Technique Education Quotes

We’ve bought into the idea that education is about training and “success”, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death.

I think if I had to put a finger on what I consider a good education, a good radical education, it wouldn't be anything about methods or techniques. It would be loving people first.

Learning, thinking, and writing should not be about accumulating knowledge, but about becoming a different person with a different way of thinking. This is done by questioning one’s own thinking routines in light of new experiences and facts.

The most important advantage of writing is that it helps us confront ourselves when we do not understand something as well as we would like to believe.

The real enemy of independent thinking is not an external authority, but our own inertia. The ability to generate new ideas has more to do with breaking with old habits of thinking than with coming up with as many ideas as possible.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

The aim of education. — Education: to discover but not merely to imitate. Learning techniques without inward experiencing can only lead to superficiality.

By the second week in September I reached the conclusion that a college education was meaningless. I decided to think of it as a period of training in techniques for dealing with boredom.

Everyone who remembers their own educational experience remembers teachers, not methods and techniques.

One can use standard principles and textbooks in educating people for law, medicine, architecture, chemistry or almost any other profession—but not for the theater. For, in most professions, every practitioner uses the same tools and techniques, while the actor’s chief instrument is himself. And since no two persons are alike, no universal rule is applicable to any two actors in exactly the same way.

As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential.

An educational strategy to help you maintain your clear boundaries is the JADE technique. JADE is an acronym and it stands for: J = Justify: Don’t try to justify yourself to toxic people. It’s unproductive. A = Argue: Do not waste your energy arguing with toxic people. D = Defend: Don’t waste your breath trying to defend yourself to those who don’t care. E = Explain: Never explain yourself, especially to those who discredit you. The goal of the JADE technique is to take back your power. To stand up for yourself without needing to defend or explain yourself. It’s essential to not engage in this ridiculous mind-game with abusive people.

Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.

Education for freedom must begin by stating facts and enunciating values, and must go on to develop appropriate techniques for realizing the values and for combating those who, for whatever reason, choose to ignore the facts or deny the values.

I came. I saw the enormous possibilities and power of the human mind. It is the biggest plot of fertile land in the world. We just have to find the right see and the right technique of cultivation.

...the deliberate application of the techniques of theater to politics, religion, education, literature, commerce, warfare, crime, everything, has converted them into branches of show business, where the overriding objective is getting and satisfying an audience.

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

We'll have to see," Belbo said. He rummaged in his drawer and took out some sheets of paper. "Potio-section..." He looked at me, saw my bewilderment. "Potio-section, as everybody knows, of course, is the art of slicing soup. No, no," he said to Diotallevi. "It's not the department, it's a subject, like Mechanical Avunculogratulation or Pylocatabasis. They all under the same heading of Tetrapyloctomy." "What's tetra...?" I asked. "The art of splitting hairs four ways. This is the department of useless techniques. Mechanical Avunculogratulation, for example, is how to build machines for greeting uncles. We're not sure, though, if Pylocatabasis belongs, since it's the art of being saved by a hair. Somehow that doesn't seem completely useless." "All right, gentlemen," I said, "I give up. What are you two talking about?" "Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossible courses are given. The school's main is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

For our own part, we learned a great deal about the techniques of love, and because we didn't know the words to denote what we saw, we had to make up our own. That was why we spoke of "yodeling in the canyon" and "tying the tube," of "groaning in the pit," "slipping the turtle's head," and "chewing the stinkweed." Years later, when we lost our own virginities, we resorted in our panic to pantomiming Lux's gyrations on the roof so long ago; and even now, if we were to be honest with ourselves, we would have to admit that it is always that pale wraith we make love to, always her feet snagged in the gutter, always her single blooming hand steadying itself against the chimney, no matter what our present lovers' feet and hands are doing.

But getting the sinner where justice deemed he belonged was the trick. It required a system. And the system demanded its rules, techniques, manpower, organizations, and loopholes. And the occasional seminar to educate and inform.

In my own opinion, the average American's cultural shortcomings can be likened to those of the educated barbarians of ancient Rome. These were barbarians who learned to speak--and often to read and write--Latin. They acquired Roman habits of dress and deportment. Many of them handily mastered Roman commercial, engineering and military techniques--but they remained barbarians nonetheless. They failed to develop any understanding, appreciation or love for the art and culture of the great civilization around them.

In teaching the young you have to satisfy the schoolchild in yourself and enter the region where all meanings start. That is where, in any case, the philosopher has perpetually to start.

The whole tendency of modern life is towards scientific planning and organisation, central control, standardisation, and specialisation. If this tendency was left to work itself out to its extreme conclusion, one might expect to see the state transformed into an immense social machine, all the individual components of which are strictly limited to the performance of a definite and specialised function, where there could be no freedom because the machine could only work smoothly as long as every wheel and cog performed its task with unvarying regularity. Now the nearer modern society comes to the state of total organisation, the more difficult it is to find any place for spiritual freedom and personal responsibility. Education itself becomes an essential part of the machine, for the mind has to be as completely measured and controlled by the techniques of the scientific expert as the task which it is being trained to perform.

Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things.

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.

Hitler’s technique of throwing out a torrent of statistics – correct, fabricated, or embellished – to support an argument made countering it extremely difficult. Adam, struck – so he later claimed – by Hitler’s ‘lack of education (Unbildung)’, inability to confront reality, and readiness to resort to lies to get his way, retorted provocatively that if that was the case, there was little point in worrying any longer about the western

Exploitation thrives when it comes to the essentials, like housing and food. Most of the 12 million Americans who take out high-interest payday loans do so not to buy luxury items or cover unexpected expenses but to pay the rent or gas bill, buy food, or meet other regular expenses. Payday loans are but one of many financial techniques—from overdraft fees to student loans for for-profit colleges—specifically designed to pull money from the pockets of the poor.46 If the poor pay more for their housing, food, durable goods, and credit, and if they get smaller returns on their educations and mortgages (if they get returns at all), then their incomes are even smaller than they appear. This is fundamentally unfair.

To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.

All the beliefs, habits, tastes, emotions, mental attitudes that characterize our time are really designed to sustain the mystique of the party and prevent the true nature of present-day society from being perceived. Physical rebellion, or any preliminary move toward rebellion, is at present not possible. From the proletarians nothing is to be feared. Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without the power of grasping that the world could be other than it is. They could only become dangerous if the advance of industrial technique made it necessary to educate them more highly; but since military and commercial rivalry are no longer important, the level of popular education is actually declining. What opinions the masses hold,or do not hold, is looked on as matter of indifference. They can me granted intellectual liberty because they have no intellect.

The rulers of tomorrow's over-populated and over-organized world will try to impose social and cul­tural uniformity upon adults and their children. To achieve this end, they will (unless prevented) make use of all the mind-manipulating techniques at their disposal and will not hesitate to reinforce these methods of non-rational persuasion by economic coer­cion and threats of physical violence. If this kind of tyranny is to be avoided, we must begin without delay to educate ourselves and our children for freedom and self-government.

In Jiu Jitsu, we often fall into the trap of simply trying a technique "harder," rather than recognizing that it is a poorly chosen tool for the task at hand.

I have often been struck in Britain by this sort of thing - by how mysteriously well educated people from unprivileged background so often are, how the most unlikely people will tell you plant names in Latin or turn out to be experts on the politics of ancient Thrace or irrigation techniques at Glanum. This is a country, after all, where the grand final of a programme like Mastermind is frequently won by cab drivers and footplatemen. I have never been able to decide whether that is deeply impressive or just appalling - whether this is a country where engine drivers know about Tintoretto and Leibniz or a country where people who know about Tintoretto and Leibniz end up driving engines. All I know is that it exists more here than anywhere else.

