Views On Education Quotes

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me.

One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.

Nobody knows anything...... Not one person in the entire motion picture field knows for a certainty what's going to work. Every time out it's a guess and, if you're lucky, an educated one.

Throughout human history, as our species has faced the frightening, terrorizing fact that we do not know who we are, or where we are going in this ocean of chaos, it has been the authorities, the political, the religious, the educational authorities who attempted to comfort us by giving us order, rules, regulations, informing, forming in our minds their view of reality. To think for yourself you must question authority and learn how to put yourself in a state of vulnerable, open-mindedness; chaotic, confused, vulnerability to inform yourself.

Tyler stood to go. “There’s a world out there, Tara,” he said. “And it will look a lot different once Dad is no longer whispering his view of it in your ear.

Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in.

In contrast, the gratification and education received from Sanjit’s classes is slow burning, personal, and in a changing world allegedly becoming more attuned to and obsessed with requiring that money spent – especially on education – must yield tangible results, what many would view as a paradoxical dynamic nevertheless persists there, near Park Circus, Kolkata. No grades, no forced accountability, all voluntary learning.

Decide that you like college life. In your dorm you meet many nice people. Some are smarter than you. And some, you notice, are dumber than you. You will continue, unfortunately, to view the world in exactly these terms for the rest of your life.

Read books by people you disagree with. Listen to others who think differently from you. Watch programming you wouldn't normally watch. Expand your mind and views of the world. As right as you think you are about your own beliefs and experiences, others feel the same way about their own. You'll learn more than you ever imagined if you see the world through beliefs rather than right and wrong.

Education is not to be viewed as something like filling a vessel with water but, rather, assisting a flower to grow in its own way

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create.

Saving the world requires saving democracy. That requires well-informed citizens. Conservation, environment, poverty, community, education, family, health, economy- these combine to make one quest: liberty and justice for all. Whether one's special emphasis is global warming or child welfare, the cause is the same cause. And justice comes from the same place being human comes from: compassion.

Libraries are about Freedom. Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information.

Yet, the work was not complete. Next, citing Bond’s veranda and our subsequent construction of it as an example, Sanjit elaborated on the thought which he had previously teased, but not fully explained: that when a reader reads, the reader constructs a setting and world and is able to view themselves through this world. However, he also added that when we read, we are not only able to see our constructed world, but to evaluate our constructed world. This is how, Sanjit would argue, we influence and better ourselves, even if unintentionally; for by pausing and analyzing our constructions we may be able to identify our assumptions about people, places, or things. And it is in this way that books may be an expressed form of art, not just for the writer, but also for the reader.

One of the great failings of the American education system (in our view) is that young people can graduate from university without any understanding of poverty at home or abroad.

I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now... I would lose custody of my own mind. ...What my father wanted to cast from me wasn't a demon: it was me.

In my view, the pro-life movement at this point should focus on seeking to reduce the number of abortions. At times it will require political education and legal fights, at times it will require education and the establishment of alternatives to abortion, such as adoption centers. Unfortunately, such measures are sometimes opposed by so-called hard-liners in the pro-life movement. These hard-liners are fools. Because they want to outlaw all abortions, they refuse to settle for stopping some abortions; the consequence is that they end up preventing no abortions.

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

[On Schopenhauer in Black and White] Schopenhauer's views of love are flawed. Love can't be merely an illusion of the mind to aid in procreation, but the path to redemption for an otherwise violently selfish species. Past human greatness has proven that when challenged, love can overpower impulsive instinct, and in essence, the vilest aspects of our nature.

Too much elite education renders a person unpractical. And tell you what? The highly educated people are further away from reality than the less educated ones. I would rather rely on the opinion of a less educated poor person who constantly deals with people, than an overly educated idiot who views this world only through an academic lens while sitting alone on his comfy couch.

The scientific method," Thomas Henry Huxley once wrote, "is nothing but the normal working of the human mind." That is to say, when the mind is working; that is to say further, when it is engaged in corrrecting its mistakes. Taking this point of view, we may conclude that science is not physics, biology, or chemistry--is not even a "subject"--but a moral imperative drawn from a larger narrative whose purpose is to give perspective, balance, and humility to learning.

Fascist education is moral, physical, social, and military: it aims to create a complete and harmoniously developed human, a fascist one according to our views.

Many of the seminal social issues of our time - poverty, lack of education, human trafficking, war and torture, domestic abuse - can track their way to our theology of, or beliefs about, women, which has its roots in what we believe about the nature, purposes, and character of God.

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

The purpose of a college education is to give you the correct view of minorities, and the means to live as far away from them as possible.

If then a practical end must be assigned to a University course, I say it is that of training good members of society... It is the education which gives a man a clear, conscious view of their own opinions and judgements, a truth in developing them, an eloquence in expressing them, and a force in urging them. It teaches him to see things as they are, to go right to the point, to disentangle a skein of thought to detect what is sophistical and to discard what is irrelevant.

