they contributed to learning; Maimonides (1135–1204), who was born at Cordova, is regarded by some as the source of much of Spinoza’s philosophy.Mohammedan civilization in its great days was admirable in the arts and in many technical ways, but it showed no capacity for independent speculation in theoretical matters. Its importance, which must not be under-rated, is as a transmitter. Between ancient and modern European civilization, the dark ages intervened. The Mohammedans and the Byzantines, while lacking the intellectual energy required for innovation, preserved the apparatus of civilization—education, books, and learned leisure. Both stimulated the West when it emerged from barbarism—the Mohammedans chiefly in the thirteenth century, the Byzantines chiefly in the fifteenth.

Women were sub manu – under the hand: they could technically be executed by their fathers and husbands and were expected to display pudicitia, chastity and fidelity, to ensure the bloodline of their children, while running the home and keeping out of politics – though of course they exerted power behind the scenes. Once the childbearing was done, it is clear they enjoyed affairs with other nobles and even sex with slaves – provided they did not flaunt their pleasures. The familia included the family’s slaves, who were expected to be loyal to the dominus (master) and his household even more so than to the state. Domestic slavery, male and female, always involved sexual predations by masters – and mistresses. The killing of slaves by masters was entirely legal. In a slave-owning society, with as many as 40 per cent of the population enslaved, family and slavery were entwined. But slaves were often educated, sometimes revered and loved by their masters. They were frequently freed and freedmen could become citizens, later even potentates.

To the surprise of any visiting alien, humans blithely educate themselves as if the chief requirement of adulthood were the possession of a set of technical skills, with no acknowledgement of the fact that what mostly runs us into the sands is not any shortfall in our command of matrix algebra or the French pluperfect but our inability to master what we could call the emotional dimensions of our lives: our understanding of ourselves, our capacity to deal with our lovers, children and colleagues, our degrees of self-confidence, our handle on calm and self-compassion.

They destroyed all the equipment, all the medicines. The Harijans – the people we used to call Untouchables – used to come a hundred miles for treatment.’ ‘But I thought Untouchability was outlawed at independence,’ I said. ‘Technically it was,’ replied Tyagi. ‘But do you know the saying “Dilli door ast”? It means “Delhi is far away.” The laws they pass in the Lok Sabha [Indian parliament] make little difference in these villages. Out here it will take much more than a change in the law to alleviate the lot of the Dalits [the oppressed castes, i.e. the former Untouchables].’ ‘But I still don’t understand why the Rajputs did this. What difference does it make to them if you educate the Untouchables?’ ‘The lower castes have always been the slaves of the higher castes,’ replied Tyagi. ‘They work in their fields for low wages, they sweep their streets, clean their clothes. If we educate them, who will do these dirty jobs?’ Dr Tyagi waved his hands at me in sudden exasperation: ‘Don’t you see?’ he said. ‘The Rajputs hate this place because it frees their slaves.’ ‘And what did you do,’ I asked, ‘while the Rajputs were beating the place up?’ Dr Tyagi made a slight gesture with his open palm: ‘I was just sitting,’ he said. ‘What could I do? I was thinking of Gandhiji. He was also beaten up – many times. He said you must welcome such attacks because it is only through confrontation that you can go forward. An institution like ours needs such incidents if it is to regenerate itself. It highlights the injustice the Harijans are facing.’ He paused, and smiled. ‘You yourself would not have come here if this had not happened to us.’ ‘What will you do now?’ I asked. ‘We will start again. The poor of this desert still need us.’ ‘And if the higher castes come for you again?’ ‘Then we will welcome them. They are also victims of their culture.

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

Functional or technical capacity is now recognized through having a degree after one’s name; but if we are truly concerned with the total development of the human being, our approach is entirely different. An individual who has the capacity may take a degree and add letters after his name, or he may not, as he pleases. But he will know for himself his own deep capabilities, which will not be framed by a degree, and their expression will not bring about that self-centered confidence which mere technical capacity usually breeds. Such confidence is comparative and, therefore, antisocial. Comparison may exist for utilitarian purpose; but it is not for the educator to compare the capacities of his students and give greater or lesser evaluation.

Throughout the Middle Ages, Jews had no part in the culture of Christian countries, and were too severely persecuted to be able to make contributions to civilization, beyond supplying capital for the building of cathedrals and such enterprises. It was only among the Mohammedans, at that period, that Jews were treated humanely, and were able to pursue philosophy and enlightened speculation. Throughout the Middle Ages, the Mohammedans were more civilized and more humane than the Christians. Christians persecuted Jews, especially at times of religious excitement; the Crusades were associated with appalling pogroms. In Mohammedan countries, on the contrary, Jews at most times were not in any way ill treated. Especially in Moorish Spain, they contributed to learning; Maimonides (1135–1204), who was born at Cordova, is regarded by some as the source of much of Spinoza’s philosophy. (..) Mohammedan civilization in its great days was admirable in the arts and in many technical ways, but it showed no capacity for independent speculation in theoretical matters. Its importance, which must not be under-rated, is as a transmitter. Between ancient and modern European civilization, the dark ages intervened. The Mohammedans and the Byzantines, while lacking the intellectual energy required for innovation, preserved the apparatus of civilization—education, books, and learned leisure. Both stimulated the West when it emerged from barbarism—the Mohammedans chiefly in the thirteenth century, the Byzantines chiefly in the fifteenth.

Who among us can predict the future? Who would dare to? The answer to the first question is no one, really, and the answer to the second is everyone, especially every government and business on the planet. This is what that data of ours is used for. Algorithms analyze it for patterns of established behavior in order to extrapolate behaviors to come, a type of digital prophecy that’s only slightly more accurate than analog methods like palm reading. Once you go digging into the actual technical mechanisms by which predictability is calculated, you come to understand that its science is, in fact, anti-scientific, and fatally misnamed: predictability is actually manipulation. A website that tells you that because you liked this book you might also like books by James Clapper or Michael Hayden isn’t offering an educated guess as much as a mechanism of subtle coercion.

