The Goal Of Education Quotes

Intelligence plus character-that is the goal of true education.

The greatest mistake of the movement has been trying to organize a sleeping people around specific goals. You have to wake the people up first, then you'll get action.

Why do I do anything?' she says. 'I'm educated enough to talk myself out of any plan. To deconstruct any fantasy. Explain away any goal. I'm so smart I can negate any dream.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

We must remember that intelligence is not enough. Intelligence plus character-that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate.

I don’t think it would have all got me quite so down if just once in a while—just once in a while—there was at least some polite little perfunctory implication that knowledge should lead to wisdom, and that if it doesn't, it's just a disgusting waste of time! But there never is! You never even hear any hints dropped on a campus that wisdom is supposed to be the goal of knowledge. You hardly ever even hear the word 'wisdom' mentioned!

It seems to me that the idea of a personal God is an anthropological concept which I cannot take seriously. I also cannot imagine some will or goal outside the human sphere... Science has been charged with undermining morality, but the charge is unjust. A man's ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong.

The goal of education is to enable individuals to continue their education.

Never let your fear of the unknown and things being too difficult make your choices for you in life. One of the saddest lessons in life is finding out that your fear made the situation worse than what it was and a braver person stole the dream you gave up on.

An average person with average talent, ambition and education can outstrip the most brilliant genius in our society, if that person has clear, focused goals.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

Arriving at one goal is the starting point to another.

The goal of climbing big, dangerous mountains should be to attain some sort of spiritual and personal growth, but this won’t happen if you compromise away the entire process.

Enlightenment is the Goal - Love is the Game - Taking steps are the rules! - Allan Rufus

I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by an educational system which would be oriented toward social goals.

At Patagonia, making a profit is not the goal because the Zen master would say profits happen 'when you do everything else right'.

Take the challenge of your life. Reach out to your goals. There is no limit to what you can achieve.

Life is too short to be anything but happy. So kiss slowly. Love deeply. Forgive quickly. Take chances and never have regrets. Forget the past but remember what it taught you.

Tweet others the way you want to be tweeted.

Don’t do it! Don’t you dare think about giving up! EVERYTHING has a process. Work with the process, not against it. Move forward with purpose and never stop believing. You can do this! You know you can.

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

Live a life that leaves a memory, nobody can steal.

With adequate planning, passion and perseverance, you can achieve the God-given goals.

Peace requires something far more difficult than revenge or merely turning the other cheek; it requires empathizing with the fears and unmet needs that provide the impetus for people to attack each other. Being aware of these feelings and needs, people lose their desire to attack back because they can see the human ignorance leading to these attacks; instead, their goal becomes providing the empathic connection and education that will enable them to transcend their violence and engage in cooperative relationships.

[Capitalism] as it exists today is, in my opinion, the real source of evils. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by an educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilized in a planned fashion.

Undergraduates today can select from a swathe of identity studies.... The shortcoming of all these para-academic programs is not that they concentrate on a given ethnic or geographical minority; it is that they encourage members of that minority to study themselves - thereby simultaneously negating the goals of a liberal education and reinforcing the sectarian and ghetto mentalities they purport to undermine.

The ultimate goal of the educational system is to shift to the individual the burden of pursing his own education. This will not be a widely shared pursuit until we get over our odd conviction that education is what goes on in school buildings and nowhere else.

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.

The true college will ever have but one goal - not to earn meat, but to know the end and aim of that life which meat nourishes.

I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing. —JOHN DEWEY

A woman today who has no goal, no purpose, no ambition patterning her days into the future, making her stretch and grow beyond that small score of years in which her body can fill its biological function, is committing a kind of suicide.

Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it.

The function of education is to teach one to think intensively and think critically. Intelligence plus character; that is the goal of a true education.

The only unreachable dream is the one you don’t reach for.

Beyond them stood a far greater number of men, all dressed like human versions of classic tin soldiers; dark blue jackets, white shirts, red sashes and black top hats. Definitely not 21st century military uniform; I’d have thought that they were actors had they not, on a drum roll, unshouldered their rifles and fired into the air.

Tenderhearted people are silent sufferers they just learn the art to fly with broken wings.

If you are depressed, you are living in the past. If you are anxious, you are living in the future. If you are at peace, you are living in the present.

