Visual Learning Quotes

You must learn to take a step back and visualize the whole piece. If you focus only on the thread given to you, you lose sight of what it can become.

Aunt Prue was holding one of the squirrels in her hand, while it sucked ferociously on the end of the dropper. 'And once a day, we have ta clean their little private parts with a Q-tip, so they'll learn ta clean themselves.' That was a visual I didn't need. 'How could you possibly know that?' 'We looked it up on the E-nternet.' Aunt Mercy smiled proudly. I couldn't imagine how my aunts knew anything about the Internet. The Sisters didn't even own a toaster oven. 'How did you get on the Internet?' 'Thelma took us ta the library and Miss Marian helped us. They have computers over there. Did you know that?

In reading we must become creators. Once the child has learned to read alone, and can pick up a book without illustrations, he must become a creator, imagining the setting of the story, visualizing the characters, seeing facial expressions, hearing the inflection of voices. The author and the reader "know" each other; they meet on the bridge of words.

Ant Prune was holding one of the squirrels in her hand. ‘And once a day, we have ta clean their little private parts with a Q-tip, so they'll learn ta clean themselves.' That was a visual I didn't need

One thing is certain: the arts keep you alive. They stimulate, encourage, challenge, and, most of all, guarantee a future free from boredom. They allow growth and even demand it in that time of life we call maturity but too often enter it with a childish faith that what we learned in youth is sustenance enough for the years when most men are mentally famished but won't admit it—or when they are apt to curb their hunger with the sops of complacency, security, and the assurance of death.

We all have blind spots in our knowledge and opinions. The bad news is that they can leave us blind to our blindness, which gives us false confidence in our judgment and prevents us from rethinking. The good news is that with the right kind of confidence, we can learn to see ourselves more clearly and update our views. In driver’s training we were taught to identify our visual blind spots and eliminate them with the help of mirrors and sensors. In life, since our minds don’t come equipped with those tools, we need to learn to recognize our cognitive blind spots and revise our thinking accordingly.

Don't be afraid of books, even the most dissident, seemingly 'immoral' ones. Culture is a sure bet in life, whether high, low, eclectic, pop, ancient or modern. And I am convinced that reading is one of the most important tools of liberation that any human being, and a contemporary Arab woman in particular, can exploit. I am not saying it is the ONLY tool, especially with all the new alternative - more visual, interactive and hasty - ways of knowledge, learning and growth. But how could I not be convinced of literature's power, when it has been my original emancipator?

Our capacity for visual memory is extraordinary; we only need to learn how to take advantage of it.

How can children bombarded from birth by noise, frenetic schedules, and the helter-skelter caretaking of a fast-paced adult world learn to analyze, reflect, ponder? How can they use quiet inner conversation to build personal realities, sharpen and extend their visual reasoning?

Humans had proven to be unusually good at learning to recognize visual patterns; we internalize our alphabets so well we don’t even have to think about reading once we’ve learned how to do it.

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they “get it.

Finally, positive visualization can be a powerful adjunct to thought-substitution. Some survivors gradually learn to short-circuit the fear-mongering processes of the critic by invoking images of past successes and accomplishments, as well as picturing safe places, loving friends or comforting memories.

Every earthly revelation has a spiritual significance. I believe that if we humans were more spiritual, we wouldn’t need visions. These are given whenever someone hasn’t quite grasped an invisible spiritual lesson and needs a visual to go with it. We must learn to pull off this rough husk and feed on its sweet kernel.

I cried, sitting by her bed, and I told her the story of us. “It’s about the feed,” I said. “It’s about this meg normal guy, who doesn’t think about anything until one wacky day, when he meets a dissident with a heart of gold.” I said, “Set against the backdrop of America in its final days, it’s the high-spirited story of their love together, it’s laugh-out-loud funny, really heartwarming, and a visual feast.” I picked up her hand and held it to my lips. I whispered to her fingers. “Together, the two crazy kids grow, have madcap escapades, and learn an important lesson about love. They learn to resist the feed. Rated PG-13. For language,” I whispered, “and mild sexual situations.