But the old traditions of sectarian misdirection still in spite of a certain advance in technical efficiency, cripple and distort the general mind. "All that has been changed," cry indignant teachers under criticism. But the evidence that this teaching of theirs still fails to produce a public that is alert, critical, and capable of vigorous readjustment in the face of overwhelming danger, is to be seen in the newspapers that satisfy the Tewler public, the arguments and slogans that appeal to it, the advertisements that succeed with it, the stuff it swallows. It is a press written by Homo Tewler for Homo Tewler all up and down the scale. The Times Tewler, the Daily Mail Tewler, the Herald, the Tribune, the Daily Worker; there is no difference except a difference in scale and social atmosphere. Through them all ran the characteristic Tewler streak of willful ignorance, deliberate disingenuousness, and self-protective illusion.

Habermas says that our work upon the world has the instrumental interest of "technical control." When we engage in producing something our only interest is to empirically analyze reality to know how to control it for production. This does not promote a dialectic between ourselves and our social reality; it brings us to technical know-how but not to critical consciousness. Our communication with others has a "practical interest" of maintaining and promoting understanding within our traditions and communities of discourse. It enables people to interpret their world as it appears to be according to shared "pre-understandings." However, this practical interest makes such hermeneutics unlikely to encourage people in a dialectical relationship with their sociocultural world. The third mode of social engagement, however–participation in "politics"–can be undergirded by an "emancipatory interest" that reflects the human quest for freedom.

Excellence itself, aretē as the Greeks, virtus as the Romans would have called it, has always been assigned to the public realm where one could excel, could distinguish oneself from all others. Every activity performed in public can attain an excellence never matched in privacy; for excellence, by definition, the presence of others is always required, and this presence needs the formality of the public, constituted by one’s peers, it cannot be the casual, familiar presence of one’s equals or inferiors.40 Not even the social realm—though it made excellence anonymous, emphasized the progress of mankind rather than the achievements of men, and changed the content of the public realm beyond recognition—has been able altogether to annihilate the connection between public performance and excellence. While we have become excellent in the laboring we perform in public, our capacity for action and speech has lost much of its former quality since the rise of the social realm banished these into the sphere of the intimate and the private. This curious discrepancy has not escaped public notice, where it is usually blamed upon an assumed time lag between our technical capacities and our general humanistic development or between the physical sciences, which change and control nature, and the social sciences, which do not yet know how to change and control society. Quite apart from other fallacies of the argument which have been pointed out so frequently that we need not repeat them, this criticism concerns only a possible change in the psychology of human beings—their so-called behavior patterns—not a change of the world they move in. And this psychological interpretation, for which the absence or presence of a public realm is as irrelevant as any tangible, worldly reality, seems rather doubtful in view of the fact that no activity can become excellent if the world does not provide a proper space for its exercise. Neither education nor ingenuity nor talent can replace the constituent elements of the public realm, which make it the proper place for human excellence. 7

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

V信83113305：The concept of a "People's University" in the United States reflects an educational model focused on accessibility, affordability, and community engagement. Unlike traditional institutions, such universities prioritize lifelong learning, vocational training, and practical skills over elitism or exclusivity. Often rooted in local communities, they cater to working adults, low-income students, and underrepresented groups by offering flexible schedules, online courses, and low tuition fees. Programs range from GED preparation to technical certifications, empowering learners to advance careers or pursue personal growth. Some examples include community colleges and non-profit initiatives like the "Free University" movement, which challenges the high-cost barrier of higher education. By democratizing knowledge, these institutions embody the ideal of education as a public good, fostering social mobility and civic participation. While not without challenges—such as funding limitations—they represent a grassroots response to inequality in America’s education system.，UOTP民众大学-多少钱, UOTP民众大学电子版毕业证与美国UOTP学位证书纸质版价格, University of the People文凭制作流程确保学历真实性, University of the Peoplediploma安全可靠购买University of the People毕业证, Offer(University of the People成绩单)民众大学如何办理?, UOTP留学成绩单毕业证, 美国民众大学毕业证成绩单在线制作办理

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

Chronic anxiety is systemic; it is deeper and more embracing than community nervousness. Rather than something that resides within the psyche of each one, it is something that can envelope, if not actually connect, people. It is a regressive emotional process that is quite different from the more familiar, acute anxiety we experience over specific concerns. Its expression is not dependent on time or events, even though specific happenings could seem to trigger it, and it has a way of reinforcing its own momentum. Chronic anxiety might be compared to the volatile atmosphere of a room filled with gas fumes, where any sparking incident could set off a conflagration, and where people would then blame the person who struck the match rather trying to disperse the fumes. The issues over which chronically anxious systems become concerned, therefore, are more likely to be the focus of their anxiety rather than its cause. This is why, for example, counselors, educators, and consultants who offer technical solutions for how to manage whatever brought the family in—conflict, money, parents, children, aging, sex—will rarely succeed in changing that family in any fundamental way. The anxiety that drives the problem simply switches to another focus. Assuming that what a family is worried about is what is “causing” its anxiety is tantamount to blaming a blown-away tree or house for attracting the tornado that uprooted it. As