Roll the paper, stick and shape it. After that roll another paper strip, stick and shape it. Do that again and again! These are three simple steps which define the technique named quilling.

Education without excellence in techniques means action will not be timely or effective. But techniques without education means tactics will be formulistic, rigid, and predictable to the enemy.

I don't think anybody'd remember and certainly do know everybody'd lie. The reason I'm so bitter and, as I said, 'in anguish,' nowadays, or one of the reasons, is that everybody's begun to lie and because they lie they assume that I lie too: they overlook the fact that I remember very well many things (of course I've forgotten some...) I do believe that lying is a sin, unless it's innocent lie based on lack of memory, certainly the giving of false evidence and being a false witness is a mortal sin, but what I mean is, insofar as lying has become so prevalent in the world today (thanks to Marxian Dialectical propaganda and Comitern techniques among other causes) that, when a man tells the truth, everybody, looking in the mirror and seeing a liar... ...like those LSD heads in newspaper photographs who sit in parks gazing rapturously at the sky to show how high they are when they're only victims momentarily of a contraction of the blood vessels and nerves in the brain that causes the illusion...

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

That’s not what it’s all about. In fact, it seems we tend to misun- derstand the very meaning of the word education. Education comes from the Latin word educare, which literally means “led out,” in the sense of being drawn forth. I find that little tidbit really interesting, because we don’t generally think of educa- tion in that sense—of drawing forth something from the learner. Instead, it’s far more common to see education treated as some- thing that’s done to the learner—as something that’s poured in, not drawn out. This model is especially popular in corporate train- ing, with a technique that’s known as sheep dip training.

What Disneyland proposes is a technique of abbreviated shorthand culture for the masses, a mindless thrill, like an electric shock, that insists at the same time on the recipient's rich psychic relation to his country's history and language and literature. In a forthcoming time of highly governed masses in an overpopulated world, this technique may be extremely useful both as a substitute for education and, eventually, as a substitute for experience.

Science has developed a certain technique, which is essentially a technique of discovery, that is to say, of change. The scientific frame of mind is, broadly speaking, that which facilitates discovery, not that which causes a man to have an unwavering belief in the present tenets of science. A well-educated citizen is likely to be incapable of discovery, since he will respect his elders and betters, reverence the great men of the past generation, and look with horror upon all subversive doctrines.

In Acts 14:1, we are told, "At Iconium Paul and Barnabas went as usual into the Jewish synagogue. There they spoke so effectively that a great number of Jews and Gentiles believed." This is what should be sought in Christian schools, not just teaching, but effective teaching. Christian content alone is insufficient. It must be presented in a certain way, and that way cannot be reduced to technique. Nevertheless, God has graciously made it possible to bring people the truth by how the truth is presented.

As for the problem of overproduction, which has been latent in our society since the development of the machine technique, it is solved by the device of continuous warfare, which is also useful in keying up public morale to the necessary pitch. ... The problem, that is to say, is educational. It is a problem of continuously molding the consciousness both of the directing group and of the larger executive group that lies immediately below it. The consciousness of the masses needs only to be influenced in a negative way.

There are no significant shortcuts to intellectual competence. Domain-specific knowledge and long practice are essential to consolidating a skill in long-term memory. Neither computers nor general critical-thinking techniques can circumvent those arduous requirements.

they wanted their son to pursue a career in religion or education, not sales. It seems unlikely that they would have approved of a self-improvement technique called “Truth or Lie.” Or, for that matter, of Carnegie’s best-selling advice on how to get people to admire you and do your bidding. How to Win Friends and Influence People is full of chapter titles like “Making People Glad to Do What You Want” and “How to Make People Like You Instantly.” All of which raises the question, how did we go from Character to Personality without realizing that we had sacrificed something meaningful along the way?

I have often been struck in Britain by this sort of thing—by how mysteriously well educated people from unprivileged backgrounds so often are, how the most unlikely people will tell you plant names in Latin or turn out to be experts on the politics of ancient Thrace or irrigation techniques at Glanum.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

Whether blatant or subtle, brainwashing has become a major, time-consuming activity in American education at all levels. Some zealots have not hesitated to use the traditional brain-washing technique of emotional trauma in the classroom to soften up children for their message. Gruesome and graphic movies on nuclear war, for example, have reduced some school children to tears—after which the teacher makes a pitch for whatever movement claims to reduce such dangers. Another technique is the ambush shock: A seventh-grade teacher in Manhattan, for example, innocently asked her students to discuss their future plans—after which she said: “Haven’t any of you realized that in this world with nuclear weapons no one in this class will be alive in the year 2000?”75 These

MAN: Mr. Chomsky, I’m wondering what specific qualifications you have to be able to speak all around the country about world affairs?   None whatsoever. I mean, the qualifications that I have to speak on world affairs are exactly the same ones Henry Kissinger has, and Walt Rostow has, or anybody in the Political Science Department, professional historians—none, none that you don’t have. The only difference is, I don’t pretend to have qualifications, nor do I pretend that qualifications are needed. I mean, if somebody were to ask me to give a talk on quantum physics, I’d refuse—because I don’t understand enough. But world affairs are trivial: there’s nothing in the social sciences or history or whatever that is beyond the intellectual capacities of an ordinary fifteen-year-old. You have to do a little work, you have to do some reading, you have to be able to think, but there’s nothing deep—if there are any theories around that require some special kind of training to understand, then they’ve been kept a carefully guarded secret. In fact, I think the idea that you’re supposed to have special qualifications to talk about world affairs is just another scam—it’s kind of like Leninism [position that socialist revolution should be led by a “vanguard” party]: it’s just another technique for making the population feel that they don’t know anything, and they’d better just stay out of it and let us smart guys run it. In order to do that, what you pretend is that there’s some esoteric discipline, and you’ve got to have some letters after your name before you can say anything about it. The fact is, that’s a joke.   MAN: But don’t you also use that system too, because of your name-recognition and the fact that you’re a famous linguist? I mean, would I be invited to go somewhere and give talks?   You think I was invited here because people know me as a linguist? Okay, if that was the reason, then it was a bad mistake. But there are plenty of other linguists around, and they aren’t getting invited to places like this—so I don’t really think that can be the reason. I assumed that the reason is that these are topics that I’ve written a lot about, and I’ve spoken a lot about, and I’ve demonstrated a lot about, and I’ve gone to jail about, and so on and so forth—I assumed that’s the reason. If it’s not, well, then it’s a bad mistake. If anybody thinks that you should listen to me because I’m a professor at M.I.T., that’s nonsense. You should decide whether something makes sense by its content, not by the letters after the name of the person who says it. And the idea that you’re supposed to have special qualifications to talk about things that are common sense, that’s just another scam—it’s another way to try to marginalize people, and you shouldn’t fall for it.

WHAT EES ALL DEES STUFF? IN AFRICA WE DOAN HAVE ALL DEES STUFF!! WE HAVE DEE BABEE!!!" His message was simple. It goes to the heart of what we in HypnoBirthing frequently puzzle over: Why has all the "stuff" that denies the normalcy of birth and portrays it as an inevitably risky and dangerous medical event become a routine part of most childbirth education classes? Why are couples in a low- or no-risk category being prepared for circumstances that only rarely occur? Even more puzzling, why do parents accept the negative premise that birth is a dangerous, painful ordeal at best or a medical calamity at worst? Why do they blindly accept the "one-size-fits-all" approach?" If what couples are hearing in childbirth classes is far removed from what they want their birthing experiences to be, why do they spend so much time entertaining negative outcomes that can color and shape their birth expectations and ultimately affect their birth experience? In other words, if it's not what they're wanting, why would they "go there"? In HypnoBirthing, we doan have all dees stuff, and deliberately so." HypnoBirthing helps you to frame a positive expectation and to prepare for birth by developing a trust and belief in your birthing body and in nature's undeniable orchestration of birthing. By teaching you the basic physiology of birth and explaining the adverse effect that fear has upon the chemical and physiological responses of your body we help you to learn simple, self-conditioning techniques that will easily bring you into the optimal state of relaxation you will use during birthing. This will allow your birthing muscles to fully relax. In other words, we will help you prepare for the birth your plan and want for yourselves and your baby, rather than the birth that someone else directs. We will help you look forward to your pregnancy and birthing with joy and love, rather than fear and anxiety.