A mustache sends a visual message to the mating population of Earth that says, "No thank you. I have procreated. My DNA is out in the world, and so I no longer deserve physical affection. Instead, it is time for me to turn away from sex and toward new pursuits, the classic weird dad hobbies such as puns, learning trivia about bridges and wars, and dreaming about societal collapse and global apocalypse.

Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief.

Let us imagine that life is a river. Most people are clinging to the bank, afraid to let go and risk being carried along by the current of the river. At a certain point, each of us must be willing to simply let go, and trust the river to carry us along safely. At this point, we learn to “go with the flow” — and it feels wonderful. Once we have become accustomed to being in the flow of the river, we can begin to look ahead and guide our course onward, deciding where the course looks best, steering the way around boulders and snags, and choosing which of the many channels and branches of the river we prefer to follow, all the while still “going with the flow.

Do not despise your inner world. That is the first and most general piece of advice I would offer… Our society is very outward-looking, very taken up with the latest new object, the latest piece of gossip, the latest opportunity for self-assertion and status. But we all begin our lives as helpless babies, dependent on others for comfort, food, and survival itself. And even though we develop a degree of mastery and independence, we always remain alarmingly weak and incomplete, dependent on others and on an uncertain world for whatever we are able to achieve. As we grow, we all develop a wide range of emotions responding to this predicament: fear that bad things will happen and that we will be powerless to ward them off; love for those who help and support us; grief when a loved one is lost; hope for good things in the future; anger when someone else damages something we care about. Our emotional life maps our incompleteness: A creature without any needs would never have reasons for fear, or grief, or hope, or anger. But for that very reason we are often ashamed of our emotions, and of the relations of need and dependency bound up with them. Perhaps males, in our society, are especially likely to be ashamed of being incomplete and dependent, because a dominant image of masculinity tells them that they should be self-sufficient and dominant. So people flee from their inner world of feeling, and from articulate mastery of their own emotional experiences. The current psychological literature on the life of boys in America indicates that a large proportion of boys are quite unable to talk about how they feel and how others feel — because they have learned to be ashamed of feelings and needs, and to push them underground. But that means that they don’t know how to deal with their own emotions, or to communicate them to others. When they are frightened, they don’t know how to say it, or even to become fully aware of it. Often they turn their own fear into aggression. Often, too, this lack of a rich inner life catapults them into depression in later life. We are all going to encounter illness, loss, and aging, and we’re not well prepared for these inevitable events by a culture that directs us to think of externals only, and to measure ourselves in terms of our possessions of externals. What is the remedy of these ills? A kind of self-love that does not shrink from the needy and incomplete parts of the self, but accepts those with interest and curiosity, and tries to develop a language with which to talk about needs and feelings. Storytelling plays a big role in the process of development. As we tell stories about the lives of others, we learn how to imagine what another creature might feel in response to various events. At the same time, we identify with the other creature and learn something about ourselves. As we grow older, we encounter more and more complex stories — in literature, film, visual art, music — that give us a richer and more subtle grasp of human emotions and of our own inner world. So my second piece of advice, closely related to the first, is: Read a lot of stories, listen to a lot of music, and think about what the stories you encounter mean for your own life and lives of those you love. In that way, you will not be alone with an empty self; you will have a newly rich life with yourself, and enhanced possibilities of real communication with others.

Didn't you have some big deal last night?" Peabody asked her. "Yeah, in East Washington. Roarke had this dinner / dance thing for some fancy charity. Save the moles or something. Enough food to feed every sidewalk sleeper on the Lower East Side for a year." "Gee, that's tough on you. I bet you had to get all dressed up in some beautiful gown, shuttle down on Roarke's private transpo, and choke down champagne." Eve only lifted a brow at Peabody's dust-dry tone. "Yeah, that's about it." They both knew the glamorous side of Eve's life since Roarke had come into it was both a puzzlement and a frustration to her. "And then I had to dance with Roarke. A lot." "Was he wearing a tux?" Peabody had seen Roarke in a tux. The image of it was etched in her mind like acid on glass. "Oh yeah." Until, Eve mused, they'd gotten home and she'd ripped it off of him. He looked every bit as good out of a tux as in one. "Man." Peabody closed her eyes, indulged herself with a visualization technique she'd learned at her Free-Ager parents' knees. "Man," she repeated. "You know, a lot of women would get pissed off at having their husband star in their aide's purient little fantasies." "But you're bigger than that, Lieutenant. I like that about you.