Much of the study of history is a matter of comparison, of relating what was happening in one area to what was happening elsewhere, and what had happened in the past. To view a period in isolation is to miss whatever message it has to offer.

No comma, no period, no adjective or adverb was beneath his interest. He made no distinction between grammar and content, between form and substance. A poorly written sentence was a poorly conceived idea, and in his view the grammatical logic was as much in need of correction. “Tell me,” he would say, “why have you placed this comma here? What relationship between these phrases are you hoping to establish?

Education can help us only if it produces "whole men." The truly educated man is not a man who knows a bit of everything, not even the man who knows all the details of all subjects (if such a thing were possible): the "whole man," in fact, may have very little detailed knowledge of facts & theories...but he will be truly in touch with the centre. He will not be in doubt about his basic convictions, about his view on the meaning and purpose of his life. He may not be able to explain these matters in words, but the conduct of his life will show a certain sureness of touch which stems from his inner clarity.

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.

A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society…It is the education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them and a force in urging them.

Into this error men have, probably, been led by viewing education in a false light; not considering it as the first step to form a being advancing gradually towards perfection; but only as a preparation for life.

In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.

Kids don't watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused. If you are in the business of educational television, this is a critical difference. It means if you want to know whether-and what-kids are learning from a TV show, all you have to do is to notice what they are watching. And if you want to know what kids aren't learning, all you have to do is notice what they aren't watching. Preschoolers are so sophisticated in their viewing behavior that you can determine the stickiness of children's programming by simple observation.

I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create.

These kids were smart, they were enthusiastic, and they were young enough so that the schools hadn’t destroyed all their interest in learning. They could still actually use their brains, which in Thorne’s view was a sure sign they hadn’t yet completed a formal education.

We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything. Not anything that we remember for more than a generation or two. I think maybe we learn a few things each time that we don't forget. A few things that stick with us. It's just hard to pass those things on to those who come after us because if they didn't live through it, they don't view it the same way we do. If you don't experience something firsthand, it's a lot harder to accept. Terry Brooks, Bearers of the Black Staff, p 89

All too many churchmen view the undisciplined & amoral products of statist education as evidences of the failure of these schools. On the contrary, they are evidences of their success.

...I always took the rearmost seat in the classroom - it gave me a good view of things. And I must confess, the location taught me more about human nature and justice than could be learned from the professors' lectures.

I believe our education system as a whole has not integrated the histories of all people into our education system, just the Eurocentric view of itself, and the White-centered view of African Americans, and even this is slim to nonexistent. What I find is that most people don't know the fact they don't know, because of the complete lack of information.

There’s a world out there, Tara,” he said. “And it will look a lot different once Dad is no longer whispering his view of it in your ear.

The groups of muscles that have become virtually unnecessary in modern life, though still a vital element of a man’s body, are obviously pointless from a practical point of view, and bulging muscles are as unnecessary as a classical education is to the majority of practical men. Muscles have gradually become something akin to classical Greek. To revive the dead language, the discipline of the steel was required; to change the silence of death into the eloquence of life, the aid of steel was essential.

Leisure, it must be remembered, is not a Sunday afternoon idyll, but the preserve of freedom, of education and culture, and of that undiminished humanity which views the world as a whole.

He who is educated by anxiety is educated by possibility… When such a person, therefore, goes out from the school of possibility, and knows more thoroughly than a child knows the alphabet that he demands of life absolutely nothing, and that terror, perdition, annihilation, dwell next door to every man, and has learned the profitable lesson that every dread which alarms may the next instant become a fact, he will then interpret reality differently…

Real mystery - the very reason to read (and certainly write) any book - was to them a thing to dismantle, distill and mine out into rubble they could tyrannize into sorry but more permanent explanations; monuments to themselves, in other words. In my view all teachers should be required to stop teaching at age thirty-two and not allowed to resume until they're sixty-five, so that they can live their lives, not teach them away - live lives full of ambiguity and transience and regret and wonder, be asked to explain nothing in public until very near the end when they can't do anything else. Explaining is where we all get into trouble.

I can not remember telling my parents that I was studying classics, they might well have found out for the first time on graduation day. Of all the subjects on this planet, I think they would have been hard-put to name one less useful in Greek mythology when it came to securing the keys of an executive bathroom. Now I would like to make it clear in parenthesis, that I do not blame my parents for their point of view. There is an expiry date for blaming your parents for steering you in the wrong direction. The moment you are old enough to take the wheel, responsibility lies with you. What is more, I can not criticize my parents for hoping that I would never experience poverty. They had been poor themselves, and I have since been poor. And I quite agree with them, that it is not an ennobling experience. Poverty, entails fear, and stress, and sometimes depression, It means a thousand petty humiliations and hardships. Climbing out of poverty by your own efforts, that is something by which to pride yourself, but poverty itself, is romanticized only by fools. But I feared at your age was not poverty, but failure... Now, I am not dull enough to suppose that because you are young, gifted, and well educated, that you have never known heartbreak, hardship, or heartache. Talent and intelligence, never yet inoculated anyone against the caprice of the fates... ultimately, we all have to decide for ourselves what constitutes failure.