Why do I do anything? I'm educated enough to talk myself out of any plan. To deconstruct any fantasy. Explain away any goal. I'm so smart I can negate any dream.

But we can't impose our own goals, wishes, or help on anyone. We can only teach, support, and love. We give them more opportunities, more choices. Then we love them regardless of the choices they make, hoping that they will learn to make better ones in the future.

The richest people in the world build networks and invest in people; everyone else looks for work and invests in survival.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

Life's too short to wake up in the morning with regrets, So ... Love the people who treat you right and pray for the ones who don't. Life is 10% what you make it 90% how you take it.

Inherently, each one of us has the substance within to achieve whatever our goals and dreams define. What is missing from each of us is the training, education, knowledge and insight to utilize what we already have.

Have and show motivation to do and learn. That's the key for a good career. Everything else is an extrapolation of that.

Theres no competition in DESTINY. Run your own RACE and wish others WELL!!!

No body is a looser either he is a Winner or a Learner

…schools as we know them appear designed at every level to sabotage the supposed goals of education.

The conception that growth and progress are just approximations to a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life.

There's a story behind every "I don't believe in love" "Period

Make plans for your new goals. And press towards achieving the goals with all your strength.

Not only should we encourage kids to daydream, but also to jump-in and build those dreams. Dreaming is largely lost among adults drowning in self-imposed realities.

Smiling is not a choice It’s a Lifestyle Pass it on

Accountability makes no sense when it undermines the larger goals of education.

Memories of the past are what drive us, whether to a life of beauty or a life of insanity is up to us.

IF you want to be a winner than follow one simple rule and feed it in your mind. Take each task and work as " Do it yourself project.

True Relations never break and relation which breaks were never true

Time change - Moments don't.

The only difference between success and failure is Lack of Vision

Your traditional EDUCATION is not going to CHANGE your life but the life you are experiencing that can change you. Choose a POSITIVE life STYLE with positive ATTITUDE which could bring you a life with HAPPINESS and WISDOM

Both scepticism and wonder are skills that need honing and practice. Their harmonious marriage within the mind of every schoolchild ought to be a principal goal of public education. I’d love to see such a domestic felicity portrayed in the media, television especially: a community of people really working the mix - full of wonder, generously open to every notion, dismissing nothing except for good reason, but at the same time, and as second nature, demanding stringent standards of evidence; and these standards applied with at least as much rigour to what they hold dear as to what they are tempted to reject with impunity.

Instead of the concrete individual, you have the names of organizations and, at the highest point, the abstract idea of the State as the principle of political reality. The moral responsibility of the individual is then inevitably replaced by the policy of the State (raison d’etat). Instead of moral and mental differentiation of the individual, you have public welfare and the raising of the living standard. The goal and meaning of individual life (which is the only real life) no longer lie in the individual development but in the policy of the State, which is thrust upon the individual from outside and consists in the execution of an abstract idea which ultimately tends to attract all life to itself. The individual is increasingly deprived of the moral decision as to how he should live his own life, and instead is ruled, fed, clothed, and educated as a social unit, accommodated in the appropriate housing unit, and amused in accordance with the standards that give pleasure and satisfaction to the masses. The rulers, in their turn, are just as much social units as the ruled, and are distinguished only by the fact they are specialized mouthpieces of State doctrine. They do not need to be personalities capable of judgment, but thoroughgoing specialists who are unusable outside their line of business. State policy decides what shall be taught and studied.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

In order to help children make the most of their education, parents must begin to relinquish control and focus on three goals: embracing opportunities to fail, finding ways to learn from that failure, and creating positive home-school relationships.

