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.

(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.

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.

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.

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

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

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.

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.

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.

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.

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.

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

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.

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)

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.

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 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.

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.

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.

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!

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...

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.

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.

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.

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The reasons for cooperatives’ success should be obvious by now, but they are worth reiterating: “The major basis for cooperative success…has been superior labor productivity. Studies comparing square-foot output have repeatedly shown higher physical volume of output per hour, and others…show higher quality of product and also economy of material use.”118 Hendrik Thomas concludes from an analysis of Mondragon that “Productivity and profitability are higher for cooperatives than for capitalist firms. It makes little difference whether the Mondragon group is compared with the largest 500 companies, or with small- or medium-scale industries; in both comparisons the Mondragon group is more productive and more profitable.”119 As we have seen, recent research has arrived at the same conclusions. It is a truism by now that worker participation tends to increase productivity and profitability. Research conducted by Henk Thomas and Chris Logan corroborates these conclusions. “A frequent but unfounded criticism,” they observe, “of self-managed firms is that workers prefer to enjoy a high take-home pay rather than to invest in their own enterprises. This has been proven invalid…in the Mondragon case… A comparison of gross investment figures shows that the cooperatives invest on average four times as much as private enterprises.” After a detailed analysis they also conclude that “there can be no doubt that the [Mondragon] cooperatives have been more profitable than capitalist enterprises.”120 Recent data indicate the same thing.121 One particularly successful company, Irizar, which was mentioned earlier, has been awarded prizes for being the most efficient company in its sector; in Spain it has ten competitors, but its market share is 40 percent. The same level of achievement is true of its subsidiaries, for instance in Mexico, where it had a 45 percent market share in 2005, six years after entering the market. An author comments that “the basis for this increased efficiency appears to be linked directly to the organization’s unique participatory and democratic management structure.”122 A major reason for all these successes is Mondragon’s federated structure: the group of cooperatives has its own supply of banking, education, and technical support services. The enormous funds of the central credit union, the Caja Laboral Popular, have likewise been crucial to Mondragon’s expansion. It proves that if cooperatives have access to credit they are perfectly capable of being far more successful than private enterprises.

In revamping our education systems, we can learn much from South Korea’s embrace of gifted and talented education. These programs seek to identify and realize the potential of the country’s top technical minds, an approach suited to creating the material prosperity that can then be broadly shared across society. Schools around the globe can also draw lessons from American experiments in social and emotional education, fostering skills that will prove invaluable to the human-centric workforce of the future.

Indeed, as evidenced in a CIA memo contained in the 2017 released documents, Zahedi’s having been a Nazi collaborator was seen as an asset to the Americans. As the memo, detailing US assets in Iran, explains, “Associated with the Nazi efforts in Iran during World War II, he has long been firmly anti-Soviet. A pro-Western orientation is reflected in the education of his son in the U.S. and the activity of his son in the Point IV [Truman’s Cold War technical assistance plan to developing countries] in Iran….” The memo goes on to say that the CIA’s contacts in Iran believed Zahedi “to be the only military man on the scene who would stage a coup and follow it through with forcefulness.”20

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.

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

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.

You Don’t Need the Terminology Charts are very simple and don’t need “cups and handles”, “head and shoulders”, or any of the other fancy terminology that is used to explain them. I guess if you need to charge people and sound educated about charts, you need to use a lot of such terminology and give some intellectual sounding name to a pattern. I won’t put too much weight on these terms and patterns. Just keep in mind that the charts are showing you the collective behaviour of all those who are in the market at that time. With

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.

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

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.