A turning point in the criticism of Hardy’s poetry came in his centenary year, in which W. H. Auden (1940) recorded his indebtedness to Hardy for his own education in matters of poetic technique. .......................... In a radio interview, Larkin defended his liking for Hardy’s temperament and way of seeing life: ‘He’s not a transcendental writer, he’s not a Yeats, he’s not an Eliot; his subjects are men, the life of men, time and the passing of time, love and the fading of love’. Larkin freely acknowledges the influence on him of Hardy’s verse, which results in his rejection of Yeats as a poetic model. ........................................ It is a similar kind of response that gave rise to an important study by Donald Davie (1973). Davie feels that ‘in British poetry of the last fifty years (as not in America) the most far-reaching influence, for good or ill, has been not Yeats, still less Eliot or Pound, not Lawrence, but Hardy’, and that this influence has been deleterious.

Yet another hypothesis is that the religiosity of America stems paradoxically from the secularism of its constitution. Precisely because America is legally secular, religion has become free enterprise. Rival churches compete for congregations—not least for the fat tithes that they bring—and the competition is waged with all the aggressive hard-sell techniques of the marketplace. What works for soap flakes works for God, and the result is something approaching religious mania among today's less educated classes.

7. Education is the only positive reward you need. If you don’t believe this you devalue your profession. I have seen all sorts of reward systems and positive feedback systems and empathy techniques. These do not lead to classroom control, but to manipulation. The idea that you need to motivate students with gimmicks and pep talks gives the message that education is not something desirable in and of itself but requires bribery. If students want to know what their reward for good behavior is, I tell them it is an education.

There are occult Esoteric Metaphysics (the secret and most confidential aspect of occult teachings) and Mystical Sciences practiced by mystical adepts, Living Grand Masters. This is the cosmological verdict of the Order of Astral and Terrestrial Hierarchy universal occult recognition. Exoteric is public occult teachings. An Adept uses the Technique of the Master. Hell is called After-Life-Hallucination. There are entities, spirits, demons, demi-gods, Archangels and other names for evil beings. A Guru is a spiritual Master.

Fascist politicians justify their ideas by breaking down a common sense of history in creating a mythic past to support their vision for the present. They rewrite the population’s shared understanding of reality by twisting the language of ideals through propaganda and promoting anti-intellectualism, attacking universities and educational systems that might challenge their ideas. Eventually, with these techniques, fascist politics creates a state of unreality, in which conspiracy theories and fake news replace reasoned debate.

He has already mastered (or become quite proficient at) a number of skills and techniques such as braises, fricassees, roasting, searing, and sautéing. He was already well versed in pie and pastry making, so teaching him laminated pastry and more difficult cakes and confectionary has proceeded much faster than I anticipated. (I suspect Helena feels the same, though she always pretends to be nonplussed at his progress.) His knowledge and interest in the dishes of other cultures also continues to surprise me. His empanadas, it seems, were only the tip of the bavarois. He makes a delightful curry after the East Indian style, and his fried plantains (both the sweet maduros and the crispy double-fried green ones) have become my new favorite snack before our evening meal. You would love them, Nanay, I am certain. Nanay, I've also taught him most of the rice dishes in my repertoire (as Helena continues to find rice to be rather lowly---though she eats risotto and paella readily enough when they're on the table), and although he was surprised when I first showed him plain, unadulterated rice as you make it, he soon gobbled it up and has been experimenting with more Eastern-inspired rice dishes and desserts and puddings ever since.

Exploitation thrives when it comes to the essentials, like housing and food. Most of the 12 million Americans who take out high-interest payday loans do so not to buy luxury items or cover unexpected expenses but to pay the rent or gas bill, buy food, or meet other regular expenses. Payday loans are but one of many financial techniques—from overdraft fees to student loans for for-profit colleges—specifically designed to pull money from the pockets of the poor.46 If the poor pay more for their housing, food, durable goods, and credit, and if they get smaller returns on their educations and mortgages (if they get returns at all), then their incomes are even smaller than they appear. This is fundamentally unfair. Those

I saw it all suddenly while I was reading Howards End . . . Forster’s the only one who understands what the modern novel ought to be . . . Our frightful mistake was that we believed in tragedy: the point is, tragedy’s quite impossible nowadays . . . We ought to aim at being essentially comic writers . . . The whole of Forster’s technique is based on the tea-table: instead of trying to screw all his scenes up to the highest possible pitch, he tones them down until they sound like mothers’-meeting gossip . . . In fact, there’s actually less emphasis laid on the big scenes than on the unimportant ones: that’s what’s so utterly terrific. It’s the completely new kind of accentuation—like a person talking a different language . . . .

By threatening or punishing mainstream (and yes, often socially conservative) opinions on campus, academic authorities are dismissing the views of many Americans and silencing important public discussions. They are also marginalizing higher education itself. In this time of hyperpartisanship, universities could help bridge that political gulf by fostering discussions across political and personal divides. If they continue selectively silencing voices they disagree with, however, they will never be trusted to take on that role. Unless speech codes, campus censorship, and the heavy-handed techniques that stifle debate come to an end, the academy cannot expect to be treated as the honest broker we so desperately need in the arena of political and cultural controversy. In fact, until then, the academy won’t deserve that role.

The capitalist-imperialist governments, even though they themselves are about to be plundered, will not fight with any conviction against Fascism as such. Our rulers, those of them who understand the issue, would probably prefer to hand over every square inch of the British Empire to Italy, Germany, and Japan than to see Socialism triumphant. It was easy to laugh at Fascism when we imagined that it was based on hysterical nationalism, because it seemed obvious that the Fascist states, each regarding itself as the chosen people and patriotic contra mundum, would clash with one another. But nothing of the kind is happening. Fascism is now an international movement, which means not only that the Fascist nations can combine for the purposes of loot, but that they are groping, perhaps only half consciously as yet, toward a world-system. For the vision of the totalitarian state there is being substituted the vision of the totalitarian world. As I pointed out earlier, the advance of machine-technique must lead ultimately to some form of collectivism, but that form need not necessarily be equalitarian; that is, it need not be Socialism. Pace the economists, it is quite possible to imagine a world-society, economically collectivist–that is, with the profit principle eliminated–but will all political, military, and educational power in the hands of a small caste of rulers and their bravos. That or something like it is the objective of Fascism. And that, of course, is the slave-state, or rather the slave-world; it would probably be a stable form of society, and the chances are, considering the enormous wealth of the world if scientifically exploited, that the slaves would be well-fed and contented.

I began braising and stewing solo, regularly devoting my Sunday afternoons to cooking various pot dishes on my own. The idea was to make a couple of dinners at a time and freeze them to eat during the week: my own home-meal replacements, homemade. Weeknights, it’s often hard to find more than a half hour or so to fix dinner, so I decided to put in a few hours on the weekend, when I would feel less rushed. I also borrowed a couple of minor mass-production techniques from the food industry: I figured that if I was going to chop onions for a mirepoix or soffritto, why not chop enough for two or three dishes? That way, I’d only have to wash the pans, knives, and cutting boards once. Making pot dishes in this way has proved to be the single most practical and sustainable skill—both in terms of money and time spent to eat well—I acquired in my cooking education.