The other strikingly modern feature of the type of poet which Euripides now introduced into the history of literature is his apparently voluntary refusal to take any part whatever in public life. Euripides was not a soldier as Aeschylus was, nor a priestly dignitary as Sophocles was, but, on the other hand, he is the very first poet who is reported to have possessed a library, and he appears to be also the first poet to lead the life of a scholar in complete retirement from the world. If the bust of him, with its tousled hair, its tired eyes and the embittered lines round the mouth, is a true portrait, and if we are right in seeing in it a discrepancy between body and spirit, and the expression of a restless and dissatisfied life, then we may say that Euripides was the first unhappy poet, the first whose poetry brought him suffering. The notion of genius in the modern sense is not merely completely strange to the ancient world; its poets and artists have nothing of the genius about them. The rational and craftsmanlike elements in art are far more important for them than the irrational and intuitive. Plato’s doctrine of enthusiasm emphasized, indeed, that poets owed their work to divine inspiration and not to mere technical ability, but this idea by no means leads to the exaltation of the poet; it only increases the gulf between him and his work, and makes of him a mere instrument of the divine purpose. It is, however, of the essence of the modern notion of genius that there is no gulf between the artist and his work, or, if such a gulf is admitted, that the genius is far greater than any of his works and can never be adequately expressed in them. So genius connotes for us a tragic loneliness and inability to make itself fully understood. But the ancient world knows nothing of this or of the other tragic feature of the modern artist—his lack of recognition by his own contemporaries and his despairing appeals to a remote posterity. There is not a trace of all this—at least before Euripides. Euripides’ lack of success was mainly due to the fact that there was nothing in classical times that could be called an educated middle class. The old aristocracy took no pleasure in his plays, owing to their different outlook on life, and the new bourgeois public could not enjoy them either, owing to its lack of education. With his philosophical radicalism, Euripides is a unique pheno menon, even among the poets of his age, for these are in general as conservative in their outlook as were those of the classical age —in spite of a naturalism of style which was derived from the urban and commercial society they lived in, and which had reached a point at which it was really incompatible with political conservatism. As politicians and partisans these poets hold to their conservative doctrines, but as artists they are swept along in the progressive stream of their times. This inner contradiction in their work is a completely new phenomenon in the social history of art.

You can do anything you want to do. What is rare is this actual wanting to do a specific thing: wanting it so much that you are practically blind to all other things, that nothing else will satisfy you. When you, body and soul, wish to make a certain expression and cannot be distracted from this one desire, then you will be able to make a great use of whatever technical knowledge you have. You will have clairvoyance, you will see the uses of the technique you already have, and you will invent more. I know I have said a lot when I say "You can do anything you want to do." But I mean it. There is reason for you to give this statement some of your best thought. You may find that this is just what is the matter with most of the people in the world; that few are really wanting what they think they want, and that most people go through their lives without ever doing one whole thing they really want to do. An artist has got to get acquainted with himself just as much as he can. It is no easy job, for it is not a present-day habit of humanity. This is what I call self-development, self-education. No matter how fine a school you are in, you have to educate yourself. There is nothing more entertaining than to have a frank talk with yourself. Few do it—frankly. Educating yourself is getting acquainted with yourself. Find out what you really like if you can. Find out what is really important to you. Then sing your song. You will have something to sing about and your whole heart will be in the singing. When a man is full up with what he is talking about he handles such language as he has with a mastery unusual to him, and it is at such times that he learns language.

The chorus of criticism culminated in a May 27 White House press conference that had me fielding tough questions on the oil spill for about an hour. I methodically listed everything we'd done since the Deepwater had exploded, and I described the technical intricacies of the various strategies being employed to cap the well. I acknowledged problems with MMS, as well as my own excessive confidence in the ability of companies like BP to safeguard against risk. I announced the formation of a national commission to review the disaster and figure out how such accidents could be prevented in the future, and I reemphasized the need for a long-term response that would make America less reliant on dirty fossil fuels. Reading the transcript now, a decade later, I'm struck by how calm and cogent I sound. Maybe I'm surprised because the transcript doesn't register what I remember feeling at the time or come close to capturing what I really wanted to say before the assembled White House press corps: That MMS wasn't fully equipped to do its job, in large part because for the past thirty years a big chunk of American voters had bought into the Republican idea that government was the problem and that business always knew better, and had elected leaders who made it their mission to gut environmental regulations, starve agency budgets, denigrate civil servants, and allow industrial polluters do whatever the hell they wanted to do. That the government didn't have better technology than BP did to quickly plug the hole because it would be expensive to have such technology on hand, and we Americans didn't like paying higher taxes - especially when it was to prepare for problems that hadn't happened yet. That it was hard to take seriously any criticism from a character like Bobby Jindal, who'd done Big Oil's bidding throughout his career and would go on to support an oil industry lawsuit trying to get a federal court to lift our temporary drilling moratorium; and that if he and other Gulf-elected officials were truly concerned about the well-being of their constituents, they'd be urging their party to stop denying the effects of climate change, since it was precisely the people of the Gulf who were the most likely to lose homes or jobs as a result of rising global temperatures. And that the only way to truly guarantee that we didn't have another catastrophic oil spill in the future was to stop drilling entirely; but that wasn't going to happen because at the end of the day we Americans loved our cheap gas and big cars more than we cared about the environment, except when a complete disaster was staring us in the face; and in the absence of such a disaster, the media rarely covered efforts to shift America off fossil fuels or pass climate legislation, since actually educating the public on long-term energy policy would be boring and bad for ratings; and the one thing I could be certain of was that for all the outrage being expressed at the moment about wetlands and sea turtles and pelicans, what the majority of us were really interested in was having the problem go away, for me to clean up yet one more mess decades in the making with some quick and easy fix, so that we could all go back to our carbon-spewing, energy-wasting ways without having to feel guilty about it. I didn't say any of that. Instead I somberly took responsibility and said it was my job to "get this fixed." Afterward, I scolded my press team, suggesting that if they'd done better work telling the story of everything we were doing to clean up the spill, I wouldn't have had to tap-dance for an hour while getting the crap kicked out of me. My press folks looked wounded. Sitting alone in the Treaty Room later that night, I felt bad about what I had said, knowing I'd misdirected my anger and frustration. It was those damned plumes of oil that I really wanted to curse out.