Imagination is a great force. On the path of meditation, imagination is a barrier; on the path of love, imagination is a help. On the path of love, imagination is used as a device: You are told to imagine as intensely and passionately as possible. But on the path of meditation the same thing becomes a barrier. Imagination simply means that you visualize a certain thing but you put so much energy into it that it almost becomes real.

We want lovers, friends, recruits, soldiers, and affiliations that support who we are. People, individuals, believe in themselves, want to survive, and on a Darwinistic level at least, want to have more, of ourselves. Initially, this is a visual choice. The where, what, when, and who…to our why. Upon closer inspection, which is the upfall of the politically correct culture of today, we learn to measure people on the competence of their values that we most value. When we do this, the politics of gender, race, and slanderous slang take a back seat to the importance of the values we share. The more we travel, the more we realize how similar our human needs are. We want to be loved, have a family, community, have something to look forward to. These basic needs are present in all socioeconomic and cultural civilizations. I have seen many tribes in the deserts of Northern Africa who, with nine children and no electricity, had more joy, love, honor, and laughter than the majority of the most materially rich people I’ve ever met. We have the choice to love, befriend, recruit, call to arms, associate, and support who we believe in, and more importantly, who, we believe, believes in us.

I need not repeat familiar arguments about the waste of teachers' time, and the difficulties thrown in the way of English children trying to learn their own language; or the fact that nobody without a visual memory for words ever succeeds in spelling conventionally, however highly educated he or she may be.

The teacher is a catalyst to convert information from a high energy state (list of facts) to a low energy state (visual concept associated with known concepts).

If we are to wield great magic, then let us learn from great teachers: the alchemists -- magicians par excellence.

Art is a visual language, and Christians have a responsibility to learn that language.

Nobody is really an expert, as we are all still learning.

Visual understanding is the essential and only true means of teaching how to judge things correctly,” Pestalozzi wrote, and “the learning of numbers and language must be definitely subordinated.” 58

What Warcollier demonstrated is compatible with what modern cognitive neuroscience has learned about how visual images are constructed by the brain. It implies that telepathic perceptions bubble up into awareness from the unconscious and are probably processed in the brain in the same way that we generate images in dreams. And thus telepathic “images” are far less certain than sensory-driven images and subject to distortion.

Accept mistakes and errors as learning tools rather than as signs of your failure. Reject any negative feedback from others that is intended to put you down. Practice visualizing situations in which you are successful.

If you want to make yourself more sensitive to the small details in your work, cultivate a habit of imagining, as specifically as possible, what you expect to see and do when you get to your desk. Then you’ll be prone to notice the tiny ways in which real life deviates from the narrative inside your head. If you want to become better at listening to your children, tell yourself stories about what they said to you at dinnertime last night. Narrate your life, as you are living it, and you’ll encode those experiences deeper in your brain. If you need to improve your focus and learn to avoid distractions, take a moment to visualize, with as much detail as possible, what you are about to do. It is easier to know what’s ahead when there’s a well-rounded script inside your head.

The effect is both domestic and wild, equal parts geometric and chaotic. It's the visual signature of small, diversified farms that creates the picture-postcard landscape here, along with its celebrated gastronomic one. Couldn't Americans learn to love landscapes like these around our cities, treasuring them not just gastronomically but aesthetically, instead of giving everything over to suburban development? Can we only love agriculture on postcards?

Reflection can involve several cognitive activities that lead to stronger learning: retrieving knowledge and earlier training from memory, connecting these to new experiences, and visualizing and mentally rehearsing what you might do differently next time.