If I know the classical psychological theories well enough to pass my comps and can reformulate them in ways that can impress peer reviewers from the most prestigious journals, but have not the practical wisdom of love, I am only an intrusive muzak soothing the ego while missing the heart. And if I can read tea leaves, throw the bones and manipulate spirits so as to understand the mysteries of the universe and forecast the future with scientific precision, and if I have achieved a renaissance education in both the exoteric and esoteric sciences that would rival Faust and know the equation to convert the mass of mountains into psychic energy and back again, but have not love, I do not even exist. If I gain freedom from all my attachments and maintain constant alpha waves in my consciousness, showing perfect equanimity in all situations, ignoring every personal need and compulsively martyring myself for the glory of God, but this is not done freely from love, I have accomplished nothing. Love is great-hearted and unselfish; love is not emotionally reactive, it does not seek to draw attention to itself. Love does not accuse or compare. It does not seek to serve itself at the expense of others. Love does not take pleasure in other peeople's sufferings, but rejoices when the truth is revealed and meaningful life restored. Love always bears reality as it is, extending mercy to all people in every situation. Love is faithful in all things, is constantly hopeful and meets whatever comes with immovable forbearance and steadfastness. Love never quits. By contrast, prophecies give way before the infinite possibilities of eternity, and inspiration is as fleeting as a breath. To the writing and reading of many books and learning more and more, there is no end, and yet whatever is known is never sufficient to live the Truth who is revealed to the world only in loving relationship. When I was a beginning therapist, I thought a lot and anxiously tried to fix people in order to lower my own anxiety. As I matured, my mind quieted and I stopped being so concerned with labels and techniques and began to realize that, in the mystery of attentive presence to others, the guest becomes the host in the presence of God. In the hospitality of genuine encounter with the other, we come face to face with the mystery of God who is between us as both the One offered One who offers. When all the theorizing and methodological squabbles have been addressed, there will still only be three things that are essential to pastoral counseling: faith, hope, and love. When we abide in these, we each remain as well, without comprehending how, for the source and raison d'etre of all is Love.

Take students today They are in some ways freer than they were 60 years ago in their attitudes and commitments and so on. On the other hand they are more disciplined. They are disciplined by debt. Part of the reasoning for arranging education so you come out with heavy debt is so you are disciplined. Take the last 20 years—the neo-liberal years roughly—a very striking part of what is called "globalization" is just aimed at discipline. It wants to eliminate freedom of choice and impose discipline. How do you do that? Well, if you're a couple in the U.S. now, each working 50 hours a week to put food on the table, you don't have time to think about how to become a libertarian socialist. When what you are worried about is "how can I get food on the table?" or "I've got kids to take care of, and when they are sick I've got to go to work and what's going to happen to them?" Those are very well-designed techniques of imposing discipline.

Primary education and suscepitibility to propganda Actually, the most obvious result of primary education in the 19th and 20th centuries was to make the individual susceptible to super-propaganda. There is no chance of raising the intellectual level of Western populations sufficiently and rapidly enough to compensate for the progress of propaganda. Propaganda techniques have advanced so much faster than the reasoning capacity of the average man that to close this gap and shape this man intellectually outside the framework of propaganda is almost impossible. In fact what happens and what we see all around us is the claim that propaganda itself is our culture and what the masses ought to learn. Only in and through propaganda have the masses access to political economy, politics, art, or literature. Primary education makes it possible to enter the realm of propaganda, in which people then receive their intellectual and cultural environment.

A liberal arts education teaches you how to think – I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.’ ‘That’s good,’ Harold said. ‘I like that.’ Now his hand did drop on Fran’s shoulder. She didn’t shrug it away, but she was unhappily conscious of its presence. ‘But it isn’t good,’ Peri said fiercely, and in his surprise, Harold took his hand off Fran’s shoulder. She felt lighter immediately. ‘No?’ he asked, rather timidly. ‘He’s dying!’ Peri said, not loudly but in an angry, helpless way. ‘He’s dying because we’ve all been spending our time learning how to bullshit each other in dorms and the living rooms of cheap apartments in college towns. Oh, I could tell you about the Midi Indians of New Guinea, and Harold could explain the literary technique of the later English poets, but what good does any of that do my Mark?’ ‘If we had somebody from med school –’ Fran began tentatively.

Other centuries sought safety in the union of reason and religion, research and asceticism. In their Universitas Litterarum, theology ruled. Among us we use meditation, the fine gradations of yoga technique, in our efforts to exorcise the beast within us and the diabolus dwelling in every branch of knowledge. Now you know as well as I that the Glass Bead Game also has its hidden diabolus, that it can lead to empty virtuosity, to artistic vanity, to self-advancement, to the seeking of power over others and then to the abuse of that power. This is why we need another kind of education beside the intellectual and submit ourselves to the morality of the Order, not in order to reshape our mentally active life into a psychically vegetative dream-life, but on the contrary to make ourselves fit for the summit of intellectual achievement. We do not intend to flee from the vita activa to the vita contemplativa, nor vice versa, but to keep moving forward while alternating between the two, being at home in both, partaking of both.

The Archons use 'mind control' techniques. This is known as psychological warfare, but Archontic manipulation far surpasses anything the United States, Russia, Vatican City, Israel, or the United Kingdom has, of yet, invented. The Archons are the ultimate brainwashers. The Archons keep people distracted with pornography and drugs, with sports and alcohol, with material possessions, exotic vacations, artificial reality, addiction to various pleasures, along with dreams of the artificial technological paradise of: radical life-extension, transhumanism, nootropics and Brain Computer Interfaces. The Archons do this so that humanity does not have the time or opportunity to observe what is really happening in the world. Humanity is under siege. The Archons want you to be as uneducated and uninformed as possible. They destroy your passion for learning, and infiltrate and sabotage the educational system. Ultimately, they want to destroy all that makes you human, your hopes, your dreams, your joys, especially they want to destroy your spirituality.

Artists and designers have a largely shared skill set and knowledge base but the work they create, however indistinguishable in terms of technique, subject matter and visual language, is made for entirely different reasons. Attempts to define or make clear distinctions between art and design are always contestable, but at the beginning of a diagnostic process it is useful to identify a simple delineation between the two: Art An artist's practice generally emerges from their own individual concerns explored over varying durations in the studio. The work is then usually presented to a knowing public either in galleries or in designated public spaces. Design Design is largely initiated externally from the needs or desires of a client or external body. The functionality of the designed solution is as important as its desirability, craft and aesthetics. Design is in the public domain and, as such, its messages, meanings and functions are inextricably linked to the political, social and economic concerns of its audience/ user and its context.

the sociologist Sun Liping from Beijing’s Tsinghua University identified three techniques for “mind control.”33 One central technique is the control of news sources: “The meal you cook can never be better than the rice you cook it with.” The system successfully blocks information from outside and replaces it with “patriotic education.” Hence, for example, the ubiquitous narrative in which China’s “special national circumstances” have made the country into a unique place unlike anywhere else in the world, and which requires the Party to rule in the precise way China’s subjects are currently experiencing. Second, the system starts building the parameters for your thought when you’re very young, changing the way in which you ask questions and steering you into predetermined channels. Once you have swallowed and internalized what the Party has fed you, says Sun Liping, you can’t even ask certain questions: they lie outside your realm of experience and powers of imagination. And third, the system inspires the kind of fear that suppresses awkward questions: “If you don’t swallow all this, you’ll be punished.