I recall how miserable I was, and how one day you brought me to a realization of my miserable state. I was preparing to deliver a eulogy upon the emperor in which I would tell plenty of lies with the object of winning favor with the well-informed by my lying; so my heart was panting with anxiety and seething with feverish, corruptive thoughts. As I passed through a certain district in Milan I noticed a poor beggar, drunk, as I believe, and making merry. I groaned and pointed out to the friends who were with me how many hardships our idiotic enterprises entailed. Goaded by greed, I was dragging my load of unhappiness along, and feeling it all the heavier for being dragged. Yet while all our efforts were directed solely to the attainment of unclouded joy, it appeared that this beggar had already beaten us to the goal, a goal which we would perhaps never reach ourselves. With the help of the few paltry coins he had collected by begging this man was enjoying the temporal happiness for which I strove by so bitter, devious and roundabout a contrivance. His joy was no true joy, to be sure, but what I was seeking in my ambition was a joy far more unreal; and he was undeniably happy while I was full of foreboding; he was carefree, I apprehensive. If anyone had questioned me as to whether I would rather be exhilarated or afraid, I would of course have replied, "Exhilarated"; but if the questioner had pressed me further, asking whether I preferred to be like the beggar, or to be as I was then, I would have chosen to be myself, laden with anxieties and fears. Surely that would have been no right choice, but a perverse one? I could not have preferred my condition to his on the grounds that I was better educated, because that fact was not for me a source of joy but only the means by which I sought to curry favor with human beings: I was not aiming to teach them but only to win their favor.

It’s April 2006. It’s a Saturday. I’m walking through a market in Seoul, Korea, having a very public screaming match with a young Chinese-Korean woman whom I have recently promoted to Asia-Pacific Regional Manager. Despite the promotion, she is not happy. I think she wants my job. Right now, I’d happily give it to her if it would shut her up and calm me down. If I’d wanted a screaming match, I could have stayed at home; no, correct that, I’ve never had a domestic dispute as loud and unpleasant as this is turning out to be.

Our approach to consulting is to be more like educators. For us, it's not only about selling the transfer of knowledge... It's also about teaching and equipping businesses to utilize resources and evolve into the better version of themselves so that they can add more value in the world. Our goal is to help businesses to be more capable of adding value.

Over time I’ve learned, surprisingly, that it’s tremendously hard to get teams to be super ambitious. It turns out most people haven’t been educated in this kind of moonshot thinking. They tend to assume that things are impossible, rather than starting from real-world physics and figuring out what’s actually possible. It’s why we’ve put so much energy into hiring independent thinkers at Google, and setting big goals. Because if you hire the right people and have big enough dreams, you’ll usually get there. And even if you fail, you’ll probably learn something important. It’s also true that many companies get comfortable doing what they have always done, with a few incremental changes. This kind of incrementalism leads to irrelevance over time, especially in technology, because change tends to be revolutionary not evolutionary. So you need to force yourself to place big bets on the future.

By the time these students enter the workforce, many of the jobs they will apply for ill be in industries that don't even exist yet. That's a hard future to prepare someone for. Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.

A fair fight comes from poor planning. Your goal is an unfair fight. You want to use every trick, artifice, and deceit possible to make every fight an outrageously unfair contest tilted completely in your favor, every time. If you are above using surprise, guile, stealth, and misdirection in battle, you are too noble to be in the Navy. Consider a career in education.

A combination of unrealistic goals, unnecessarily pessimistic expectations, and the wrong incentives for teachers contributes to ensure that education systems in developing countries fail their two main tasks: giving everyone a sound basic set of skills, and identifying talent.

There is only one Education, and it has only one goal: the freedom of the mind. Anything that needs an adjective, be it civics education, or socialist education, or Christian education, or whatever-you-like education, is not education, and it has some different goal. The very existence of modified "educations" is testimony to the fact that their proponents cannot bring about what they want in a mind that is free. An "education" that cannot do its work in a free mind, and so must "teach" by homily and precept in the service of these feelings and attitudes and beliefs rather than those, is pure and unmistakable tyranny.

Each person is born with an unencumbered spot, free of expectation and regret, free of ambition and embarrassment, free of fear and worry; an umbilical spot of grace where we were each first touched by God. It is this spot of grace that issues peace. Psychologists call this spot the Psyche, Theologians call it the Soul, Jung calls it the Seat of the Unconscious, Hindu masters call it Atman, Buddhists call it Dharma, Rilke calls it Inwardness, Sufis call it Qalb, and Jesus calls it the Center of our Love. To know this spot of Inwardness is to know who we are, not by surface markers of identity, not by where we work or what we wear or how we like to be addressed, but by feeling our place in relation to the Infinite and by inhabiting it. This is a hard lifelong task, for the nature of becoming is a constant filming over of where we begin, while the nature of being is a constant erosion of what is not essential. Each of us lives in the midst of this ongoing tension, growing tarnished or covered over, only to be worn back to that incorruptible spot of grace at our core. When the film is worn through, we have moments of enlightenment, moments of wholeness, moments of Satori as the Zen sages term it, moments of clear living when inner meets outer, moments of full integrity of being, moments of complete Oneness. And whether the film is a veil of culture, of memory, of mental or religious training, of trauma or sophistication, the removal of that film and the restoration of that timeless spot of grace is the goal of all therapy and education. Regardless of subject matter, this is the only thing worth teaching: how to uncover that original center and how to live there once it is restored. We call the filming over a deadening of heart, and the process of return, whether brought about through suffering or love, is how we unlearn our way back to God