Whenever I listen to an artist or an art historian I'm struck by how much they see and how much they know--and how much I don't. Good art writing should therefore do at least two things. It should teach us how to look: at art, architecture, sculpture, photography and all the other visual components of our daily landscape. And it should give us the information we need to understand what we're looking at.

In the end, a person is only know by the impact he or she has on others. The Gift of Work: He who loves his work never labors. The Gift of Money: Money is nothing more than a tool. It can be a force for good, a force for evil, or simple be idle. The Gift of Friends: It is a wealthy person, indeed, who calculates riches not in gold but in friends. The Gift of Learning: Education is a lifelong journey whose destination expands as you travel. The desire and hunger for education is the key to real learning. The Gift of Problems: Problems can only be avoided by exercising good judgment. Good judgment can only be gained by experiencing life's problems. The Gift of Family: Some people are born into wonderful families. Others have to find or create them. Being a member of a family is a priceless privilege which costs nothing but love. The Gift of Laughter: Laughter is good medicine for the soul. Our world is desperately in need of more such medicine. The Gift of Dreams: Faith is all that dreamers need to see into the future. The Gift of Giving: The only way you can truly get more out of life for yourself is to give part of yourself away. One of the key principles in giving, is that the gift must be yours to give-either something you earned or created or maybe, simply, part of yourself. The Gift of Gratitude: In those times when we yearn to have more in our lives, we should dwell on the things we already have. In doing so, we will often find that our lives are already full to overflowing. The Golden List: Every morning before getting up visualize a golden tablet on which is written ten things in your life you are especially thankful for. The Gift of a Day: Life at its essence boils down to one day at a time. Today is the Day! If we can learn how to live one day to its fullest, our lives will be rich and meaningful. The Gift of Love: Love is a treasure for which we can never pay. The only way we keep it is to give it away. The Ultimate Gift: In the end, life lived to its fullest is its own ultimate gift.

Not unlike most people. When I dwell with you, I do so in the present—I live in the present. Not the past, although much can be remembered and learned by looking back, but only for a visit, not an extended stay. And for sure, I do not dwell in the future you visualize or imagine. Mack, do you realize that your imagination of the future, which is almost always dictated by fear of some kind, rarely, if ever, pictures me there with you?

In the self-defense class, our teacher taught us that if we couldn't imagine doing something- cracking an assailant in the head with a stapler, opening up a can of pepper spray on an attacker, digging our keys into the eyes of a would-be rapist- we wouldn't be able to act in a real crisis. Wielding the stapler, the pepper spray, and the keys, our teacher taught us the power of visualization, and I learned to imagine in advance what I might be called upon to do in an emergency... I have my keys in my hand and I am holding them like a claw. Let's turn this motherfucking system around.

We each have an infinite supply of love and happiness within us. We have been accustomed to thinking that we have to get something from outside of us in order to be happy, but in truth it works the other way: We must learn to contact our inner source of happiness and satisfaction and flow it outward to share with others — not because it is virtuous to do so, but because it feels really good! Once we tune into it we just naturally want to share it because that is the essential nature of love, and we are all loving beings.

I couldn’t always remember his face, so my visual for him became my feet, bare and pale and pressed against the wall as we talked for hours.

The difficulties and challenges in your life are the lessons you need to learn to grow and development.

Failures and mistakes are lessons to be learned from. They are opportunities for growth.

Your past karma is what you found difficult or challenging in this life. To heal your past karma you would need to learn your life lessons for this life.

Ideas, conceptual ans visual, are all forms of art are about. Everything else is nothing more than the subject matter, ans technique, which is easily learned.

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

Beyond that, I learned about visual adaptation - what a picture can say, and what it can't. A picture's worth a thousand words, but its vocabulary is limited. A picture's no sesquipedalian.

the brain is most effective at learning new material when stress hormones are slightly elevated by a novel experience, a theory verified by modern brain imaging. Therefore, the best way to rethink something we’ve been doing for years—the way we do our jobs, the way we interact with others, the way we see the world—is to step outside of ourselves, and outside of our comfort zone.