There are those whose views about religion are not very different from my own, but who nevertheless feel that we should try to damp down the conflict, that we should compromise it. … I respect their views and I understand their motives, and I don't condemn them, but I'm not having it. To me, the conflict between science and religion is more important than these issues of science education or even environmentalism. I think the world needs to wake up from its long nightmare of religious belief; and anything that we scientists can do to weaken the hold of religion should be done, and may in fact be our greatest contribution to civilization.

Everyone is an idiot, not just the people with low SAT scores. The only differences among us is that we're idiots about different things at different times. No matter how smart you are, you spend much of your day being an idiot.

There is obviously something wrong with our educational system. It is not beyond the realm of possibility that there might even be something wrong with at least some of our schoolteachers. But heaven help anyone daring to express such heretical views.

Knowing to whom she owed the new warmth, Alanna tried to thank Mari Fahrar. The old woman brushed her words aside. “All things change,” she told Alanna frankly. “It does not hurt men to know women have power, too.” Alanna had to laugh. Until Mari and Farda entered her life, she never realized that the tribeswomen viewed their men not with fear but with loving disrespect. Sometimes she felt that she was the one getting the education, not her pupils.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn't a demon: it was me.

Millions of people work in global settings while viewing everything from their own cultural perspectives and assuming that all differences, controversy, and misunderstanding are rooted in personality. This is not due to laziness. Many well-intentioned people don’t educate themselves about cultural differences because they believe that if they focus on individual differences, that will be enough.

If there is any hope for changing the world for the better, from reducing family violence to reversing overpopulation and international conflict, economists, educators, and political leaders will need to base their interventions on a sound understanding of what people are really like, not on some fairy-tale version of what we would like them to be.

Although we typically take our cultural worldview for granted, it is actually a fragile human construction that people spend great energy creating, maintaining, and defending. Since we’re constantly on the brink of realizing that our existence is precarious, we cling to our culture’s governmental, educational, and religious institutions and rituals to buttress our view of human life as uniquely significant and eternal.

No Self stands alone. Behind it stretches an immense chain of physical and - as a special class within the whole - mental events, to which it belongs as a reacting member and which it carries on. Through the condition at any moment of its somatic, especially its cerebral system, and through education, and tradition, by word, by writing, by monument, by manners, by a way of life, by a newly shaped environment... by so much that a thousand words would not exhaust it, by all that, I say, the Self is not so much linked with what happened to its ancestors, it is not so much the product, and merely the product, of all that, but rather, in the strictest sense of the word, the SAME THING as all that: the strict, direct continuation of it, just as the Self aged fifty is the continuation of the Self aged forty.

What better way could we teach our children the importance of learning to push forward despite failure than to openly embrace in the education system Trial and Learn as our truly only human learning process. In doing so, we eliminate the stigma of failure and view it as an important part of the process of learning.

But it is impossible to picture any of our interrogators, right up to Abakumov and Beria, wanting to slip into prisoner's skin even for one hour, or feeling compelled to sit and meditate in solitary confinement. Their branch of service does not require them to be educated people of broad culture and broad views—and they are not. Their branch of service does not require them to think logically—and they do not. Their branch of service requires only that they carry out orders exactly and be impervious to suffering—and that is what they do and what they are. We who have passed through their hands feel suffocated when we think of the legion, which is stripped bare of universal human ideals.

Talent is an amalgam of high sensitivity; easy vulnerability; high sensory equipment (seeing, hearing, touching, smelling, tasting—intensely); a vivid imagination as well as a grip on reality; the desire to communicate one’s own experience and sensations, to make one’s self heard and seen. Talent alone is not enough. Character and ethics, a point of view about the world in which you live and an education, can and must be acquired and developed.

What should we think of someone who never admits error, never entertains doubt but adheres unflinchingly to the same ideas all his life, regardless of new evidence? Doubt and skepticism are signs of rationality. When we are too certain of our opinions, we run the risk of ignoring any evidence that conflicts with our views. It is doubt that shows we are still thinking, still willing to reexamine hardened beliefs when confronted with new facts and new evidence.

...there was a general murmuring, no real words, nothing that would get anyone into trouble if the piper turned nasty, but a muttering indicating, in a general sense, without wishing to cause umbrage, and seeing everyone's point of view, and taking one thing with another, and all things being equal, that people would like to see the boy given a chance, if it's all right with you, no offence meant.

It is really one of the most serious faults which can be found with the whole conception of democracy, that its cultural function must move on the basis of the common denominator. Such a point of view indeed would make a mess of all of the values which we have developed for examining works of art. It would address one end of education in that it would consider that culture which was available to everyone, but in that achievement it would eliminate culture itself. This is surely the death of all thought. This quote is taken from "The Artist’s Reality: Philosophies of Art" by Mark Rothko, written 1940-1 and published posthumously in 2004 by Yale University Press, pp.126-7.