Swami Devi Dyal Institute of Pharmacy The Institute is approved by AICTE & Pharmacy Council of India and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. Courses Offered: Bachelor in Pharmacy A Bachelor of Pharmacy (Abbreviated B Pharma) is a graduate education degree in the field of pharmacy. The degree is the basic condition for practicing in many countries as a pharmacist and it is about developing necessary skills for counseling patients about understanding and using the properties of medicines. Bachelor of Pharmacy (B.Pharm) is an undergraduate degree course in the field of Pharmacy education. The students those are interested in the medical field (except to become a doctor) can choose this course after the completion of class 12th. After the completion of this degree, the students can practice as a Pharmacist. Pharmacists can work in a range of industries related to the prescription, manufacture & provision of medicines. The duration of this course is 4 years. The B.Pharm is one of the popular job oriented course among the science students after class 12th. In this course the students study about the drugs and medicines, Pharmaceutical Engineering, Medicinal Chemistry etc. This course provides a large no. of job opportunities in both the public and private sector. There are various career options available for the science students after the completion of B.Pharm degree. The students can go for higher studies in the Pharmacy i.e. Master of Pharmacy (M.Pharm). This field is one of the evergreen fields in the medical sector, with the increasing demand of Pharma professional every year. B.Pharm programme covers the syllabus including biochemical science & health care. The Pharmacy Courses are approved by the All India Council of Technical Education (AICTE) & Pharmacy Council of India (PCI). B.Pharma – Bachelor in Pharmacy Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility Passed 10+2 examination with Physics and Chemistry as compulsory subjects along with any one of the Mathematics/ Biotechnology/ Biology. Obtained at least 47% marks in the above subjects taken together. Lateral Entry to Second Year: Candidate must have passed Diploma in Pharmacy course of a minimum duration of 2 years or more from Haryana Board of Technical Education or its equivalent with at least 50% marks in aggregate of all semesters/ years.

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.

Many people think that designers are lone geniuses, working in solitude and waiting for a flash of inspiration to show them the solution to their design problem. Nothing could be further from the truth. There may be some problems, such as the design of a stool or a new set of children’s blocks, that are simple enough to be tackled by an individual, but in today’s highly technical world, almost every problem requires a design team. Design thinking takes this idea even further and suggests that the best results come from radical collaboration. Radical collaboration works on the principle that people with very different backgrounds will bring their idiosyncratic technical and human experiences to the team. This increases the chance that the team will have empathy for those who will use what they are designing, and that the collision of different backgrounds will generate truly unique solutions. This is proved over and over again in d.school classes at Stanford, where graduate students create teams of business, law, engineering, education, and medical students that come up with breakthrough innovations all the time. The glue that holds these teams together is design thinking, the human-centered approach to design that takes advantage of their different backgrounds to spur collaboration and creativity. Typically, none of the students have any design background when they enroll in our classes, and all of the teams struggle at first to be productive. They have to learn the mind-sets of a designer—especially radical collaboration and being mindful of process. But once that happens, they discover that their abilities as a team far exceed what any individual can do, and their creative confidence explodes.

When strategy is adjusted, leadership teams must scrutinize the work of the organization and discern what new or existing activities and touch points will actually deliver differentiation in the marketplace. Not what activities are familiar old friends that have previously contributed to success. Not what activities are headed by the most charismatic or brilliant people in your company. Not what activities are considered "best in class.” Not what activities are prescribed by the myriad of institutions that inform the education and professional certification of technical experts you have hired. Not what activities are legislated. Just those activities that will help you win because they set you apart from everyone else.

In short, a college degree and other advanced or technical training were individuals’ personal investments in their own future, not part of the state’s investment in its population’s education or in the country’s future. The ethos of Thatcherism and Reaganism had spread from economics to education. Here, perhaps more than anywhere else, their influence would eventually prove disastrous on both a human and a political level.

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 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.

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.

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.

What benefits did elementary school offer students, especially those of lower-class backgrounds? A human capital explanation of the advantages of education would typically focus on the technical and academic skills offered. In 1922, the school committee sent a questionnaire to employers asking what 14–16-year-old youth workers in continuation schools should be taught, inviting “any other suggestions which would enable us the better to serve the employers of Boston.” Their replies suggest that indeed, academic skills were important, but basic literacy and numeracy were prioritized over specific job-related skills.