All things considered, I’ve learned more from talking to painters than talking to writers. Not that painters are smarter than writers, such is seldom the case, but in conversation writers are inclined to waste an inordinate amount of time either bragging or bellyaching about reviews and royalties, complaining about their publishers, or dissing other authors. Painters, being equally insecure, can likewise come across as boring and bitchy -- it’s tough being creative in a materialistic society -- but since they labor not in vineyards of verbiage but upon ice floes of visual images, they tend to function with fewer inhibitions than the wordsmiths when it comes to vocally exploring and expressing ideas. Since no one judges their speech, comparing it to their written work, they don’t feel so acutely the weight of language.

I began this lifelong lesson. If human beings eat a thing, and if I am not so violently repelled by my own upbringing that I cannot speak, and if it is visually clean within reason, and if I am not allergic to the offering, I will sit at the table and with all the gusto I can manufacture I will join in the feast. P.S. I call this a lifelong lesson for I have not fully learned it and I am often put to the test...

What I want you to understand is that the words that our schools, our government, our media, our colleagues, and our family use have a profound effect on how you think and feel about life. The words that you learn, and then use to speak and think with, are molding your reality. Your vernacular creates your visual representation of the world, and the language you think with essentially creates your experienced reality.

learning to read rewires the brain. Reading teaches us to block out the world, and in the process certain kinds of visual processing skills get lost. That may be why some dyslexics exhibit exceptional visual talents,

five suggestions that can work to open mathematics tasks and increase their potential for learning: Open up the task so that there are multiple methods, pathways, and representations. Include inquiry opportunities. Ask the problem before teaching the method. Add a visual component and ask students how they see the mathematics. Extend the task to make it lower floor and higher ceiling. Ask students to convince and reason; be skeptical.

In the human species, the peak of synaptic overproduction ends around two years of age in the visual cortex, three or four years of age in the auditory cortex, and between five and ten years of age in the prefrontal cortex.

Verbal facility with smells and flavors doesn’t come naturally. As babies, we learn to talk by naming what we see. “Baby points to a lamp, mother says, ‘Yes, a lamp,’” says Johan Lundström, a biological psychologist with the Monell Chemical Senses Center in Philadelphia. “Baby smells an odor, mother says nothing.” All our lives, we communicate through visuals. No one, with a possible exception made for Sue Langstaff, would say, “Go left at the smell of simmering hotdogs.

The law of manifestation operates like a triangle: First, know what you want and visualize it as if you already had it; Second, see it behind the illusion of reality, practice it in your decisions, choose the people you hang out with, etc; Third, believe, have faith and work on your emotions to be at the right frequency. This triangle of manifestation is one of the secrets of many religions: Christianity, Scientology, and Freemasonry. In Masonry is seen as "heart, mind and desire"; in Scientology is perceived as "reality, communication and affinity"; in Christianity is understood as "Father, son and holy ghost"; basically, "actions, learnings and emotions". In Christianity, the Father equals reality or the Creator of the illusion, the son is the way, the path, he road of our decisions and actions, and the holy ghost is our heart, instincts and desires manifested in that same path. In word words, through Jesus, and with the power of the holy ghost, you reach God. This is an allegory that not many Christians can understand. Jesus represent behavior - right and wrong, the holy ghost is our faith, your heart and emotions reflecting back at you what you attract, it's the energy that connects you to your dreams, and God represents the Architect of Reality. So, through moral behavior and positive emotions, your understand God and life, and then you receive "paradise". This paradise is whatever you dream for yourself. Furthermore, if someone has shown you this way, he has been as an angel to you, a messenger of God; if someone stopped you from reaching it, he has been as a demon, a worker for Satan, the enemy, if you failed in seeing this path, you have redirected yourself towards hell. And if you hate your life, you are already in hell. If you want to get out of hell, you must accept the truth, and this truth is that you must know God, for He is the truth. He and the truth are one and the same.