Consider education not as the painful accumulation of facts and dates and reigns, nor merely the necessary preparation of the individual to earn his keep in the world, but as the transmission of our mental, moral, technical, and aesthetic heritage as fully as possible to as many as possible, for the enlargement of man's understanding, control, embellishment, and enjoyment of life. The heritage that we can now more fully transmit is richer than ever before. It is richer than that of Pericles, for it includes all the Greek flowering that followed him; richer than Leonardo's, for it includes him and the Italian Renaissance; richer than Voltaire's, for it embraces all the French Enlightenment and its ecumenical dissemination. If progress is real despite our whining, it is not because we are born any healthier, better, or wiser than infants were in the past, but because we are born to a richer heritage, born on a higher level of that pedestal which the accumulation of knowledge and art raises as the ground and support of our being. The heritage rises, and man rises in proportion as he receives it. History is, above all else, the creation and recording of that heritage; progress is its increasing abundance, preservation, transmission, and use. To those of us who study history not merely as a warning reminder of man's follies and crimes, but also as an encouraging remembrance of generative souls, the past ceases to be a depressing chamber of horrors; it becomes a celestial city, a spacious country of the mind, wherein a thousand saints, statesmen, inventors, scientists, poets, artists, musicians, lovers, and philosophers still live and speak, teach and carve and sing. The historian will not mourn because he can see no meaning in human existence except that which man puts into it; let it be our pride that we ourselves may put meaning into our lives, and sometimes a significance that transcends death. If a man is fortunate he will, before he dies, gather up as much as he can of his civilized heritage and transmit it to his children. And to his final breath he will be grateful for this inexhaustible legacy, knowing that it is our nourishing mother and our lasting life.

Betsy didn’t want to be at the party any more than Cole did. She’d met the birthday girl in a spin class a couple of years earlier and had been declining her Evites ever since. In an effort to meet new people, however, this time Betsy replied “Yes.” She took a cab to the party, wondering why she was going at all. When Betsy met Cole there was a spark, but she was ambivalent. Cole was clearly smart and well educated, but he didn’t seem to be doing much about it. They had some nice dates, which seemed promising. Then, after sleeping over one night and watching Cole wake up at eleven a.m. and grab his skateboard, Betsy felt less bullish. She didn’t want to help another boyfriend grow up. What Betsy didn’t know was that, ever since he’d started spending time with her, Cole had regained some of his old drive. He saw the way she wanted to work on her sculptures even on the weekend, how she and her friends loved to get together to talk about their projects and their plans. As a result, Cole started to think more aspirationally. He eyed a posting for a good tech job at a high-profile start-up, but he felt his résumé was now too shabby to apply. As luck would have it—and it is often luck—Cole remembered that an old friend from high school, someone he bumped into about once every year or two, worked at the start-up. He got in touch, and this friend put in a good word to HR. After a handful of interviews with different people in the company, Cole was offered the position. The hiring manager told Cole he had been chosen for three reasons: His engineering degree suggested he knew how to work hard on technical projects, his personality seemed like a good fit for the team, and the twentysomething who vouched for him was well liked in the company. The rest, the manager said, Cole could learn on the job. This one break radically altered Cole’s career path. He learned software development at a dot-com on the leading edge. A few years later, he moved over and up as a director of development at another start-up because, by then, the identity capital he’d gained could speak for itself. Nearly ten years later, Cole and Betsy are married. She runs a gallery co-op. He’s a CIO. They have a happy life and gladly give much of the credit to Cole’s friend from high school and to the woman with the Evites.

You want to kiss her, right?” “What?” I have lost track of our conversation. I was thinking about how if Kit called me her friend, then I would have multiplied my number of them by a factor of two. And then I considered the word flirting, how it sounds like fluttering, which is what butterflies do. Which of course looped me back to chaos theory and my realization that I’d like to have more information to provide Kit on the topic. “Do. You. Want. To. Kiss. Her?” Miney asks again. “Yes, of course I do. Who wouldn’t want to kiss Kit?” “I don’t want to kiss Kit,” Miney says, doing that thing where she imitates me and how I answer rhetorical questions. Though her intention is to mock rather than to educate, it’s actually been a rather informative technique to demonstrate my tendency toward taking people too literally. “Mom doesn’t want to kiss Kit. I don’t know about Dad, but I doubt it.” My father doesn’t look up. His face is buried in a book about the mating patterns of migratory birds. It’s too bad our scholarly interests have never overlapped. Breakfast would be so much more interesting if we could discuss our work. “So if you want to kiss Kit, that means you want her to see you like a real guy,” Miney says, and points at me with her cup of coffee. She’s drinking it black. Maybe there’s nothing wrong with Miney. Maybe she’s just tired. “I am a real guy.” How come even my own sister sees me as something not quite human? Something other. “I have a penis.” “And just when I think we’ve made progress you go and mention your penis.” “What? Fact: I have a penis. That makes me a guy. Though technically there are some trans people who have penises but self-identify as girls.” “Please stop saying that word.” “What word? Penis?” “Yes.” “Do you prefer member? Shlong? Wang? Johnson?” I ask. “Dongle, perhaps?” “I would prefer we not discuss your man parts at all.” “Wait, should I text Kit immediately and clarify that I do in fact have man parts?” I pick up my phone and start typing. “Dear Kit. Just to be clear. I have a penis.” “Oh my God. Do not text her. Seriously, stop.” Miney puts her coffee down hard. She’ll climb over the table and tackle me if she has to. “Ha! Totally got you!” I smile, as proud as I was the other day for my that’s what she said joke. “Who are you?” Miney asks, but she’s grinning too. I’ll admit it takes a second—something about the disconnect between her confused tone and her happy face—and I almost, almost say out loud: Duh, I’m Little D. Instead I let her rhetorical question hang, just like I’m supposed to

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

For over five years, a black dog hung around the campus of Colombia’s Diversified Technical Education Institute of Monterrey Casanare. This dog noticed that the students purchased cookies at the store. Since the dog didn’t have any money to buy cookies, he used his own currency – a leaf. Every day, this dog came to store with a leaf, placed it on the counter, and the store clerk gives him a cookie. You can watch this dog “buying” cookies online. There

May I remark that all we possess of Aristotle is what amounts to the school notebooks of his disciples, written in one of the most crabbed technical jargons in the history of the world, and totally unintelligible to any contemporary Greek who had not been through the discipline of the Lyceum? That this jargon has been sanctified by history, so that it has become itself an object of classical education, is not relevant; for this happened after Aristotle, not contemporaneously with him.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

Somehow, I was doubtful. It wasn’t Singh’s fault. He had done his part, following the playbook of liberal democracies across the post–Cold War world: upholding the constitutional order; attending to the quotidian, often technical work of boosting the GDP; and expanding the social safety net. Like me, he had come to believe that this was all any of us could expect from democracy, especially in big, multiethnic, multireligious societies like India and the United States. Not revolutionary leaps or major cultural overhauls; not a fix for every social pathology or lasting answers for those in search of purpose and meaning in their lives. Just the observance of rules that allowed us to sort out or at least tolerate our differences, and government policies that raised living standards and improved education enough to temper humanity’s baser impulses. Except now I found myself asking whether those impulses—of violence, greed, corruption, nationalism, racism, and religious intolerance, the all-too-human desire to beat back our own uncertainty and mortality and sense of insignificance by subordinating others—were too strong for any democracy to permanently contain. For they seemed to lie in wait everywhere, ready to resurface whenever growth rates stalled or demographics changed or a charismatic leader chose to ride the wave of people’s fears and resentments. And as much as I might have wished otherwise, there was no Mahatma Gandhi around to tell me what I might do to hold such impulses back.