It's perhaps not so much how your amygdala is tuned that makes you politically extreme, but that your intrinsic nervousness makes you more responsive to things that might seem to threaten your particular social world. Education probably plays an important role in dampening that response by allowing the brain's frontal lobes (where much of the brain's conscious work goes on) to counteract the emotional responses with a more considered view, so explaining why education is invariably the friend of liberal politics.

The primary purposes of the political pamphlets of the early 1700s were neither to enlighten nor educate the masses, but to incite partisan conversation and spread commensurate ideas . . . Facts were not permitted to fetter the views they espoused, and the restraints of objective journalistic credibility were discarded by pamphleteers bent on promoting subjective slant to an insatiable general public for whom political dissonance was an integral part of social interaction.

Some are questioning whether the churches they grew up in have anything to offer them as they make their ways in a culture of many cultures with many views of truth, some of which make a great deal of sense to them. For those who counted on God to protect them from so many choices, it is as if the heavenly Father let go of their hand in a crowd one day and vanished into a sea of divine possibilities. I cannot protect the students in my classes from this any better than I can protect myself. Existential dizziness is one of the side effects of higher education, and it affects teachers too.

Not enough books focus on how a culture responds to radically new ideas or discovery. Especially in the biography genre, they tend to focus on all the sordid details in the life of the person who made the discovery. I find this path to be voyeuristic but not enlightening. Instead, I ask, After evolution was discovered, how did religion and society respond? After cities were electrified, how did daily life change? After the airplane could fly from one country to another, how did commerce or warfare change? After we walked on the Moon, how differently did we view Earth? My larger understanding of people, places and things derives primarily from stories surrounding questions such as those.

There is a big difference between living in a society that hunts whales and living in one that views them. Nature is being reduced to precious demonstrations for entertainment and education, something far less natural than hunting. Are we headed for a world where nothing is left of nature but parks? Whales are mammals, and mammals do not lay a million eggs. We were forced to give up commercial hunting and to raise domestic mammals for meat, preserving the wild ones as best we could. It is harder to kill off fish than mammals. But after 1,000 years of hunting the Atlantic cod, we know that it can be done.

Sports, politics, and religion are the three passions of the badly educated. They are the Midwest's open sores. Ugly to see, a source of constant discontent, they sap the body's strength. Appalling quantities of money, time, and energy are wasted on them. The rural mind is narrow, passionate, and reckless on these matters. Greed, however shortsighted and direct, will not alone account for it. I have known men, for instance, who for years have voted squarely against their interests. Nor have I ever noticed that their surly Christian views prevented them from urging forward the smithereening, say, of Russia, China, Cuba, or Korea. And they tend to back their country like they back their local team: they have a fanatical desire to win; yelling is their forte; and if things go badly, they are inclined to sack the coach.

Street culture is a culture of containment. Most young people do not realize that it all too often leads to a “dead end”. “Street culture,” as I am using the term, is a counterforce to movement culture. Street culture in contemporary urban reality is synonymous with survival at all costs. This world view is mostly negative, because it demands constant adjustment to circumstances that are often far beyond young people’s control or understanding, such as economics, education, housing, employment, nutrition, law, and so forth.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

A properly educated leader, especially when harassed and under pressure, will know from his study of history and the classics that circumstances very much like those he is encountering have occurred from time to time on this earth since the beginning of history. He will avoid the self-indulgent error of seeing himself in a predicament so unprecedented, so unique, as to justify his making an exception to law, custom or morality in favor of himself. The making of such exceptions has been the theme of public life throughout much of our lifetimes. For twenty years, we've been surrounded by gamesmen unable to cope with the wisdom of the ages. They make exceptions to law and custom in favor of themselves because they choose to view ordinary dilemmas as unprecedented crises.

Personal importance, or taking things personally, is the maximum expression of selfishness because we make the assumption that everything is about “me.” During the period of our education, or our domestication, we learn to take everything personally. We think we are responsible for everything. Me, me, me, always me! Nothing other people do is because of you. It is because of themselves. All people live in their own dream, in their own mind; they are in a completely different world from the one we live in. When we take something personally, we make the assumption that they know what is in our world, and we try to impose our world on their world. Even when a situation seems so personal, even if others insult you directly, it has nothing to do with you. What they say, what they do, and the opinions they give are according to the agreements they have in their own minds. Their point of view comes from all the programming they received during domestication. If someone gives you an opinion and says, “Hey, you look so fat,” don’t take it personally, because the truth is that this person is dealing with his or her own feelings, beliefs, and opinions. That person tried to send poison to you and if you take it personally, then you take that poison and it becomes yours. Taking things personally makes you easy prey for these predators, the black magicians. They can hook you easily with one

...as long as we have the choice to read what we want, I suspect Twain and Homer and the rest will always be with us. The stoutest old writers ebb and flow in popularity; tastes and political correctness and educational trends also ebb and flow, and we have a tendency to embrace the short view because it makes better news stories. So the joy of literature may not be at a high water mark right now, and yet you can walk into the Target store of your choice and pick up Catcher in the Rye. Beauty floats, I guess, along with sorrow and hope. (http://www.wab.org/events/allofroches...)