one is that you attain the goal and realize the shocking realization that attaining the goal does not complete or redeem you, does not make everything for your life “OK ” as you are, in the culture, educated to assume it will do this, the goal. And then you face this fact that what you had thought would have the meaning does not have the meaning when you get it, and you are impaled by shock.

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.

For too long some of our schools have taught too many subjects as subsets of dogmatic commitments...Too often, education made our students less flexible- confident to the point of arrogance that they now had all the answers- rather than more flexible- humble in their lifelong openness to new questions and new responses. An important goal of quality education is to equip each generation to participate effectively in what has been called 'the great conversation' of our times. This means, on one hand, being unafraid of controversy. But, on the other hand, it also means being sensitive to the values and outlooks of others.

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. ... Connell's initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

There is a succession of experiences which together constitute the educational and developmental ripening of the learner, according to the Sufis. People who think that each gain is the goal itself will freeze at any such stage, and cannot learn through successive and superseding lessons.

I am trying to get to an airport hotel. I can see it. I know it’s the right hotel because the name is shining out from the top of it in 10-foot-high illuminated letters. It is huge. It is right next to the highway. But there is no exit. I have no idea how to get there or, more pressingly, how to get off this road in the first place. There’s a lot of traffic and, worse, motorcycles with no lights are buzzing past me on the nearside. They all know where they are going and are determined to go there as fast as they can. They have no patience for a foreign visitor searching for an exit. This is no time to learn to drive all over again.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

E-V-E-R-Y-T-H-I-N-G—is connected. The soil needs rain, organic matter, air, worms and life in order to do what it needs to do to give and receive life. Each element is an essential component. “Organizing takes humility and selflessness and patience and rhythm while our ultimate goal of liberation will take many expert components. Some of us build and fight for land, healthy bodies, healthy relationships, clean air, water, homes, safety, dignity, and humanizing education. Others of us fight for food and political prisoners and abolition and environmental justice. Our work is intersectional and multifaceted. Nature teaches us that our work has to be nuanced and steadfast. And more than anything, that we need each other—at our highest natural glory—in order to get free.

In Catholic countries we saw (and sometimes still see) a large number of illiterates side by side with an intellectual élite of high standards. The Protestant goal of education is usually one of good averages- the optimum for a democracy. In democracies there will always be resentment and contempt for the “highbrow” and the illiterate, the intellectual and the “peasant.

The purpose of college, to put this all another way, is to turn adolescents into adults. You needn't go to school for that, but if you're going to be there anyway, then that's the most important thing to get accomplished. That is the true education: accept no substitutes. The idea that we should take the first four years of young adulthood and devote them to career preparation alone, neglecting every other part of life, is nothing short of an obscenity. If that's what people had you do, then you were robbed. And if you find yourself to be the same person at the end of college as you were at the beginning - the same beliefs, the same values, the same desires, the same goals for the same reasons - then you did it wrong. Go back and do it again.

That big glorious mountain. For one transitory moment, I think I may have actually seen it”. For one flash, the Mommy had seen the mountain without thinking of logging and ski resorts and avalanches, managed wildlife, plate tectonic geology, microclimates, rain shadow, or yin-yang locations. She’d seen the mountain without the framework of language. Without the cage of associations. She’d seen it without looking through the lens of everything she knew was true about mountains. What she’d seen in that flash wasn’t even a “mountain”. It wasn’t a natural resource. It had no name. “That’s the big goal”, she said. “To find a cure for knowledge”. For education. For living in our heads. Ever since the story of Adam and Eve in the bible, humanity had been a little too smart for its own good, the Mommy said. Ever since eating that apple. Her goal was to find, if not a cure, then at least a treatment that would give people back their innocence. “The cerebral cortex, the cerebellum”, she said, “that’s where your problem is”. If she could just get down to using only her brain stem, she’d be cured. This would be somewhere beyond happiness and sadness. You don’t see fish agonized by wild mood swings. Sponges never have a bad day.