Buying more and more of the best land, sometimes owning multiple estates spread across several states, extended plantation families - fathers who provided sons and sons-in-law with a start - created slaveholding conglomerates that controlled hundreds and sometimes thousands of slaves. The grandees' vast wealth allowed them to introduce new hybrid cotton seeds and strains of cane, new technologies, and new forms of organization that elevated productivity and increased profitability. In some places, the higher levels of capitalization and technical mastery of the grandees reduced white yeomen to landlessness and forced smallholders to move on or else enter the wage-earning class as managers or overseers. As a result, the richest plantation areas became increasingly black, with ever-larger estates managed from afar as the planters retreated to some local country seat, one of the region's ports, or occasionally some northern metropolis. Claiming the benefits of their new standing, the grandees - characterized in various places as 'nabobs,' 'a feudal aristocracy,' or simply 'The Royal Family' - established their bona fides as a ruling class. They built great houses strategically located along broad rivers or high bluffs. They named their estates in the aristocratic manner - the Briars, Fairmont, Richmond - and made them markers on the landscape. Planters married among themselves, educated their sons in northern universities, and sent their wives and daughters on European tours, collecting the bric-a-brac of the continent to grace their mansions. Reaching out to their neighbors, they burnished their reputations for hospitality. The annual Christmas ball or the great July Fourth barbecue were private events with a public purpose. They confirmed the distance between the planters and their neighbors and allowed leadership to fall lightly and naturally on their shoulders, as governors, legislators, judges, and occasionally congressmen, senators, and presidents.

Modern natural science experiences the emerging of seeds as a chemical process that is interpolated in terms of the grinding gears of the mechanistically viewed interaction between seeds, the condition of the soil, and thermal radiation. In this situation, the modern mind sees only mechanistic cause- and-effect relationships within chemical procedures that have particular effects following upon them. Modern natural science—chemistry no less than physics, biology no less than physics and chemistry—are and remain, so long as they exist, ‘mechanistic.’ Additionally, ‘dynamics’ is a mechanics of ‘power.’ How else could modern [89] natural science ‘verify’ itself in ‘technology’ (as one says)? The technical efficaciousness and applicability of modern natural science is not, however, the subsequent proof of the ‘truth’ of science: rather, the practical technology of modern natural science is itself only possible because modern natural science as a whole, in its metaphysical essence, is itself already merely an application of ‘technology,’ where ‘technology’ means here something other than only what engineers bring about. The oft-quoted saying of Goethe’s—namely, that the fruitful alone is the true—is already nihilism. Indeed, when the time comes when we no longer merely fiddle around with artworks and literature in terms of their value for education or intellectual history, we should perhaps examine our so-called ‘classics’ more closely. Moreover, Goethe’s view of nature is in its essence no different from Newton’s; the former depends along with the latter on the ground of modern (and especially Leibnizian) metaphysics, which one finds present in every object and every process available to us living today. The fact that we, however, when considering a seed, still see how something closed emerges and, as emerging, comes forth, may seem insubstantial, outdated, and half-poetic compared to the perspective of the objective determination and explanation belonging to the modern understanding of the germination process. The agricultural chemist, but also the modern physicist, have, as the saying goes, ‘nothing to do’ with φύσις. Indeed, it would be a fool’s errand even to try to persuade them that they could have ‘something to do’ with the Greek experience of φύσις. Now, the Greek essence of φύσις is in no way a generalization of what those today would consider the naïve experience of the emerging of seeds and flowers and the emergence of the sun. Rather, to the contrary, the original experience of emerging and of coming-forth from out of the concealed and veiled is the relation to the ‘light’ in whose luminance the [90] seed and the flower are first grasped in their emerging, and in which is seen the manner by which the seed ‘is’ in the sprouting, and the flower ‘is’ in the blooming.

Modern natural science experiences the emerging of seeds as a chemical process that is interpolated in terms of the grinding gears of the mechanistically viewed interaction between seeds, the condition of the soil, and thermal radiation. In this situation, the modern mind sees only mechanistic cause- and-effect relationships within chemical procedures that have particular effects following upon them. Modern natural science—chemistry no less than physics, biology no less than physics and chemistry—are and remain, so long as they exist, ‘mechanistic.’ Additionally, ‘dynamics’ is a mechanics of ‘power.’ How else could modern natural science ‘verify’ itself in ‘technology’ (as one says)? The technical efficaciousness and applicability of modern natural science is not, however, the subsequent proof of the ‘truth’ of science: rather, the practical technology of modern natural science is itself only possible because modern natural science as a whole, in its metaphysical essence, is itself already merely an application of ‘technology,’ where ‘technology’ means here something other than only what engineers bring about. The oft-quoted saying of Goethe’s—namely, that the fruitful alone is the true—is already nihilism. Indeed, when the time comes when we no longer merely fiddle around with artworks and literature in terms of their value for education or intellectual history, we should perhaps examine our so-called ‘classics’ more closely. Moreover, Goethe’s view of nature is in its essence no different from Newton’s; the former depends along with the latter on the ground of modern (and especially Leibnizian) metaphysics, which one finds present in every object and every process available to us living today. The fact that we, however, when considering a seed, still see how something closed emerges and, as emerging, comes forth, may seem insubstantial, outdated, and half-poetic compared to the perspective of the objective determination and explanation belonging to the modern understanding of the germination process. The agricultural chemist, but also the modern physicist, have, as the saying goes, ‘nothing to do’ with φύσις. Indeed, it would be a fool’s errand even to try to persuade them that they could have ‘something to do’ with the Greek experience of φύσις. Now, the Greek essence of φύσις is in no way a generalization of what those today would consider the naïve experience of the emerging of seeds and flowers and the emergence of the sun. Rather, to the contrary, the original experience of emerging and of coming-forth from out of the concealed and veiled is the relation to the ‘light’ in whose luminance the seed and the flower are first grasped in their emerging, and in which is seen the manner by which the seed ‘is’ in the sprouting, and the flower ‘is’ in the blooming.