I know what coming back to America from a war zone is like because I’ve done it so many times. First, there’s a kind of shock at the comfort and affluence that we enjoy, but that is followed by the dismal realization that we live in a society that is basically at war with itself. People speak with incredible contempt about, depending on their views: the rich, the poor, the educated, the foreign born, the President, or the entire US government. It is a level of contempt that is usually reserved for enemies in wartime except that now it is applied to our fellow citizens. Unlike criticism, contempt is particularly toxic because it assumes a moral superiority in the speaker. Contempt is often directed at people who have been excluded from a group or declared unworthy its benefits. Contempt is often used by governments to provide rhetorical cover for torture or abuse. Contempt is one of four behaviors that, statistically, can predict divorce in married couples. People who speak with contempt for one another will probably not remain united for long.

Black anti-semitism is a form of underdog resentment and envy, directed at another underdog who has made it in American society. The remarkable upward mobility of American Jews--rooted chiefly in a history and culture that places a premium on higher education and self-organization--easily lends itself to myths of Jewish unity and homogeneity that have gained currency among other groups, especially among relatively unorganized groups like black Americans. The high visibility of Jews in the upper reaches of the academy, journalism, the entertainment industry, and the professions--though less so percentage-wise in corporate America and national political office--is viewed less as a result of hard work and success fairly won and more as a matter of favoritism and nepotism among Jews. Ironically, calls for black solidarity and achievement are often modeled on myths of Jewish unity--as both groups respond to American xenophobia and racism. But in times such as these, some blacks view Jews as obstacles rather than allies in the struggle for racial justice.

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.

Right now, you are living off the fruits of millions of people in the past who have made your life incomparably easier through their struggles and inventions. You have benefited from an education that embodies the wisdom of thousands of years of experience. It is so easy to take this all for granted, to imagine that it all just came about naturally and that you are entitled to have all of these powers. That is the view of spoiled children, and you must see any signs of such an attitude within you as shameful. This world needs constant improvement and renewal. You are here not merely to gratify your impulses and consume what others have made but to make and contribute as well, to serve a higher purpose.

The blessing was a mercy. He was offering me the same terms of surrender he had offered my sister. I imagined what a relief it must have been for her, to realize she could trade her reality—the one she shared with me—for his. How grateful she must have felt to pay such a modest price for her betrayal. I could not judge her for her choice, but in that moment I knew I could not choose it for myself. Everything I had worked for, all my years of study, had been to purchase for myself this one privilege: to see and experience more truths than those given to me by my father, and to use those truths to construct my own mind. I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create. If I yielded now, I would lose more than an argument. I would lose custody of my own mind. This was the price I was being asked to pay, I understood that now. What my father wanted to cast from me wasn’t a demon: it was me.

That the idea of God represents the conscience, the internalized admonitions and threats from parents and educators, is a well-known fact. What is less well known is the fact that, from an energy point of view, the belief in and the fear of God are sexual excitations which have changed their content and goal. The religious feeling, then, is the same as sexual feeling, except that it is attached to mystical, psychic contents. This explains the return of the sexual element in so many ascetic experiences, such as the nun's delusion that she is the bride of Christ. Such experiences rarely reach the stage of genital consciousness and thus are apt to take place in other sexual channels, such as masochistic martyrdom.

Yet like many other human traits that made sense in past ages but cause trouble in the modern age, the knowledge illusion has its downside. The world is becoming ever more complex, and people fail to realise just how ignorant they are of what’s going on. Consequently some who know next to nothing about meteorology or biology nevertheless propose policies regarding climate change and genetically modified crops, while others hold extremely strong views about what should be done in Iraq or Ukraine without being able to locate these countries on a map. People rarely appreciate their ignorance, because they lock themselves inside an echo chamber of like-minded friends and self-confirming newsfeeds, where their beliefs are constantly reinforced and seldom challenged. Providing people with more and better information is unlikely to improve matters. Scientists hope to dispel wrong views by better science education, and pundits hope to sway public opinion on issues such as Obamacare or global warming by presenting the public with accurate facts and expert reports. Such hopes are grounded in a misunderstanding of how humans actually think. Most of our views are shaped by communal groupthink rather than individual rationality, and we hold on to these views out of group loyalty. Bombarding people with facts and exposing their individual ignorance is likely to backfire. Most people don’t like too many facts, and they certainly don’t like to feel stupid. Don’t be so sure that you can convince Tea Party supporters of the truth of global warming by presenting them with sheets of statistical data.