Neither season after season of extreme weather events nor the risk of extinction for a million animal species around the world could push environmental destruction to the top of our country’s list of concerns. And how sad, he said, to see so many among the most creative and best-educated classes, those from whom we might have hoped for inventive solutions, instead embracing personal therapies and pseudo-religious practices that promoted detachment, a focus on the moment, acceptance of one’s surroundings as they were, equanimity in the face of worldly cares. (This world is but a shadow, it is a carcass, it is nothing, this world is not real, do not mistake this hallucination for the real world.) Self-care, relieving one’s own everyday anxieties, avoiding stress: these had become some of our society’s highest goals, he said—higher, apparently, than the salvation of society itself. The mindfulness rage was just another distraction, he said. Of course we should be stressed, he said. We should be utterly consumed with dread. Mindful meditation might help a person face drowning with equanimity, but it would do absolutely nothing to right the Titanic, he said. It wasn’t individual efforts to achieve inner peace, it wasn’t a compassionate attitude toward others that might have led to timely preventative action, but rather a collective, fanatical, over-the-top obsession with impending doom.

When prisons are privatized, issues of crime and justice are taken out of the realm of ethics or morality and placed squarely within the culture and logic of the free market. In doing so, the mission of rehabilitating or even punishing people is trumped by the market-driven goal of maximizing shareholder wealth. Further, market-based notions of “efficiency” prompt prisons to divest from everything but the crudest institutional resources. Healthful foods, mental health resources, and educational programs all become fiscal fat that must be trimmed by the prison in order to maximize the bottom line. In simple terms, we have created a world where there is profit in incarcerating as many individuals as possible for as little money as necessary.

Page holds Musk up as a model he wishes others would emulate—a figure that should be replicated during a time in which the businessmen and politicians have fixated on short-term, inconsequential goals. “I don’t think we’re doing a good job as a society deciding what things are really important to do,” Page said. “I think like we’re just not educating people in this kind of general way. You should have a pretty broad engineering and scientific background. You should have some leadership training and a bit of MBA training or knowledge of how to run things, organize stuff, and raise money. I don’t think most people are doing that, and it’s a big problem. Engineers are usually trained in a very fixed area. When you’re able to think about all of these disciplines together, you kind of think differently and can dream of much crazier things and how they might work. I think that’s really an important thing for the world. That’s how we make progress.

Paradoxically, it is friendship that often offers us the real route to the pleasures that Romanticism associates with love. That this sounds surprising is only a reflection of how underdeveloped our day-to-day vision of friendship has become. We associate it with a casual acquaintance we see only once in a while to exchange inconsequential and shallow banter. But real friendship is something altogether more profound and worthy of exultation. It is an arena in which two people can get a sense of each other’s vulnerabilities, appreciate each other’s follies without recrimination, reassure each other as to their value and greet the sorrows and tragedies of existence with wit and warmth. Culturally and collectively, we have made a momentous mistake which has left us both lonelier and more disappointed than we ever needed to be. In a better world, our most serious goal would be not to locate one special lover with whom to replace all other humans but to put our intelligence and energy into identifying and nurturing a circle of true friends. At the end of an evening, we would learn to say to certain prospective companions, with an embarrassed smile as we invited them inside – knowing that this would come across as a properly painful rejection – ‘I’m so sorry, couldn’t we just be … lovers?

I put forward at once — lest I break with my style, which is affirmative and deals with contradiction and criticism only as a means, only involuntarily — the three tasks for which educators are required. One must learn to see, one must learn to think, one must learn to speak and write: the goal in all three is a noble culture. Learning to see — accustoming the eye to calmness, to patience, to letting things come up to it; postponing judgment, learning to go around and grasp each individual case from all sides. That is the first preliminary schooling for spirituality: not to react at once to a stimulus, but to gain control of all the inhibiting, excluding instincts.