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.

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.

Cities fell apart in violent conflicts over a single letter: was Christ of the same being with the Father, or of like being, homoousios or homoiousios? Was he from two natures (ek duo), or in two (en duo)? Such language is seriously off-putting for most modern readers, including many educated Christians. And it uses so many technical terms that almost seem to the uninitiated like secret codes. Person? Subsistence? Nature? A critic could be forgiven for comparing the straightforward words of Jesus, with all the everyday analogies and images—sheep and harvests, the sparrows and the lilies of the field, the erring brother and the widow’s penny—to the arcane philosophical language used here. Jesus spoke of love; his church spoke in riddles. I may not be the only modern reader who hears the language of Chalcedon—two but not one—and finds his thoughts occasionally straying to the film Monty Python and the Holy Grail. A monk offers instructions for the Holy Hand Grenade of Antioch, in a deliberate parody of the Athanasian Creed: First shalt thou take out the Holy Pin, then shalt thou count to three, no more, no less. Three shalt be the number thou shalt count, and the number of the counting shall be three. Four shalt thou not count, nor either count thou two, excepting that thou then proceed to three. Five is right out.

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

Our view is that, contrary to its popular presentation, neoliberalism differs from classical liberalism in ascribing a significant role to the state.7 A major task of neoliberalism has therefore been to take control of the state and repurpose it.8 Whereas classical liberalism advocated respect for a naturalised sphere supposedly beyond state control (the natural laws of man and the market), neoliberals understand that markets are not ‘natural’.9 Markets do not spontaneously emerge as the state backs away, but must instead be consciously constructed, sometimes from the ground up.10 For instance, there is no natural market for the commons (water, fresh air, land), or for healthcare, or for education.11 These and other markets must be built through an elaborate array of material, technical and legal constructs. Carbon markets required years to be built;12 volatility markets exist in large part as a function of abstract financial models;13 and even the most basic markets require intricate design.14 Under neoliberalism, the state therefore takes on a significant role in creating ‘natural’ markets.

One Stanford op-ed in particular was picked up by the national press and inspired a website, Stop the Brain Drain, which protested the flow of talent to Wall Street. The Stanford students wrote, The financial industry’s influence over higher education is deep and multifaceted, including student choice over majors and career tracks, career development resources, faculty and course offerings, and student culture and political activism. In 2010, even after the economic crisis, the financial services industry drew a full 20 percent of Harvard graduates and over 15 percent of Stanford and MIT graduates. This represented the highest portion of any industry except consulting, and about three times more than previous generations. As the financial industry’s profits have increasingly come from complex financial products, like the collateralized debt obligations (CDOs) that ignited the 2008 financial meltdown, its demand has steadily grown for graduates with technical degrees. In 2006, the securities and commodity exchange sector employed a larger portion of scientists and engineers than semiconductor manufacturing, pharmaceuticals and telecommunications. The result has been a major reallocation of top talent into financial sector jobs, many of which are “socially useless,” as the chairman of the United Kingdom’s Financial Services Authority put it. This over-allocation reduces the supply of productive entrepreneurs and researchers and damages entrepreneurial capitalism, according to a recent Kauffman Foundation report. Many of these finance jobs contribute to volatile and counter-productive financial speculation. Indeed, Wall Street’s activities are largely dominated by speculative security trading and arbitrage instead of investment in new businesses. In 2010, 63 percent of Goldman Sachs’ revenue came from trading, compared to only 13 percent from corporate finance. Why are graduates flocking to Wall Street? Beyond the simple allure of high salaries, investment banks and hedge funds have designed an aggressive, sophisticated, and well-funded recruitment system, which often takes advantage of [a] student’s job insecurity. Moreover, elite university culture somehow still upholds finance as a “prestigious” and “savvy” career track.6

Thanks to his own thought experiments, his formal education, and his study of authors like Foppl, Einstein already had identified the set of issues that would occupy him for years to come: the relation between electricity and magnetism, the putative role of the ether, and conceptions of space and time, as formulated by a philosopher like Kant or a scientific thinker like Maxwell. Einstein later recalled: What made the greatest impression upon the student, however, was less the technical construction of mechanics or the solution of complicated problems than the achievements of mechanics in areas which apparently had nothing to do with mechanics: the mechanical theory of light, which conceived of light as the wave-motion of a quasi-rigid elastic ether and above all the kinetic theory of gases.