We are not individually much cleverer than the average animal, a heron or a mole, but the knack of our species lies in our capacity to transmit our accumulated knowledge down the generations. The slowest among us can, in a few hours, pick up ideas that it took a few rare geniuses a lifetime to acquire. Yet what is distinctive is just how selective we are about the topics we deem it possible to educate ourselves in. Our energies are overwhelmingly directed towards material, scientific and technical subjects – and away from psychological and emotional ones. Much anxiety surrounds the question of how good the next generation will be at maths; very little around their abilities at marriage or kindness. We devote inordinate hours to learning about tectonic plates and cloud formations, and relatively few fathoming shame and rage. The assumption is that emotional insight might be either unnecessary or in essence unteachable, lying beyond reason or method, an unreproducible phenomenon best abandoned to individual instinct and intuition. We are left to find our own path around our unfeasibly complicated minds – a move as striking (and as wise) as suggesting that each generation should rediscover the laws of physics by themselves.

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

In its zeal for productivity, the modern education system appeared to forget that if two-thirds of a person’s happiness is determined by the state of their emotional lives, it may make little sense to educate them for twenty years predominantly in the details of technical and managerial proficiency. We will only ever be as content — or as productive — as our emotional fragilities allow.

Genetic counselors are a combination of counselor, educator, detective, technical validator, technical translator, psychologist, and therapist (and there is a global shortage, if you’re looking for a job).

AModernIndian.com is a great way to see whether the products are worth buying before you invest your money or time. This website offers reviews of all types of products. They are aimed at the average person and not a technical level so everyone can understand them. Available on an assortment of devices including desktop, laptop and mobile. The site is constantly updated with new information so visitors are able to stay educated on topics they are interested in. AModernIndian.com covers many popular topics with in depth information, such as health and fitness, sports, travel, entertainment, cars and trucks, preschool toys, books and many more. AModernIndian.com is unique in its approach, because it provides both types of product reviews - where the editors actually purchase the product as well as research from professional review aggregators like Amazon, Flipkart etc. We provide Reviews, Ultimate Guides and Tips for most products.

Somehow, I was doubtful. It wasn’t Singh’s fault. He had done his part, following the playbook of liberal democracies across the post–Cold War world: upholding the constitutional order; attending to the quotidian, often technical work of boosting the GDP; and expanding the social safety net. Like me, he had come to believe that this was all any of us could expect from democracy, especially in big, multiethnic, multireligious societies like India and the United States. Not revolutionary leaps or major cultural overhauls; not a fix for every social pathology or lasting answers for those in search of purpose and meaning in their lives. Just the observance of rules that allowed us to sort out or at least tolerate our differences, and government policies that raised living standards and improved education enough to temper humanity’s baser impulses.

Remember too that to me the word myth, like the words fable and fiction, is a technical term in criticism, and the popular sense in which it means something untrue I regard as a debasing of language.

Cesium!" Understanding came to Hank Mahenili. Any informed engineer knew the importance of this element. "Just what is cesium, Dad? And what is it used for?" "Technically, son, its atomic number is 55, and its atomic weight is 132.91. Its use?" Mr. Brewster smiled. "I’ll tell you this, we’ll never get to the moon without it." "You mean it’s used in rocket propulsion?" Biff asked. "That’s right, Biff. It’s a high-thrust, long-life rocket propulsion fuel. Most costly." "More than gold?" Li asked eagerly. "Much more, Li. If you and Biff had about ten pounds of it between you, you’d have your education paid at any college you wanted to go to—M.I.T., Cal Tech—any of them." "Wow! Must be worth more than a thousand dollars a pound, then," Biff said, his voice filled with amazement.

Which company is best for using construction Project work? The Shree Siva Balaaji Steels project is a significant endeavor that encompasses the establishment and operation of a modern and advanced steel manufacturing facility. This project represents a fusion of innovation, cutting-edge technology, and industrial expertise, aimed at delivering high-quality steel products to meet the growing demands of various sectors. Key Features: State-of-the-Art Manufacturing Plant: The project involves the construction and operation of a state-of-the-art manufacturing plant equipped with the latest machinery, automation systems, and environmentally friendly processes. This allows for efficient production and reduced environmental impact. Diverse Product Range: Shree Siva Balaaji Steels aims to offer a diverse range of steel products to cater to different industries such as construction, automotive, infrastructure, and manufacturing. This versatility enables the company to meet the varying needs of clients and partners. Quality Assurance: A cornerstone of the project is its commitment to delivering high-quality steel products. The facility adheres to strict quality control measures and follows international standards to ensure that the end products are durable, reliable, and meet or exceed industry specifications. Sustainability Focus: The project places a strong emphasis on sustainability and environmentally conscious practices. Energy-efficient processes, recycling initiatives, and waste reduction strategies are integrated into the manufacturing process to minimize the ecological footprint. Employment Opportunities: Shree Siva Balaaji Steels contributes to local economies by creating employment opportunities across various skill levels, from skilled labor to technical experts. This helps stimulate economic growth in the region surrounding the manufacturing facility. Collaboration and Partnerships: The project fosters collaborations with suppliers, distributors, and clients, establishing strong relationships within the steel industry. This network facilitates efficient supply chain management and enables the company to provide tailored solutions to its customers. Innovation and Research: The project invests in research and development to constantly improve manufacturing processes, product quality, and the development of new steel products. This dedication to innovation positions the company at the forefront of the steel industry. Community Engagement: Shree Siva Balaaji Steels is committed to engaging with local communities and implementing corporate social responsibility initiatives. These efforts include supporting education, healthcare, and other community-centric projects, fostering goodwill and positive impact. Vision: The Shree Siva Balaaji Steels project envisions becoming a leading name in the steel manufacturing sector, renowned for its exceptional quality, technological innovation, and sustainability practices. By adhering to its core values of integrity, excellence, and environmental responsibility, the project strives to contribute positively to the industry and the communities it operates within.