The Brontë sisters have a renewed hold upon our imagination. They were gifted, well-educated, especially self-educated, and desperate. Their seriousness and poverty separated them forever from the interests and follies of respectable young girls. It was Charlotte’s goal to represent the plight of plain, poor, high-minded young women. Sometimes she gave them more rectitude and right thinking than we can easily endure, but she knew their vulnerability, the neglect they expected and received, the spiritual and psychological scars inflicted upon them, the way their frantic efforts were scarcely noticed, much less admired or condoned.

Every action taken by human beings is based in love or fear, not simply those dealing with relationships. Decisions affecting business, industry, politics, religion, the education of your young, the social agenda of your nations, the economic goals of your society, choices involving war, peace, attack, defense, aggression, submission; determinations to covet or give away, to save or to share, to unite or to divide—every single free choice you ever undertake arises out of one of the only two possible thoughts there are: a thought of love or a thought of fear. Fear is the energy which contracts, closes down, draws in, runs, hides, hoards, harms. Love is the energy which expands, opens up, sends out, stays, reveals, shares, heals. Fear wraps our bodies in clothing, love allows us to stand naked. Fear clings to and clutches all that we have, love gives all that we have away. Fear holds close, love holds dear. Fear grasps, love lets go. Fear rankles, love soothes. Fear attacks, love amends. Every human thought, word, or deed is based in one emotion or the other. You have no choice about this, because there is nothing else from which to choose. But you have free choice about which of these to select.

1. Myth: Without God, life has no meaning. There are 1.2 billion Chinese who have no predominant religion, and 1 billion people in India who are predominantly Hindu. And 65% of Japan's 127 million people claim to be non-believers. It is laughable to suggest that none of these billions of people are leading meaningful lives. 2. Myth: Prayer works. Studies have now shown that inter-cessionary prayer has no effect whatsoever of the health or well-being of the subject. 3. Myth: Atheists are immoral. There are hundreds of millions of non-believers on the planet living normal, decent, moral lives. They love their children, care about others, obey laws, and try to keep from doing harm to others just like everyone else. In fact, in predominantly non-believing countries such as in northern Europe, measures of societal health such as life expectancy at birth, adult literacy, per capita income, education, homicide, suicide, gender equality, and political coercion are better than they are in believing societies. 4. Myth: Belief in God is compatible with science. In the past, every supernatural or paranormal explanation of phenomena that humans believed turned out to be mistaken; science has always found a physical explanation that revealed that the supernatural view was a myth. Modern organisms evolved from lower life forms, they weren't created 6,000 years ago in the finished state. Fever is not caused by demon possession. Bad weather is not the wrath of angry gods. Miracle claims have turned out to be mistakes, frauds, or deceptions. We have every reason to conclude that science will continue to undermine the superstitious worldview of religion. 5. Myth: We have immortal souls that survive death. We have mountains of evidence that makes it clear that our consciousness, our beliefs, our desires, our thoughts all depend upon the proper functioning of our brains our nervous systems to exist. So when the brain dies, all of these things that we identify with the soul also cease to exist. Despite the fact that billions of people have lived and died on this planet, we do not have a single credible case of someone's soul, or consciousness, or personality continuing to exist despite the demise of their bodies. 6. Myth: If there is no God, everything is permitted. Consider the billions of people in China, India, and Japan above. If this claim was true, none of them would be decent moral people. So Ghandi, the Buddha, and Confucius, to name only a few were not moral people on this view. 7. Myth: Believing in God is not a cause of evil. The examples of cases where it was someone's belief in God that was the justification for their evils on humankind are too numerous to mention. 8. Myth: God explains the origins of the universe. All of the questions that allegedly plague non-God attempts to explain our origins still apply to the faux explanation of God. The suggestion that God created everything does not make it any clearer to us where it all came from, how he created it, why he created it, where it is all going. In fact, it raises even more difficult mysteries: how did God, operating outside the confines of space, time, and natural law 'create' or 'build' a universe that has physical laws? We have no precedent and maybe no hope of answering or understanding such a possibility. What does it mean to say that some disembodied, spiritual being who knows everything and has all power, 'loves' us, or has thoughts, or goals, or plans? 9. Myth: There's no harm in believing in God. Religious views inform voting, how they raise their children, what they think is moral and immoral, what laws and legislation they pass, who they are friends and enemies with, what companies they invest in, where they donate to charities, who they approve and disapprove of, who they are willing to kill or tolerate, what crimes they are willing to commit, and which wars they are willing to fight.