[T]he problem of man and technics is almost always stated in the wrong way. 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. We suffer from a hallucination, from a false and distorted sensation of our own existence as living organisms. Most of us have the sensation that “I myself” is a separate center of feeling and action, living inside and bounded by the physical body— a center which “confronts” an “external” world of people and things, making contact through the senses with a universe both alien and strange. Everyday figures of speech reflect this illusion. “I came into this world.” “You must face reality.” “The conquest of nature.” This feeling of being lonely and very temporary visitors in the universe is in flat contradiction to everything known about man (and all other living organisms) in the sciences. We do not “come into” this world; we come out of it, as leaves from a tree. As the ocean “waves,” the universe “peoples.” Every individual is an expression of the whole realm of nature, a unique action of the total universe. This fact is rarely, if ever, experienced by most individuals. Even those who know it to be true in theory do not sense or feel it, but continue to be aware of themselves as isolated “egos” inside bags of skin.

Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me." Peter Rommel USA-ret

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

The Ultimate Guide to Student Loans by Bruce Mesnekoff With the cost of college rising and governmental/private funding declining, it is no wonder that most Americans are concerned about their ability to finance a post-secondary education. Tuition prices are rising at Community Colleges, State Schools, Private and Technical colleges, leaving most Americans wondering how they are going to afford to pay for their education. This book educates parents, grandparents, young adults and students of all ages how to optimize the educational payment process. The Ultimate Guide To Student Loans is the collaboration of two financial experts who guide you through the confusing maze of investing for education and the student loan world from beginning to end. Jordan Goodman, America’s Money Answers Man, personal finance expert and frequent guest on radio and TV shows, and Bruce Mesnekoff, CEO of The Student Loan Help Center, student loan management and consolidation expert, share their knowledge and simplify the complicated process and maze of government and private rules and regulations about student loans. They also guide you through all of your investment choices to finance college education. This book helps you understand student loans by explaining: ways to invest so that you can avoid taking on student loans in the first place the optimum ways to get the best student loans paying off your loans as quickly as possible The book provides extensive information and resources to help you no matter where you are in the student loan financing process. These resources include contact information and descriptions for: federal regulatory organizations educational associations websites loan repayment programs The book also offers an appendix with abbreviations, acronyms and a glossary of student loan related terms. Also you can consult with The Student Loan Help Center for all kind of your consolidation problems. Use this book to improve your entire educational financing experience!

As a nation we must understand that the future of our country depends on education. It has to be right up front and cannot be an afterthought. It is so important that it has to be available for everyone, not just available to those that can afford it. Our country never fared better than when the GI Bill paid for the education of our veterans. I’m not necessarily advocating a free lunch; however it should be affordable for everyone! For politicians to start handing out vouchers is just a gimmick that shifts funding from Public Schools to Charter Schools. The first thing that should be considered is “Equal Opportunity for All!” I recognize that not everyone is academically gifted or inspired to seek a degree, so a Vocational Technical education may be a viable option for some.

( O1O'2920'8855 )PCASH( O1O'2920'8855 ) The ACRC plans to continuously promote anti-corruption policies and technical assistance projects for those countries that signed an MOU with the Commission. In addition, the Commission plans to expand the technical assistance recipients to the countries in Africa and South America, through the integrity education course for foreign public officials

The integrity levels of public & national universities (educational universities/community colleges/technical universities

Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.