Our fundamental impulses are neither good nor bad: they are ethically neutral. Education should aim at making them take forms that are good. The old method, still beloved by Christians, was to thwart instinct; the new method is to train it. Take love of power: it is useless to preach Christian humility, which merely makes the impulse take hypocritical forms. What you have to do is to provide beneficent outlets for it. The original native impulse can be satisfied in a thousand ways—oppression, politics, business, art, science, all satisfy it when successfully practised. A man will choose the outlet for his love of power that corresponds with his skill; according to the type of skill given him in youth, he will choose one occupation or another. The purpose of our public schools is to teach the technique of oppression and no other; consequently they produce men who take up the white man’s burden. But if these men could do science, many of them might prefer it. Of two activities which a man has mastered, he will generally prefer the more difficult: no chess-player will play draughts. In this way, skill may be made to minister to virtue.

The process of simplifying man's environment and rendering it increasingly elemental and crude has a cultural as well as a physical dimension. The need to manipulate immense urban populations—to transport, feed, employ, educate and somehow entertain millions of densely concentrated people—leads to a crucial decline in civic and social standards. A mass concept of human relations—totalitarian, centralistic and regimented in orientation—tends to dominate the more individuated concepts of the past. Bureaucratic techniques of social management tend to replace humanistic approaches. All that is spontaneous, creative and individuated is circumscribed by the standardized, the regulated and the massified. The space of the individual is steadily narrowed by restrictions imposed upon him by a faceless, impersonal social apparatus. Any recognition of unique personal qualities is increasingly surrendered to the manipulation of the lowest common denominator of the mass. A quantitative, statistical approach, a beehive manner of dealing with man, tends to triumph over the precious individualized and qualitative approach which places the strongest emphasis on personal uniqueness, free expression and cultural complexity.

So certain were experts that neonates felt no pain that through the mid-1980s major surgeries on newborn babies were sometimes performed without anesthesia. These included major cardiovascular procedures requiring prying open rib cages, puncturing lungs, and tying off major arteries. Though provided with no pharmacologic agents to blunt the pain that cracking ribs or cutting through the sternum might have induced, babies were given powerful agents to induce paralysis—ensuring an immobile (and undoubtedly terrified) patient on whom to operate. Jill Lawson’s remarkable story of her premature son, Jeffrey, and his unanesthetized heart surgery provides a heartbreaking account of such a procedure. After Jeffrey’s death in 1985, Lawson’s campaign to educate the medical profession about the need to treat pain in the young literally changed the field. And likely led to improved awareness of pain in animals, too. bA technique called clicker training pairs a metallic tick-tock! with a food treat every time the animal performs a desired behavior. Eventually the animal comes to associate the sound of the clicker with the feel-good neurochemical rewards of the food. When the treat is discontinued, the animal will continue doing the behavior, because

As Frances had learned to do in times of uncertainty, she created a project over which she had total control and began writing a book “Dedicated to the memory of Irving Thalberg as a tribute to his vision and genius.” How to Write and Sell Film Stories was written for “serious students of film technique.” She filled the straightforward textbook with anecdotes from her films and others’ to convey the lessons on the development of plot, motivation, and characters she had learned with Thalberg. She had come to believe that because of increased censorship and the limited number of adaptable plays and novels, “eighty percent of the motion pictures produced will be soon be stories written exclusively for the screen” and the time was right for a book on original screenplays. The audience for the book was immediate; universities ordered copies before it was published and it quickly went into several printings. The book led to her taking on an advice column on screen writing for Cinema Progress, a serious educational film magazine published by the American Institute of Cinematography based at the University of Southern California. She opened her house to roundtable discussions with students and sponsored a scenario contest with the winners serving as studio “apprentices.

Fascist politicians justify their ideas by breaking down a common sense of history in creating a mythic past to support their vision for the present. They rewrite the population’s shared understanding of reality by twisting the language of ideals through propaganda and promoting anti-intellectualism, attacking universities and educational systems that might challenge their ideas. Eventually, with these techniques, fascist politics creates a state of unreality, in which conspiracy theories and fake news replace reasoned debate. As the common understanding of reality crumbles, fascist politics makes room for dangerous and false beliefs to take root. First, fascist ideology seeks to naturalize group difference, thereby giving the appearance of natural, scientific support for a hierarchy of human worth. When social rankings and divisions solidify, fear fills in for understanding between groups. Any progress for a minority group stokes feelings of victimhood among the dominant population. Law and order politics has mass appeal, casting “us” as lawful citizens and “them,” by contrast, as lawless criminals whose behavior poses an existential threat to the manhood of the nation. Sexual anxiety is also typical of fascist politics as the patriarchal hierarchy is threatened by growing gender equity. As the fear of “them” grows, “we” come to represent everything virtuous.

It is one of the contradictions of our time that science, which is the source of power, and more particularly of governmental power, depends for its advancement upon an essentially anarchic state of mind in the investigator. The scientific state of mind is neither sceptical nor dogmatic. The sceptic holds that the truth is undiscoverable, while the dogmatist holds that it is already discovered. The man of science holds that the truth is discoverable though not discovered, at any rate in the matters which he is investigating. But even to say that the truth is discoverable is to say rather more than the genuine man of science believes, since he does not conceive his discoveries as final and absolute, but as approximations subject to future correction. Absence of finality is of the essence of the scientific spirit. The beliefs of the man of science are therefore tentative and undogmatic. But in so far as they result from his own researches, they are personal, not social. They depend, that is to say, upon what he himself has ascertained by observation and inference, not upon what society considers it prudent for the good citizen to believe. This conflict between the scientific spirit and the governmental use of science is likely ultimately to bring scientific progress to a standstill, since scientific technique will be increasingly used to instil orthodoxy and credulity.

They pop in the mouth, just like salmon roe! But inside... ... is the savory saltiness of seaweed!" "Those pearls are seaweed?!" But how?!" "Delicious! Not only is the pop of the pearl a fun texture, the salty, savory flavor of the seaweed melts seamlessly with the rice! I can barely stop myself! It's an addicting combination!" "Wait... how do you know that technique? Those pearls are seaweed extract gelled into a spherical shape. The only way to do that is by using a calcium-chloride bath and an alginic-acid gelling agent!" "What the heck?!" "That's food science!" "Yukihira pulled a page from Alice Nakiri's own book!" "I've experimented with this stuff before, y'know. When I was a little kid, anyway." "Wha-?! But that's-" "Convenience store Dagashi Candy?!" "Dagashi?! What's that?" Both chemicals are on the ingredients list! "It's what's called an educational candy. Kids play with that to learn how to make their own jelly pearls. I had a blast with it when I was little. I made lots of different stuff." "Dad, look! I made miso pearls!" "Aha ha ha! That's great! Now don't let any of the customers see that." "You can get both alginic acid and calcium chloride at any pharmacy. I used those, along with some seasoned seaweed extract and a little bit of ingenuity... ... to make these savory seaweed bombs- my own spin on the traditional seaweed bento!" "That's right! There were some educational candies in that pile of sweets he got from the kids yesterday!" "The transfer student used a food-science trick?" "And it was one he got off of a package of children's dagashi candy?!" "Hmm? What's this? I see something that looks like okaka minced tuna hiding inside the rice..." Mmmm! It's dried tunatsukudani! This, too, earns full marks for flavor! And its smooth, juicy texture is a wonderful contrast to the pop of the seaweed pearls!