The Obama administration has a strange theory. Terrorism is a response of uneducated human beings who have been disenfranchised politically and economically. If we can solve the ‘root grievances’ of the poor and oppressed around the world, there will be no more terrorists, and Americans will be safe. This view is of course absurd. If poverty, lack of education, and political disenfranchisement were the causes of terrorism, then much of India and most of China would be populated by terrorists. But they are not. And this is because terrorism is the violent expression of ideology, not objective conditions—what has famously been called ‘propaganda of the deed.’ The terrorist’s ideology may be secular and political—communist or fascist, for example—or it may be religious—Christian, Islamic, or even Hindu.

facts matter a great deal. What a patient does for a living, what his background is, what level of education he has achieved…all of these issues must be addressed in great detail in order to put his complaints and his disease in the proper context. If I ask a man to take the square root of 100 and he cannot, I might take this as proof of a left-hemispheric brain tumor, unless I know that he has worked on a farm since childhood and never attended school. Likewise, I might find it normal that a patient could not tell me the current exchange rate of the pound in Japanese yen. But if I knew that person was a merchant banker, on the other hand, ignorance of this fact would indicate a grave illness indeed! Americans have grown so dependent upon their scanning toys that they fail to view the patient as a multidimensional person. To have the audacity to cut into a person’s brain without the slightest clue of his life, his occupation…I find that most simply appalling.” These

Most televangelists, popular Christian preacher icons, and heads of those corporations that we call megachurches share an unreflective modern view of Jesus--that he translates easily and almost automatically into a modern idiom. The fact is, however, that Jesus was not a person of the twenty-first century who spoke the language of contemporary Christian America (or England or Germany or anywhere else). Jesus was inescapably and ineluctably a Jew living in first-century Palestine. He was not like us, and if we make him like us we transform the historical Jesus into a creature that we have invented for ourselves and for our own purposes. Jesus would not recognize himself in the preaching of most of his followers today. He knew nothing of our world. He was not a capitalist. He did not believe in free enterprise. He did not support the acquisition of wealth or the good things in life. He did not believe in massive education. He had never heard of democracy. He had nothing to do with going to church on Sunday. He knew nothing of social security, food stamps, welfare, American exceptionalism, unemployment numbers, or immigration. He had no views on tax reform, health care (apart from wanting to heal leprosy), or the welfare state. So far as we know, he expressed no opinion on the ethical issues that plague us today: abortion and reproductive rights, gay marriage, euthanasia, or bombing Iraq. His world was not ours, his concerns were not ours, and--most striking of all--his beliefs were not ours. Jesus was a first-century Jew, and when we try to make him into a twenty-first century American we distort everything he was and everything he stood for.

Two things I try to remember: My cultural, social, and financial environments formulate my view of the world. My age, sex, race, where I was born, who raised me, and who my inner circle is formulate my view of the world. My education, my exposure to new and different things, or lack thereof, formulate my view of the world. My view of the world formulates my opinions. But, if there's a missing piece from my world view, I can't have an informed, intelligent opinion on it. So, for example, if I've never experienced the color purple, my only informed opinions can be on the other colors. Not purple. I can say, "I don't like purple," or "I like purple," but in either case, my opinion has no significance. The second thing I try to remember is that just because someone has a different opinion than I do, and he tells me so, it doesn't mean I'm being persecuted. In actual fact, it might mean that I'm about to learn something big.

This myth of meritocracy and equal opportunities encourages individualism over collective action, because when people believe this myth, they obviously see no need for protest movements around particular classes or identities, such as the Women's Movement or the Civil Rights workplace, education or in their personal lives, they are more likely to blame themselves, rather than sexism, racism, class oppression or homophobia; concepts which in current society are often seen as out of date. This type of blame even applies to experiences of actual violence or harassment with too many people believing that it is their fault if they are sexually harassed in the workplace or at school, abused by a partner or are a victim of sexual violence. Our society encourages this view, and in turn, that keeps people isolated and alone, rather than providing them the opportunity to get involved in collective struggles against such common experiences.

secularism is not neutral, though it often claims to be. In relation to the biblical God, secularists may be skeptics. But in relation to their own god substitutes, they are true believers. To adapt an observation from C. S. Lewis, their skepticism is only on the surface. It is for use on other people’s beliefs. “They are not nearly skeptical enough” about their own beliefs.83 And when they enforce secular views in the realm of law, education, sexuality, and health care, they are imposing their own beliefs on everyone else across an entire society. The consequence of those secular views is inevitably dehumanizing. The reason is that secularism in all its forms is reductionistic. A worldview that does not start with God must start with something less than God—something within creation—which then becomes the category to explain all of reality. Think back to Walker Percy’s metaphor of a box. Empiricism puts everything in the box of the senses. Rationalism puts everything into the box of human reason. Anything that does not fit into the box is denied, denigrated, or declared to be unreal. The diverse and multi-faceted world God created is reduced to a single category.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

Now, looking for labels, it is hard to call the Hell's Angels anything but mutants. They are urban outlaws with a rural ethic and a new, improvised style of self-preservation. Their image of themselves derives mainly from Celluloid, from the Western movies and two-fisted TV shows that have taught them most of what they know about the society they live in. Very few read books, and in most cases their formal education ended at fifteen or sixteen. What little they know of history has come from the mass media, beginning with comics ... so if they see themselves in terms of the past, it's because they can't grasp the terms of the present, much less the future. They are the sons of poor men and drifters, losers and the sons of losers. Their backgrounds are overwhelmingly ordinary. As people, they are like millions of other people. But in their collective identity they have a peculiar fascination so obvious that even the press has recognized it, although not without cynicism. In its ritual flirtation with reality the press has viewed the Angels with a mixture of awe, humor and terror -- justified, as always, by a slavish dedication to the public appetite, which most journalists find so puzzling and contemptible that they have long since abandoned the task of understanding it to a handful of poll-takers and "experts.