Dr. Todd P. Briscoe, DDS, is a dedicated and compassionate dentist known for his commitment to exceptional oral care. With a wealth of experience, Dr. Briscoe combines technical expertise with a gentle touch, ensuring patients receive top-notch dental services in a comfortable environment. Specializing in general and cosmetic dentistry, he is passionate about enhancing smiles and promoting overall oral health. Dr. Briscoe earned his Doctor of Dental Surgery (DDS) degree from a reputable institution and continues to stay abreast of the latest advancements in dental science. His unwavering dedication to continuing education enables him to offer cutting-edge treatments and personalized solutions for each patient's unique needs.

The socialist planning system had a number of important achievements to its credit. It introduced mass production into Soviet industry. It greatly increased the output of a number of key industrial sectors, such as oil and steel. It produced the huge number of weapons necessary to emerge victorious from World War II. It provided full employment. It produced the world’s first earth satellite. It invested heavily in human capital. Its educational system (except in the social sciences) was good by international standards, and produced large numbers of qualified people. During the 1950s the USSR enjoyed a golden age with growth rates much in excess of those in the USA or UK. However, socialist planning also had a number of problems. These included: shortages of consumer goods; inability to take full advantage of the world market for goods, capital and people; slow home-grown technical progress; and living standards that lagged behind those in capitalist countries. In addition, the high growth rates of the 1950s gradually declined.

high modernism ought to appeal greatly to the classes and strata who have most to gain—in status, power, and wealth—from its worldview. And indeed it is the ideology par excellence of the bureaucratic intelligentsia, technicians, planners, and engineers.29 The position accorded to them is not just one of rule and privilege but also one of responsibility for the great works of nation building and social transformation. Where this intelligentsia conceives of its mission as the dragging of a technically backward, unschooled, subsistence-oriented population into the twentieth century, its self-assigned cultural role as educator of its people becomes doubly grandiose. Having a historic mission of such breadth may provide a ruling intelligentsia with high morale, solidarity, and the willingness to make (and impose) sacrifices. This vision of a great future is often in sharp contrast to the disorder, misery, and unseemly scramble for petty advantage that the elites very likely see in their daily foreground. One might in fact speculate that the more intractable and resistant the real world faced by the planner, the greater the need for utopian plans to fill, as it were, the void that would otherwise invite despair.

Richard had assumed, based on how Peter handled the gun, that he’d done it before. Now he reconsidered. This might be the first time Peter had ever touched a semiautomatic. But he was a quick study. An autodidact. Anything that was technical, that was logical, that ran according to rules, Peter could figure out. And knew it. Didn’t bother to ask for help. So much quicker to work it out on his own than suffer through someone’s well-meaning efforts to educate him—and to forge an emotional connection with him in so doing. There was something, somewhere, that he could do better than most people. Something of a technical nature.

As for other nouns of foreign origin, how do you know whether to choose an Anglicized plural (like memorandums) or a foreign one (memoranda)? There’s no single answer, unfortunately. A century ago, the foreign ending would have been preferred, but over the years we’ve given English plural endings to more and more foreign-derived words. And in common (rather than technical) usage, that trend is continuing. So don’t assume that an exotic plural is more educated. Only ignorami would say they live in condominia.

Politics means implementation of the best ideas for the society in the path of wellbeing and progress. This is the approach that gave the world, leaders of glorious characters such as Abraham Lincoln, Martin Luther King Jr., Subhas Chandra Bose (the actual man behind India’s Independence), Vasil Levski (the man who liberated Bulgaria from the Ottoman oppression), Nelson Mandela and many more. These people were technically politicians too, but unlike the majority of the politicians of modern society, their approach to politics was what it should be in a real system of politics.

It seems no one is guaranteed a job anywhere anymore. These are troubled times for workers. The creeping sense that no one’s job is safe, even as the companies they work for are thriving, means the spread of fear, apprehension, and confusion. One sign of this growing unease: An American headhunting firm reported that more than half of callers making inquiries about jobs were still employed—but were so fearful of losing those jobs that they had already started to look for another.5 The day that AT&T began notifying the first of forty thousand workers to be laid off—in a year when its profits were a record $4.7 billion—a poll reported that a third of Americans feared that someone in their household would soon lose a job. Such fears persist at a time when the American economy is creating more jobs than it is losing. The churning of jobs—what economists euphemistically call “labor market flexibility”—is now a troubling fact of work life. And it is part of a global tidal wave sweeping through all the leading economies of the developed world, whether in Europe, Asia, or the Americas. Prosperity is no guarantee of jobs; layoffs continue even amidst a booming economy. This paradox, as Paul Krugman, an MIT economist, puts it, is “the unfortunate price we have to pay for having as dynamic an economy as we do.”6 There is now a palpable bleakness about the new landscape of work. “We work in what amounts to a quiet war zone” is the way one midlevel executive at a multinational firm put it to me. “There’s no way to give your loyalty to a company and expect it to be returned anymore. So each person is becoming their own little shop within the company—you have to be able to be part of a team, but also ready to move on and be self-sufficient.” For many older workers—children of the meritocracy, who were taught that education and technical skills were a permanent ticket to success—this new way of thinking may come as a shock. People are beginning to realize that success takes more than intellectual excellence or technical prowess, and that we need another sort of skill just to survive—and certainly to thrive—in the increasingly turbulent job market of the future. Internal qualities such as resilience, initiative, optimism, and adaptability are taking on a new valuation. A

second model, that of a technical or trade school, would conceive the primary task of psychoanalytic education to be the learning of a clearly defined skill or trade, with no emphasis on artistic creativity. Teachers

an art academy, (2) a technical trade school, (3) a monastery or religious retreat, and (4) a university college. I shall spell out the theoretical implications of these models, the