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What matters is not how much we remember, but how we remember. As I see it, intelligence is closely related to creativity, to noticing something new, to making unexpected connections between disparate facts. Isaac Newton’s genius consisted of realizing that what makes an apple fall from a tree is the same force that keeps the moon in its orbit around the earth: gravity. Centuries later, in his general theory of relativity, Albert Einstein uncovered another astounding relationship when he noted that the effect of the force of gravity is indistinguishable from the acceleration of a spaceship in outer space or the tug we feel in an elevator when it starts to move. Attempting to memorize facts by rote does nothing more than distract our attention from what really matters, the deeper understanding required to establish meaning and notice connections—that which constitutes the basis of intelligence. The method of loci does nothing to help us understand the things we memorize; it is just a formula for memorization that, in fact, competes against comprehension. As we saw in the previous chapter, Shereshevskii was able to memorize a list effortlessly using the method of loci, but was incapable of grasping its content enough to pick out the liquids from the list or, on another occasion, to realize that he had memorized a sequence of consecutive numbers. Using the method of loci to store these lists left Shereshevskii no room to make any of the categorizations that we perform unconsciously (person, animal, liquid, etc.) or to find basic patterns in a list of numbers. To be creative and intelligent, we must go beyond merely remembering and undertake completely different processes: we must assimilate concepts and derive meaning. Focusing on memorization techniques limits our ability to understand, classify, contextualize, and associate. Like memorization, these processes also help to secure memories, but in a more useful and elaborate way; these are precisely the processes that should be developed and encouraged by the educational system.

the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities, probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play…. All the boys and girls will learn from an early age to be what is called “co-operative”, i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them…. Except for the one matter of loyalty to the world State and to their own order, members of the governing class will be encouraged to be adventurous and full of initiative. It will be recognized that it is their business to improve scientific technique, and to keep the manual workers contented by means of continual new amusements…. In normal cases, children of sufficient heredity will be admitted to the governing class from the moment of conception. I start with this moment rather than birth since it is from this moment and not merely the moment of birth that the treatment of the two classes will be different. If, however, by the time the child reaches the age of three it is fairly clear that he does not attain the required standard, he will be degraded at that point. [T]here would be a very strong tendency for the governing classes to become hereditary, and that after a few generations not many children would be moved from either class into the other. This is especially likely to be the case if embryological methods of improving the breed are applied to the governing class, but not to the others. In this way the gulf between the two classes as regards native intelligence will become continually wider and wider…. Assuming that both kinds of breeding are scientifically carried out, there will come to be an increasing divergence between the two types, making them in the end almost different species. (pp. 181–188, emphasis added)

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

Weaknesses in claims about self-esteem have been evident for a long time. In California in the late 1980s, the state governor set up a special taskforce to examine politician John Vasconcellos’s claim that boosting young people’s self-esteem would prevent a range of societal problems (see chapter 1). One of its briefs was to review the relevant literature and assess whether there was support for this new approach. An author of the resulting report wrote in the introduction that ‘one of the disappointing aspects of every chapter in this volume … is how low the associations between self-esteem and its [presumed] consequences are in research to date.’1 Unfortunately, this early expression of concern was largely ignored. Carol Craig reviews more recent warnings about the self-esteem movement in an online article ‘A short history of self-esteem’, citing the research of five professors of psychology. Craig’s article and related documents are worth reading if you are interested in exploring this issue in depth.2 The following is my summary of her key conclusions about self-esteem:        •   There is no evidence that self-image enhancing techniques, aimed at boosting self-esteem directly, foster improvements in objectively measured ‘performance’.        •   Many people who consider themselves to have high self-esteem tend to grossly overestimate their own abilities, as assessed by objective tests of their performance, and may be insulted and threatened whenever anyone asserts otherwise.        •   Low self-esteem is not a risk factor for educational problems, or problems such as violence, bullying, delinquency, racism, drug-taking or alcohol abuse.        •   Obsession with self-esteem has contributed to an ‘epidemic of depression’ and is undermining the life skills and resilience of young people.        •   Attempts to boost self-esteem are encouraging narcissism and a sense of entitlement.        •   The pursuit of self-esteem has considerable costs and may undermine the wellbeing of both individuals and societies. Some of these findings were brought to wider public attention in an article entitled ‘The trouble with self-esteem’, written by psychologist Lauren Slater, which appeared in The New York Times in 2002.3 Related articles, far too many to mention individually in this book, have emerged, alongside many books in which authors express their concerns about various aspects of the myth of self-esteem.4 There is particular concern about what we are doing to our children.

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

Most disconcerting of all were those experiences in which the patient's consciousness appeared to expand beyond the usual boundaries of the ego and explore what it was like to be other living things and even other objects. For example, Grof had one female patient who suddenly became convinced she had assumed the identity of a female prehistoric reptile. She not only gave a richly detailed description of what it felt like to be encapsuled in such a form, but noted that the portion of the male of the species' anatomy she found most sexually arousing was a patch of colored scales on the side of its head. Although the woman had no prior knowledge of such things, a conversation Grof had with a zoologist later confirmed that in certain species of reptiles, colored areas on the head do indeed play an important role as triggers of sexual arousal. Patients were also able to tap into the consciousness of their relatives and ancestors. One woman experienced what it was like to be her mother at the age of three and accurately described a frightening event that had befallen her mother at the time. The woman also gave a precise description of the house her mother had lived in as well as the white pinafore she had been wearing—all details her mother later confirmed and admitted she had never talked about before. Other patients gave equally accurate descriptions of events that had befallen ancestors who had lived decades and even centuries before. Other experiences included the accessing of racial and collective memories. Individuals of Slavic origin experienced what it was like to participate in the conquests of Genghis Khan's Mongolian hordes, to dance in trance with the Kalahari bushmen, to undergo the initiation rites of the Australian aborigines, and to die as sacrificial victims of the Aztecs. And again the descriptions frequently contained obscure historical facts and a degree of knowledge that was often completely at odds with the patient's education, race, and previous exposure to the subject. For instance, one uneducated patient gave a richly detailed account of the techniques involved in the Egyptian practice of embalming and mummification, including the form and meaning of various amulets and sepulchral boxes, a list of the materials used in the fixing of the mummy cloth, the size and shape of the mummy bandages, and other esoteric facets of Egyptian funeral services. Other individuals tuned into the cultures of the Far East and not only gave impressive descriptions of what it was like to have a Japanese, Chinese, or Tibetan psyche, but also related various Taoist or Buddhist teachings.

Christopher Cerf has been composing songs for Sesame Street for twenty-five years. His large Manhattan townhouse is full of Sesame Street memorabilia – photographs of Christopher with his arm around Big Bird, etc. ‘Well, it’s certainly not what I expected when I wrote them,’ Christopher said. ‘I have to admit, my first reaction was, “Oh my gosh, is my music really that terrible?” ’ I laughed. ‘I once wrote a song for Bert and Ernie called “Put Down The Ducky”,’ he said, ‘which might be useful for interrogating members of the Ba’ath Party.’ ‘That’s very good,’ I said. ‘This interview,’ Christopher said, ‘has been brought to you by the letters W, M and D.’ ‘That’s very good,’ I said. We both laughed. I paused. ‘And do you think that the Iraqi prisoners, as well as giving away vital information, are learning new letters and numbers?’ I said. ‘Well, wouldn’t that be an incredible double win?’ said Christopher. Christopher took me upstairs to his studio to play me one of his Sesame Street compositions, called ‘Ya! Ya! Das Is a Mountain!’ ‘The way we do Sesame Street,’ he explained, ‘is that we have educational researchers who test whether these songs are working, whether the kids are learning. And one year they asked me to write a song to explain what a mountain is, and I wrote a silly yodelling song about what a mountain was.’ Christopher sang me a little of the song: Oompah-pah! Oompah-pah! Ya! Ya! Das is a mountain! Part of zee ground zat sticks way up high! ‘Anyway,’ he said, ‘forty per cent of the kids had known what a mountain was before they heard the song, and after they heard the song, only about twenty-six per cent knew what a mountain was. That’s all they needed. You don’t know what a mountain is now, right? It’s gone! So I figure if I have the power to suck information out of people’s brains by writing these songs, maybe that’s something that could be useful to the CIA for brainwashing techniques.’ Just then, Christopher’s phone rang. It was a lawyer from his music publishers, BMI. I listened into Christopher’s side of the conversation: ‘Oh really?’ he said. ‘I see . . . Well, theoretically they have to log that and I should be getting a few cents for every prisoner, right? Okay. Bye, bye . . .’ ‘What was that about?’ I asked Christopher. ‘Whether I’m due some money for the performance royalties,’ he explained. ‘Why not? It’s an American thing to do. If I have the knack of writing songs that can drive people crazy sooner and more effectively than others, why shouldn’t I profit from that?’ This is why, later that day, Christopher asked Danny Epstein – who has been the music supervisor of Sesame Street since the very first programme was broadcast in July 1969 – to come to his house. It would be Danny’s responsibility to collect the royalties from the military if they proved negligent in filing a music-cue sheet.