For the fortunate amongst us, the fourth danger is comfort; the temptation to follow the easy and familiar path of personal ambition and financial success so grandly spread before those who have the privilege of an education. But that is not the road history has marked out for us. There is a Chinese curse which says "May he live in interesting times." Like it or not, we live in interesting times. They are times of danger and uncertainty; but they are also the most creative of any time in the history of mankind. And everyone here will ultimately be judged - will ultimately judge himself - on the effort he has contributed to building a new world society and the extent to which his ideals and goals have shaped that effort." Robert F. Kennedy Speeches Day of Affirmation Address, University of Capetown, Capetown, South Africa, June 6, 1966

But it was only the twentieth century in Europe that had universal education and the belief in progress - a net gain of knowledge among all. And that's now been abandoned as a goal." "Why?" "It was too difficult. People weren't prepared to put in the hours on the donkey work - you know, dates and facts and so on. I think in retrospect my generation will be seen as a turning point. From now on there'll be a net loss of knowledge in Europe. The difference between a peasant community in fourteenth-century Iran and modern London, though, is that if with their meager resources the villagers occasionally slipped backward, it was not for lack of trying. But with us, here in England, it was a positive choice. We chose to know less.

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

With these thoughts came another: Was that unity of effort, that sense of common purpose, possible only when the goal involved killing a terrorist? The question nagged at me. For all the pride and satisfaction I took in the success of our mission in Abbottabad, the truth was that I hadn't felt the same exuberance as I had on the night the health care bill passed. I found myself imagining what America might look like if we could rally the country so that our government brought the same level of expertise and determination to educating our children or housing the homeless as it had to getting bin Laden; if we could apply the same persistence and resources to reducing poverty or curbing greenhouse gases or making sure every family had access to decent day care. I knew that even my own staff would dismiss these notions as utopian. And the fact that this was the case, the fact that we could no longer imagine uniting the country around anything other than thwarting attacks and defeating external enemies, I took as a measure of how far my presidency still fell short of what I wanted it to be - and how much work I had left to do.

A modern fad which has gained widespread acceptance amongst the semi-educated who wish to appear secular is the practice of meditation. They proclaim with an air of smug superiority, ‘Main mandir-vandir nahin jaata, meditate karta hoon (I don’t go to temples or other such places, I meditate).’ The exercise involves sitting lotus-pose (padma asana), regulating one’s breathing and making your mind go blank to prevent it from ‘jumping about like monkeys’ from one (thought) branch to another. This intense concentration awakens the kundalini serpent coiled at the base of the spine. It travels upwards through chakras (circles) till it reaches its destination in the cranium. Then the kundalini is fully jaagrit (roused) and the person is assured to have reached his goal. What does meditation achieve? The usual answer is ‘peace of mind’. If you probe further, ‘and what does peace of mind achieve?’, you will get no answer because there is none. Peace of mind is a sterile concept which achieves nothing. The exercise may be justified as therapy for those with disturbed minds or those suffering from hypertension, but there is no evidence to prove that it enhances creativity. On the contrary it can be established by statistical data that all the great works of art, literature, science and music were works of highly agitated minds, at times minds on the verge of collapse. Allama Iqbal’s short prayer is pertinent: Khuda tujhey kisee toofaan say aashna kar dey Keh terey beher kee maujon mein iztiraab naheen (May God bring a storm in your life, There is no agitation in the waves of your life’s ocean.)