Over the years I have had much occasion to ponder this word, the intelligentsia. We are all very fond of including ourselves in it—but you see not all of us belong. In the Soviet Union this word has acquired a completely distorted meaning. They began to classify among the intelligentsia all those who don't work (and are afraid to) with their hands. All the Party, government, military, and trade union bureaucrats have been included. All bookkeepers and accountants—the mechanical slaves of Debit. All office employees. And with even greater ease we include here all teachers (even those who are no more than talking textbooks and have neither independent knowledge nor an independent view of education). All physicians, including those capable only of making doodles on the patients' case histories. And without the slightest hesitation all those who are only in the vicinity of editorial offices, publishing houses, cinema studios, and philharmonic orchestras are included here, not even to mention those who actually get published, make films, or pull a fiddle bow. And yet the truth is that not one of these criteria permits a person to be classified in the intelligentsia. If we do not want to lose this concept, we must not devalue it. The intellectual is not defined by professional pursuit and type of occupation. Nor are good upbringing and good family enough in themselves to produce and intellectual. An intellectual is a person whose interests in and preoccupation with the spiritual side of life are insistent and constant and not forced by external circumstances, even flying in the face of them. An intellectual is a person whose thought is nonimitative.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

Some of his [Chester Bowles's] friends thought that his entire political career reflected his background, that he truly believed in the idea of the Republic, with an expanded town-hall concept of politics, of political leaders consulting with their constituency, hearing them out, reasoning with them, coming to terms with them, government old-fashioned and unmanipulative. Such governments truly had to reflect their constituencies. It was his view not just of America, but of the whole world. Bowles was fascinated by the political process in which people of various countries expressed themselves politically instead of following orders imposed by an imperious leadership. In a modern world where most politicians tended to see the world divided in a death struggle between Communism and free-world democracies, it was an old-fashioned view of politics; it meant that Bowles was less likely to judge a country on whether or not it was Communist, but on whether or not its government seemed to reflect genuine indigenous feeling. (If he was critical of the Soviet leadership, he was more sympathetic to Communist governments in the underdeveloped world.) He was less impressed by the form of a government than by his own impression of its sense of legitimacy. ... He did not particularly value money (indeed, he was ill at ease with it), he did not share the usual political ideas of the rich, and he was extremely aware of the hardships with which most Americans lived. Instead of hiring highly paid consultants and pollsters to conduct market research, Bowles did his own canvassing, going from door to door to hundreds of middle- and lower-class homes. That became a crucial part of his education; his theoretical liberalism became reinforced by what he learned about people’s lives during the Depression.

Watch movies. Read screenplays. Let them be your guide. […] Yes, McKee has been able to break down how the popular screenplay has worked. He has identified key qualities that many commercially successful screenplays share, he has codified a language that has been adopted by creative executives in both film and television. So there might be something of tangible value to be gained by interacting with his material, either in book form or at one of the seminars. But for someone who wants to be an artist, a creator, an architect of an original vision, the best book to read on screenwriting is no book on screenwriting. The best seminar is no seminar at all. To me, the writer wants to get as many outside voices OUT of his/her head as possible. Experts win by getting us to be dependent on their view of the world. They win when they get to frame the discussion, when they get to tell you there’s a right way and a wrong way to think about the game, whatever the game is. Because that makes you dependent on them. If they have the secret rules, then you need them if you want to get ahead. The truth is, you don’t. If you love and want to make movies about issues of social import, get your hands on Paddy Chayefsky’s screenplay for Network. Read it. Then watch the movie. Then read it again. If you love and want to make big blockbusters that also have great artistic merit, do the same thing with Lawrence Kasdan’s Raiders Of The Lost Ark screenplay and the movie made from it. Think about how the screenplays made you feel. And how the movies built from these screenplays did or didn’t hit you the same way. […] This sounds basic, right? That’s because it is basic. And it’s true. All the information you need is the movies and screenplays you love. And in the books you’ve read and the relationships you’ve had and your ability to use those things.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