The most interesting aspects of the story lie between the two extremes of coercion and popularity. It might be instructive to consider fascist regimes’ management of workers, who were surely the most recalcitrant part of the population. It is clear that both Fascism and Nazism enjoyed some success in this domain. According to Tim Mason, the ultimate authority on German workers under Nazism, the Third Reich “contained” German workers by four means: terror, division, some concessions, and integration devices such as the famous Strength Through Joy (Kraft durch Freude) leisure-time organization. Let there be no doubt that terror awaited workers who resisted directly. It was the cadres of the German Socialist and Communist parties who filled the first concentration camps in 1933, before the Jews. Since socialists and communists were already divided, it was not hard for the Nazis to create another division between those workers who continued to resist and those who decided to try to live normal lives. The suppression of autonomous worker organizations allowed fascist regimes to address workers individually rather than collectively. Soon, demoralized by the defeat of their unions and parties, workers were atomized, deprived of their usual places of sociability, and afraid to confide in anyone. Both regimes made some concessions to workers—Mason’s third device for worker “containment.” They did not simply silence them, as in traditional dictatorships. After power, official unions enjoyed a monopoly of labor representation. The Nazi Labor Front had to preserve its credibility by actually paying some attention to working conditions. Mindful of the 1918 revolution, the Third Reich was willing to do absolutely anything to avoid unemployment or food shortages. As the German economy heated up in rearmament, there was even some wage creep. Later in the war, the arrival of slave labor, which promoted many German workers to the status of masters, provided additional satisfactions. Mussolini was particularly proud of how workers would fare under his corporatist constitution. The Labor Charter (1927) promised that workers and employers would sit down together in a “corporation” for each branch of the economy, and submerge class struggle in the discovery of their common interests. It looked very imposing by 1939 when a Chamber of Corporations replaced parliament. In practice, however, the corporative bodies were run by businessmen, while the workers’ sections were set apart and excluded from the factory floor. Mason’s fourth form of “containment”—integrative devices—was a specialty of fascist regimes. Fascists were past masters at manipulating group dynamics: the youth group, the leisure-time association, party rallies. Peer pressure was particularly powerful in small groups. There the patriotic majority shamed or intimidated nonconformists into at least keeping their mouths shut. Sebastian Haffner recalled how his group of apprentice magistrates was sent in summer 1933 on a retreat, where these highly educated young men, mostly non-Nazis, were bonded into a group by marching, singing, uniforms, and drill. To resist seemed pointless, certain to lead nowhere but to prison and an end to the dreamed-of career. Finally, with astonishment, he observed himself raising his arm, fitted with a swastika armband, in the Nazi salute. These various techniques of social control were successful.

ever. Amen. Thank God for self-help books. No wonder the business is booming. It reminds me of junior high school, where everybody was afraid of the really cool kids because they knew the latest, most potent putdowns, and were not afraid to use them. Dah! But there must be another reason that one of the best-selling books in the history of the world is Men Are From Mars, Women Are From Venus by John Gray. Could it be that our culture is oh so eager for a quick fix? What a relief it must be for some people to think “Oh, that’s why we fight like cats and dogs, it is because he’s from Mars and I am from Venus. I thought it was just because we’re messed up in the head.” Can you imagine Calvin Consumer’s excitement and relief to get the video on “The Secret to her Sexual Satisfaction” with Dr. GraySpot, a picture chart, a big pointer, and an X marking the spot. Could that “G” be for “giggle” rather than Dr. “Graffenberg?” Perhaps we are always looking for the secret, the gold mine, the G-spot because we are afraid of the real G-word: Growth—and the energy it requires of us. I am worried that just becoming more educated or well-read is chopping at the leaves of ignorance but is not cutting at the roots. Take my own example: I used to be a lowly busboy at 12 East Restaurant in Florida. One Christmas Eve the manager fired me for eating on the job. As I slunk away I muttered under my breath, “Scrooge!” Years later, after obtaining a Masters Degree in Psychology and getting a California license to practice psychotherapy, I was fired by the clinical director of a psychiatric institute for being unorthodox. This time I knew just what to say. This time I was much more assertive and articulate. As I left I told the director “You obviously have a narcissistic pseudo-neurotic paranoia of anything that does not fit your myopic Procrustean paradigm.” Thank God for higher education. No wonder colleges are packed. What if there was a language designed not to put down or control each other, but nurture and release each other to grow? What if you could develop a consciousness of expressing your feelings and needs fully and completely without having any intention of blaming, attacking, intimidating, begging, punishing, coercing or disrespecting the other person? What if there was a language that kept us focused in the present, and prevented us from speaking like moralistic mini-gods? There is: The name of one such language is Nonviolent Communication. Marshall Rosenberg’s Nonviolent Communication provides a wealth of simple principles and effective techniques to maintain a laser focus on the human heart and innocent child within the other person, even when they have lost contact with that part of themselves. You know how it is when you are hurt or scared: suddenly you become cold and critical, or aloof and analytical. Would it not be wonderful if someone could see through the mask, and warmly meet your need for understanding or reassurance? What I am presenting are some tools for staying locked onto the other person’s humanness, even when they have become an alien monster. Remember that episode of Star Trek where Captain Kirk was turned into a Klingon, and Bones was freaking out? (I felt sorry for Bones because I’ve had friends turn into Cling-ons too.) But then Spock, in his cool, Vulcan way, performed a mind meld to determine that James T. Kirk was trapped inside the alien form. And finally Scotty was able to put some dilithium crystals into his phaser and destroy the alien cloaking device, freeing the captain from his Klingon form. Oh, how I wish that, in my youth or childhood,

Education changes lives and scholarships make it affordable.

Nazism, fascism, and communism were belief systems adopted passionately by millions of well-educated men and women. Taken together, all of the totalitarian ideologies were self-contained and delivered through a one-way flow of propaganda that prevented the people who were enmeshed in the ideology from actively participating in challenging its lack of human values. Unfortunately, the legacy of the twentieth century’s ideologically driven bloodbaths has included a new cynicism about reason itself—because reason was so easily used by propagandists to disguise their impulse to power by cloaking it in clever and seductive intellectual formulations. In an age of propaganda, education itself can become suspect. When ideology is so often woven into the “facts” that are delivered in fully formed and self-contained packages, people naturally begin to develop some cynicism about what they are being told. When people are subjected to ubiquitous and unrelenting mass advertising, reason and logic often begin to seem like they are no more than handmaidens for the sophisticated sales force. And now that these same techniques dominate the political messages sent by candidates to voters, the integrity of our democracy has been placed under the same cloud of suspicion. Many advocacy organizations—progressive as well as conservative—often give the impression that they already have exclusive possession of the truth and merely have to “educate” others about what they already know. Resentment toward this attitude is also one of the many reasons for a resurgence of the traditional anti-intellectual strain in America. When people don’t have an opportunity to interact on equal terms and test the validity of what they’re being “taught” in the light of their own experience, and share with one another in a robust and dynamic dialogue that enriches what the “experts” are telling them with the wisdom of the groups as a whole, they naturally begin to resist the assumption that the experts know best. If well-educated citizens have no effective way to communicate their ideas to others and no realistic prospect of catalyzing the formation of a critical mass of opinion supporting their ideas, then their education is for naught where the vitality of our democracy is concerned.