Each of us has a large basket of resources in the form of aptitudes, prior knowledge, intelligence, interests, and sense of personal empowerment that shape how we learn and how we overcome our shortcomings. Some of these differences matter a lot—for example, our ability to abstract underlying principles from new experiences and to convert new knowledge into mental structures. Other differences we may think count for a lot, for example having a verbal or visual learning style, actually don’t.

learning styles Visual — learn best by seeing Auditory — learn best by hearing Tactile — learn best by doing Oral — learn best by saying Social — learn best in groups Logical — learn best in linear process Imaginative — learn best through art, story, and image

What this means for our practical purposes is that if you learn to relax deeply and do creative visualization, you may be able to make far more effective changes in your life than you would by thinking, worrying, planning, and trying to manipulate things and people.

Students of the psychedelic realm know that one's expectations are a powerful determinant of the direction, content, and outcome of the experience. So, we should say at the outset that the experiences recounted here were preceded by careful preparation, where the trip was presented as a learning experience and a process of self-discovery. They all took place in safe, supportive environments. They generally did not fit the stereotypical model of teenagers dropping acid at a rock concert, looking for awesome visuals and good vibes.

A neurosurgeon once told me about operating on the brain of a young man with epilepsy. As is customary in this kind of operation, the patient was wide awake, under only local anesthesia, while the surgeon delicately explored his exposed cortex, makingsure that the parts tentatively to be removed were not absolutely vital by stimulating them electrically and asking the patient what he experienced. Some stimulations provoked visual flashes or hand-raisings, others a sort of buzzing sensation, but one spot produced a delighted response from the patient: "It's 'Outta Get Me' by Guns N' Roses. my favorite heavy metal band!" I asked the neurosurgeon If he had asked the patient to sing or hum along with the music, since it would be fascinating to learn how "high fidelity" the provoked memory was, would it be in exactly the same key and tempo as the record? Such a song (unliken"Silent Night") has one canonical version. so we could simply have superimposed a recording of the patients humming with the standard record and compared the results. Unfortunately, even though a tape recorder had been running during the operation, thesurgeon hadn't asked the patient to sing along. ''Why not?" I asked, and he replied: "I hate rock music!' Later in the conversation the neurosurgeon happened to remark that he was going to have to operate again on the same young man. and I expressed the hope that he would just check to see if he could restimulate the rock music, and this time ask the fellow to sing along. "I can't do it." replied the neurosurgeon. "since I cut out that part." "It was part of the epileptic focus?" I asked. "No,'' the surgeon replied, ''I already told you — I hate rock music.

But what is the use of the humanities as such? Admittedly they are not practical, and admittedly they concern themselves with the past. Why, it may be asked, should we engage in impractical investigations, and why should we be interested in the past? The answer to the first question is: because we are interested in reality. Both the humanities and the natural sciences, as well as mathematics and philosophy, have the impractical outlook of what the ancients called vita contemplativa as opposed to vita activa. But is the contemplative life less real or, to be more precise, is its contribution to what we call reality less important, than that of the active life? The man who takes a paper dollar in exchange for twenty-five apples commits an act of faith, and subjects himself to a theoretical doctrine, as did the mediaeval man who paid for indulgence. The man who is run over by an automobile is run over by mathematics, physics and chemistry. For he who leads the contemplative life cannot help influencing the active, just as he cannot prevent the active life from influencing his thought. Philosophical and psychological theories, historical doctrines and all sorts of speculations and discoveries, have changed, and keep changing, the lives of countless millions. Even he who merely transmits knowledge or learning participates, in his modest way, in the process of shaping reality - of which fact the enemies of humanism are perhaps more keenly aware than its friends. It is impossible to conceive of our world in terms of action alone. Only in God is there a "Coincidence of Act and Thought" as the scholastics put it. Our reality can only be understood as an interpenetration of these two.