The repeated attempts that have been made to improve humanity - in particular to make it more peacable - have failed, because nobody has understood the full depth and vigour of the instincts of aggression innate in each individual. Such efforts do not seek to do more than encourage the positive, well-wishing impulses of the person while denying or suppressing his aggressive ones. And so they have been doomed to failure from the beginning. But psychoanalysis has different means at its disposal for a task of this kind. It cannot, it is true, altogether do away with man's aggressive instinct as such; but it can, by diminishing the anxiety which accentuates those instincts, break up the mutual reinforcement that is going on all the time between his hatred and his fear. When, in our analytic work, we are always seeing how the resolution of early infantile anxiety not only lessens and modifies the child's aggressive impulses, but leads to a more valuable employment and gratification of them from a social point of view; how the child shows an ever-grwing, deeply rooted desire to be loved and to love, and to be at peace with the world about it; and how much pleasure and benefit, and what a lessening of anxiety it derives from the fulfilment of this desire - when we see all this, we are ready to believe that what now would seem a Utopian state of things may well come true in those distant days when, as I hope, child-analysis will become as much a part of every person's upbringing as school-education is now. Then, perhaps, that hostile attitude, springing from fear and suspicion, which is latent more or less strongly in each human being, and which intensifies a hundredfold in him every impulse of destruction, will give way to kindlier and more trustful feelings towards his fellowmen, and people may inhabit the world together in greater peace and goodwill than they do now.

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

Cixi’s lack of formal education was more than made up for by her intuitive intelligence, which she liked to use from her earliest years. In 1843, when she was seven, the empire had just finished its first war with the West, the Opium War, which had been started by Britain in reaction to Beijing clamping down on the illegal opium trade conducted by British merchants. China was defeated and had to pay a hefty indemnity. Desperate for funds, Emperor Daoguang (father of Cixi’s future husband) held back the traditional presents for his sons’ brides – gold necklaces with corals and pearls – and vetoed elaborate banquets for their weddings. New Year and birthday celebrations were scaled down, even cancelled, and minor royal concubines had to subsidise their reduced allowances by selling their embroidery on the market through eunuchs. The emperor himself even went on surprise raids of his concubines’ wardrobes, to check whether they were hiding extravagant clothes against his orders. As part of a determined drive to stamp out theft by officials, an investigation was conducted of the state coffer, which revealed that more “than nine million taels of silver had gone missing. Furious, the emperor ordered all the senior keepers and inspectors of the silver reserve for the previous forty-four years to pay fines to make up the loss – whether or not they were guilty. Cixi’s great-grandfather had served as one of the keepers and his share of the fine amounted to 43,200 taels – a colossal sum, next to which his official salary had been a pittance. As he had died a long time ago, his son, Cixi’s grandfather, was obliged to pay half the sum, even though he worked in the Ministry of Punishments and had nothing to do with the state coffer. After three years of futile struggle to raise money, he only managed to hand over 1,800 taels, and an edict signed by the emperor confined him to prison, only to be released if and when his son, Cixi’s father, delivered the balance. The life of the family was turned upside down. Cixi, then eleven years old, had to take in sewing jobs to earn extra money – which she would remember all her life and would later talk about to her ladies-in-waiting in the court. “As she was the eldest of two daughters and three sons, her father discussed the matter with her, and she rose to the occasion. Her ideas were carefully considered and practical: what possessions to sell, what valuables to pawn, whom to turn to for loans and how to approach them. Finally, the family raised 60 per cent of the sum, enough to get her grandfather out of prison. The young Cixi’s contribution to solving the crisis became a family legend, and her father paid her the ultimate compliment: ‘This daughter of mine is really more like a son!’ Treated like a son, Cixi was able to talk to her father about things that were normally closed areas for women. Inevitably their conversations touched on official business and state affairs, which helped form Cixi’s lifelong interest. Being consulted and having her views acted on, she acquired self-confidence and never accepted the com“common assumption that women’s brains were inferior to men’s. The crisis also helped shape her future method of rule. Having tasted the bitterness of arbitrary punishment, she would make an effort to be fair to her officials.

Morals, including especially, our institutions of property, freedom and justice, are not a creation of man’s reason but a distinct second endowment conferred on him by cultural evolution - runs counter to the main intellectual outlook of the twentieth century. The influence of rationalism has indeed been so profound and pervasive that, in general, the more intelligent an educated person is, the more likely he or she now is not only to be a rationalist, but also to hold socialist views (regardless of whether he or she is sufficiently doctrinal to attach to his or her views any label, including ‘socialist’). The higher we climb up the ladder of intelligence, the more we talk with intellectuals, the more likely we are to encounter socialist convictions. Rationalists tend to be intelligent and intellectual; and intelligent intellectuals tend to be socialist. One’s initial surprise at finding that intelligent people tend to be socialist diminishes when one realises that, of course, intelligent people will tend to overvalue intelligence, and to suppose that we must owe all the advantages and opportunities that our civilisation offers to deliberate design rather than to following traditional rules, and likewise to suppose that we can, by exercising our reason, eliminate any remaining undesired features by still more intelligence reflection, and still more appropriate design and ’rational coordination’ of our undertakings. This leads one to be favorably disposed to the central economic planning and control that lie at the heart of socialism… And since they have been taught that constructivism and scientism are what science and the use of reason are all about, they find it hard to believe that there can exist any useful knowledge that did not originate in deliberate experimentation, or to accept the validity of any tradition apart from their own tradition of reason. Thus [they say]: ‘Tradition is almost by definition reprehensible, something to be mocked and deplored’.

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

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")