Baby girl, this is your mother. I know I’ve given you explicit instructions to trace this into your yearbook, but they’re my words. That means this is from me, my heart, and my love for you. There’s so many things I want to say to you, things I want you to hear, to know, but let’s start with the reason I’m having you put these words in your senior yearbook. First of all, this book is everything. It may be pictures, some names of people you won’t remember in five years, ten years, or longer, but this book is more important than you can imagine. It’s the first book that’s the culmination of your first chapter in life. You will have many. So many! But this book is the physical manifestation of your first part in life. Keep it. Treasure it. Whether you enjoyed school or not, it’s done. It’s in your past. These were the times you were a part of society from a child to who you are now, a young adult woman. When you leave for college, you’re continuing your education, but you’re moving onto your next chapter in life. The beginning of adulthood. This yearbook is your bridge. Keep this as a memento forever. It sums up who you grew up with. It houses images of the buildings where your mind first began to learn things, where you first began to dream, to set goals, to yearn for the road ahead. It’s so bittersweet, but those memories were your foundation to set you up for who you will become in the future. Whether they brought pain or happiness, it’s important not to forget. From here, you will go on and you will learn the growing pains of becoming an adult. You will refine your dreams. You will set new limits. Change your mind. You will hurt. You will laugh. You will cry, but the most important is that you will grow. Always, always grow, honey. Challenge yourself. Put yourself in uncomfortable situations (BUT BE SAFE!) and push yourself not to think about yourself, your friends, your family, but to think about the world. Think about others. Understand others, and if you can’t understand, then learn more about them. It’s so very important. Once you have the key to understanding why someone else hurts or dreams or survives, then you have ultimate knowledge. You have empathy. Oh, honey. As I’m writing this, I can see you on the couch reading a book. You are so very beautiful, but you are so very humble. You don’t see your beauty, and I want you to see your beauty. Not just physical, but your inner kindness and soul. It’s blinding to me. That’s how truly stunning you are. Never let anyone dim your light. Here are some words I want you to know as you go through the rest of your life: Live. Learn. Love. Laugh. And, honey, know. Just know that I am with you always.

Finally, and even more seriously, I fear a return to the international climate that prevailed in the 1920s and '30s, when the United States withdrew from the global stage and countries everywhere pursued what they perceived to be their own interests without regard to larger and more enduring goals. When arguing that every age has its own Fascism, the Italian writer and Holocaust survivor Primo Levi added that the critical point can be reached “not just through the terror of police intimidation, but by denying and distorting information, by undermining systems of justice, by paralyzing the education system, and by spreading in a myriad subtle ways nostalgia for a world where order reigned.” If he is right (and I think he is), we have reason to be concerned by the gathering array of political and social currents buffeting us today—currents propelled by the dark underside of the technological revolution, the corroding effects of power, the American president’s disrespect for truth, and the widening acceptance of dehumanizing insults, Islamophobia, and anti-Semitism as being within the bounds of normal public debate. We are not there yet, but these feel like signposts on the road back to an era when Fascism found nourishment and individual tragedies were multiplied millions-fold.

The root destruction of religion in the country, which throughout the twenties and thirties was one of the most important goals of the GPU-NKVD, could be realized only by mass arrests of Orthodox believers. Monks and nuns, whose black habits had been a distinctive feature of Old Russian life, were intensively rounded up on every hand, placed under arrest, and sent into exile. They arrested and sentenced active laymen. The circles kept getting bigger, as they raked in ordinary believers as well, old people and particularly women, who were the most stubborn believers of all and who, for many long years to come, would be called 'nuns' in transit prisons and in camps. True, they were supposedly being arrested and tried not for their actual faith but for openly declaring their convictions and for bringing up their children in the same spirit. As Tanya Khodkevich wrote: You can pray freely But just so God alone can hear. (She received a ten-year sentence for these verses.) A person convinced that he possessed spiritual truth was required to conceal it from his own children! In the twenties the religious education of children was classified as a political crime under Article 58-10 of the Code--in other words, counterrevolutionary propaganda! True, one was permitted to renounce one's religion at one's trial: it didn't often happen but it nonetheless did happen that the father would renounce his religion and remain at home to raise the children while the mother went to the Solovetsky Islands. (Throughout all those years women manifested great firmness in their faith.) All persons convicted of religious activity received 'tenners,' the longest term then given. (In those years, particularly in 1927, in purging the big cities for the pure society that was coming into being, they sent prostitutes to the Solovetsky Islands along with the 'nuns.' Those lovers of a sinful earthly life were given three-year sentences under a more lenient article of the Code. The conditions in prisoner transports, in transit prisons, and on the Solovetsky Islands were not of a sort to hinder them from plying their merry trade among the administrators and the convoy guards. And three years later they would return with laden suitcases to the places they had come from. Religious prisoners, however, were prohibited from ever returning to their children and their home areas.)