Education Children in Italy must go to school from age six until age fourteen. Primary school goes through age eleven, when children move to lower secondary school (like middle school in North America). About 80 percent of children continue their education through high school or go to a technical institute. Students who go to college usually attend one in their own city and live at home. Few universities have housing for students. University education in Italy began in ancient times. A school of medicine was founded in Salerno in the ninth century. The University of Bologna, founded in the eleventh century, is probably the oldest full university in Europe. It has about one hundred thousand students. The University of Rome was founded by the Catholic Church in about 1300 and remained primarily a religious institution for hundreds of years. When Rome became part of modern Italy, the university became a state university. Often called La Sapienza, meaning “Knowledge,” it is Europe’s largest university, with nearly 150,000 students.

Education in Italy is paid for by the state. All children must attend school between the ages of six and 14. Most go to local state schools, although there are some private schools where parents pay for their children’s education. Children leave primary school at the age of 11, taking an exam before entering middle school. At 14, it is possible to leave school altogether, but most pupils take another exam to qualify for further education. According to their skills and interests they might choose to continue with academic studies at a liceo (grammar school), or they may prefer technical studies, taking an arts course at an academy, or training to become a teacher. Pupils in further education can take an exam which, if they pass, entitles them to a place at a university. There are some government grants for university students, although most of them pay about 200,000 lire ($160) each year in fees. In recent years, the Italian government has made a great effort to improve standards of education and to make sure that everyone learns to read and write. However, the northern, more industrial part of the country still has better equipped schools than the less populated south.

When Darius leaped into the air in his creation from the barn loft, it was only to crash below in a heap of “tangled strings, broken braces and broken wings, shooting stars and various things,” the moral of the story being, “Stick to your sphere.” In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or the entirely real possibility that at some point, like Otto Lilienthal, they could be killed.

Nevertheless, death reigned from the time of Adam to the time of Moses, even over those who did not sin by breaking a command, as did Adam, who was a pattern of the one to come. -ROMANS 5: 14 (Emphasis mine) Paul explains that Adam’s failure opened the door for the alien entities of sin and death to enter and wreak havoc upon the human race. It was Adam alone whose work is blamed, though Eve technically ate first. Paul seems to be laying out Adam’s role as the head of the human race, the gateway through which death and sin passed to the subsequent generations. However, after establishing this truth, Paul turns the tables, telling us that Adam was merely a pattern of a greater One who was to come –Jesus, the last Adam! This word, pattern, is the Greek word typos, which can be translated as “an example”, or a “for instance”. You see, Adam was not plan a., but merely an example. Jesus is, was, and always will be the eternal plan a.! Adam served the eternal purpose of educating the human race on how Christ’s work of redemption would function. Just as the work of one man, Adam, affected the whole, so it would be with Jesus. Adam is given the title of first, but Jesus is given the title of last! He is not merely called the “second Adam”, but the “last Adam”. This means that whatever Christ accomplishes on our behalf will be final. It will never be undone, and serves as the period, capping off and sealing God’s declaration concerning redemption.

Sharing my love of stories has led me to find more acceptance and insight than any classroom learning I ever received, but without those technical skills, I would not have been able to do it all.

To be entitled to an opinion in a technical field, one should have specialized training, education and experience in that field.

What is peculiar about such interpositions of media is that their role in directing what we will see or know is so rarely noticed. A person who reads a book or who watches television or who glances at his watch is not usually interested in how his mind is organized and controlled by these events, still less in what idea of the world is suggested by a book, television, or a watch. But there are men and women who have noticed these things, especially in our own times. Lewis Mumford, for example, has been one of our great noticers. He is not the sort of a man who looks at a clock merely to see what time it is. Not that he lacks interest in the content of clocks, which is of concern to everyone from moment to moment, but he is far more interested in how a clock creates the idea of "moment to moment." He attends to the philosophy of clocks, to clocks as metaphor, about which our education has had little to say and clock makers nothing at all. "the clock," Mumford has concluded, "is a piece of power machinery whose 'product' is seconds and minutes." In manufacturing such a product, the clock has the effect of disassociating time from human events and thus nourishes the belief in an independent world of mathematically measurable sequences. Moment to moment, it turns out, is not God's conception, or nature's. It is man conversing with himself about and through a piece of machinery he created. In Mumford's great book Technics and Civilization, he shows how, beginning in the fourteenth century, the clock made us into time-keepers, and then time-savers, and now time-servers. In the process, we have learned irreverence toward the sun and the seasons, for in a world made up of seconds and minutes, the authority of nature is superseded. Indeed, as Mumford points out, with the invention of the clock, Eternity ceased to serve as the measure and focus of human events. And thus, though few would have imagined the connection, the inexorable ticking of the clock may have had more to do with the weakening of God's supremacy than all the treatises produced by the philosophers of the Enlightenment; that is to' say, the clock introduced a new form of conversation between man and God, in which God appears to have been the loser. Perhaps Moses should have included another Commandment: Thou shalt not make mechanical representations of time.

We North Americans are fortunate that our ancestors, frontier colonists and emigrants, were forced to develop for survival a pragmatic, positive attitude toward inventions and mechanisms. It helped us a great deal to make the most out of the first centuries of industrialization. Unfortunately, the cultural heritage in some of the nations that need industrialization most is very different and constitutes a barrier to urgently needed technical development. Throughout India, for example, so many young people choose to be educated for "clean" desk jobs that the nation now has an unusable surplus of office workers, and many civil servants face mandatory retirement at the age of fifty.

It is said that humanity has evolved one-sidedly, growing in technical power without any comparable growth in moral integrity, or, as some would prefer to say, without comparable progress in education and rational thinking. Yet the problem is more basic. The root of the matter is the way in which we feel and conceive ourselves as human beings, our sensation of being alive, of individual existence and identity.