At the same time states across the country were rushing to adopt the Common Core, they were also adopting a new tool for evaluating teachers: the Danielson Framework. Like the Common Core, the framework is so laden with technocratic language that one might imagine its sole purpose is to confuse its readers. And as with the Common Core, if a teacher does not meet its demands, she may be out of a job. Taking its name from the education consultant Charlotte Danielson, the framework divides the teaching process into four “domains”: “planning and preparation,” “classroom environment,” “instruction,” and “professional responsibilities.” Each of these domains is then broken into four or five subcategories ranging from “using questioning and discussion techniques” to “showing professionalism.” Subcategories are then separated into a series of components. For example, the components of the subcategory “participating in the professional community” are: “relationships with colleagues,” “involvement in a culture of professional inquiry,” “service to the school,” and “participation in school and district projects.” Danielson describes “proficient” (tolerable) instruction in the “communicating with families” subcategory of the “professional responsibilities” domain as follows: “The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.

a university education was meaningless. I decided to think of it as a period of t raining in techniques for dealing with boredom.

He gave them advice in media relations and arbitration technique, he told them how to organize cells and committees, to elect leaders. They were so ignorant! Young men and women, educated very carefully to be apolitical, to be technicians who thought they disliked politics, making them putty in the hands of their rulers, just like always. It was appalling how stupid they were, really, and he could not help lashing into them. He left to cheers.

Even Peter Senge, consultant for many high profile corporations and the developer of the “learning organization” states, “The Army’s After Action Review (AAR) is arguably one of the most successful organizational learning methods yet devised.” However, Senge continues to say, “Yet, most every corporate effort to graft this truly innovative practice into their culture has failed because, again and again, people reduce the living practice of the AAR’s to a sterile technique.”39

Secret Marketing Techniques For Your Carpet Cleaning Business In Oklahoma Is Here Building a profitable carpet cleaning service business is a big feat for a sole proprietor. Carpet cleaning business in Oklahoma proprietors rarely is in the position to find the most appropriate method for market share improvement and development. Be sure to put your new marketing plans in place as soon as you validate their worth. The following recommendations are designed to help you put together an effective marketing plan. Industry experts are all in agreement; the very best carpet cleaning service business education you receive is usually via personal experience. Experts often say that it is best to learn by doing things in order to get places and do more in general. The resources and techniques you could absorb while in employment could later serve you when you take the step towards finally owning and managing your business. While picking up some business skills could be done through literature, in reality, you may only gain the proper skills through a strong work ethic while under employment. Ensure legal problems won't harm your carpet cleaning service business by making sure that you file all appropriate government forms and also have a general understanding of business laws before you really open your doors. Without an understanding of the fundamentals of business law, you should discuss it with a lawyer who is an expert on this subject. It's recommended to keep in mind that many a successful business have been put out of carpet cleaning service business by only one court case. Prior to you find yourself with legal issues, it's an excellent idea to garner a strong relationship with a business attorney ahead of time. Should you find yourself needing to make hard carpet cleaning service business decisions, discussing it with workers could be a good way to simplify your thoughts. A successful way of cleaning up your planning process is to create a simple list of some pros and cons. This list will help to reveal the very best options for your business, as history has shown. It is advised that you consult with a business development professional if you're unsure just what the next move ought to be for your business. Successful businesses depend on an army of loyal customers. Businesses who certainly have very satisfied staff members will find that their staff members will stay with them for a while, even though the carpet cleaning company is handed down from generations prior to. Effective companies will do whatever it requires to guard and develop their online reputation at every chance. You need to use good online reputation management tools in order to keep negative reviews from being more of a threat than needed. Master Clean Carpet Cleaning

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CONCERT CHECKLIST 1. Secure a date on the calendar. Be sure it is listed on the official school calendar to protect it. 2. Reserve a performance venue for the concert and for final rehearsals. 3. Have tickets printed if they are to be used. 4. Plan the printed program and get it to the printer by the deadline date. 5. Plan the publicity. The following types of publicity can be utilized to draw a sizable concert audience: Radio releases Television releases Newspaper releases Online listings School announcements Notices to other schools and/or organizations in the area Posters for public placement 6. Send complimentary tickets to: Civic leaders Board of Education Superintendent People who have helped in some way Key supporters Key people to stimulate their interest 7. Have the president of the choir send personal letters of invitation to people that are special to the music program (newspaper editor, Board of Education, Superintendent, civic club presidents, supporters etc.). 8. Appoint a stage manager. He should be someone who can control the stage lighting, pull curtains, shut off air circulation fans that are noisy, and see that the stage is ready for the concert. 9. Arrange for ushers. 10. Check wearing apparel. Be sure that all singers have the correct accessories (same type and color of shoes, no gaudy jewelry for girls, etc.). 11. Post on bulletin board and tell students the time they will meet for a pre-concert warm-up. High school students will perform best if they meet together at least forty-five minutes before the concert.

AAR is referenced and described as a process, “designed to provide feedback on performance during exercises by involving participants in the training diagnostic process. Involving participants increases and reinforces learning.”78 Storytelling is listed as a learning technique that: …helps communicate complicated ideas, situations, and experiences. It helps Soldiers and units understand and recreate a mental framework for learning. Storytelling enables an organization to see itself differently, make decisions, and change behaviors in accordance with these new perceptions, insights and identities.79

We gain knowledge by going through life, education, reading and other learning techniques. And with this knowledge we are now able to imagine.

The focus of the conversation varies, largely because higher education today is astonishingly diverse.

1. To learn and use three simple, easily understood concepts that must be used by any person for continuous success in any human activity. Herein lies the essence of this work. For the person who uses these three ingredients in combination in any specific activity cannot fail. • Inspiration to action: that which motivates you to act because you want to. • Know-how: the particular techniques and skills that consistently get results for you when applied. It is the proper application of knowledge. Know-how becomes habit through actual repetitive experience. • Activity knowledge: knowledge of the activity, service, product, methods, techniques, and skills with which you are particularly concerned. 2. To strive day by day to continue his education and thus expand his horizon. 3. To help himself become a better person and constantly strive to make his world better for himself and others. 4. To learn to develop the habit of recognizing, understanding, relating, assimilating, and using principles from his reading, the people he meets, and his everyday experiences. 5. To acquire financial wealth and business success, even though the spotlight is on the true riches of life. 6. To preserve and protect his inheritance as an American. 7. To feel, live, and act with a dynamic philosophy resulting from the action of striving to live up to the precepts of the religious teachings of his own church. 8. To seek and find the true riches of life. Again: A drop of ink makes thousands, perhaps millions, think. And a self-help book has changed the lives of countless thousands for the better. Take Fuller Duke, for example.

How do we educate such individuals? We concentrate on the conceptual thinking that lies behind all the specific techniques of mathematics. Remember that old adage, “Give a man a fish, he’ll eat for a day. Teach a man to fish, he’ll eat for a lifetime.”? It’s the same for mathematics education for twenty-first century life.

To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind. Did you ever consider how ridiculous it would be to try to cram on a farm—to forget to plant in the spring, play all summer and then cram in the fall to bring in the harvest? The farm is a natural system. The price must be paid and the process followed. You always reap what you sow; there is no shortcut.