SEE YOUR FUTURE I want you to imagine yourself a year from now. You know that in a year you are going to be different, whether you do nothing or something. And the choices you make between now and then will determine that difference. But for today, I want you to imagine owning all those other days. Visualize that you wake up with purpose and clarity. You push yourself against resistance. You take control of your diet and supplementation. You turn dead time into alive time. You work effectively and aren’t afraid to power down the engines to rest. You train your body into a durable, capable machine. You connect with yourself, your friends, and the universe. You turn sex into an adventure of pleasure. You go to sleep with a mission, and actually … sleep. Imagine what a year of living like that has done for you. Walk in the shoes of that new person. See yourself through that person’s eyes. Look in the mirror at that body. Maybe the circles under your eyes are gone, and that stubborn weight has lifted—mentally and physically. See what has happened in your career, and in your family. That person is you, on the other side of Resistance. If you see it clearly enough, it will be done.

And perception is a complex phenomenon. Our brains are not cameras or recording devices. Visual perception is active and shaped by both conscious and unconscious forces. Expectation is crucial to perceptual experience, and what to expect about how the world works is learned, and once something is learned well, it becomes unconscious.

We first made this observation in literate and illiterate adults, but we quickly replicated our results in children who were learning to read.44 As soon as a child begins to read, the visual word form area begins to respond in the left hemisphere. Meanwhile its symmetrical counterpart, in the right hemisphere, strengthens its response to faces

It was a perfect school for Einstein. The teaching was based on the philosophy of a Swiss educational reformer of the early nineteenth century, Johann Heinrich Pestalozzi, who believed in encouraging students to visualize images. He also thought it important to nurture the “inner dignity” and individuality of each child. Students should be allowed to reach their own conclusions, Pestalozzi preached, by using a series of steps that began with hands-on observations and then proceeded to intuitions, conceptual thinking, and visual imagery. 56 It was even possible to learn—and truly understand—the laws of math and physics that way. Rote drills, memorization, and force-fed facts were avoided.

Children surrounded by fast-paced visual stimuli (TV, videos, computer games) at the expense of face-to-face adult modeling, interactive language, reflective problem-solving, creative play, and sustained attention may be expected to arrive at school unprepared for academic learning—and to fall farther behind and become increasingly “unmotivated” as the years go by.

Alberto Cairo has identified four common features of a good data visualization: It contains reliable information. The design has been chosen so that relevant patterns become noticeable. It is presented in an attractive manner, but appearance should not get in the way of honesty, clarity and depth. When appropriate, it is organized in a way that enables some exploration.

If you need to improve your focus and learn to avoid distractions, take a moment to visualize, with as much detail as possible, what you are about to do. It is easier to know what’s ahead when there’s a well-rounded script inside your head. Companies say such tactics are important in all kinds of settings, including if you’re applying for a job or deciding whom to hire. The candidates who tell stories are the ones every firm wants. “We look for people who describe their experiences as some kind of a narrative,” Andy Billings, a vice president at the video game giant Electronic Arts, told me. “It’s a tip-off that someone has an instinct for connecting the dots and understanding how the world works at a deeper level. That’s who everyone tries to get.” III.

But there is yet another prejudice that dyslexics, and those who try to help them, have to combat. This is the deep-rooted idea that all learning, all education, any expression of ideas, must be done through language, through words. The idea that is possible to learn and communicate visually, through colour and shape, seems to be heresy, though it is one that naturally occurs to dyslexics.

Want to be a great communicator? Try writing a screenplay. Even if your story is more hideous than the films Ishtar and Gigli combined, you’ll learn how to capture and hold attention. That’s because a screenplay forces you to make your point through visual description, action, or dialogue. Abstract or theoretical content is not allowed. The activity forces you to discover and develop visual storytelling.

The incident made her remember the story she had heard about the girl who was raised in a room with no horizontal lines. She couldn't recall whether the story was true or simply a thought experiment, but the room, as she remembered it, was decorated with a series of black verticle stripes on the walls, and the floor and ceiling were curved to give the illusion that the verticle stripes were continuous. On the child's first birthday, the story went, she was taken out of the room. She had learned how to recognize verticle forms, but not horizontal ones, so that if she was situated on a table, say, or a platform, she would crawl right off the edge, but she would never run into the corner of a wall or the leg of a chair. Her condition lasted for about a month before her visual sense finally corrected itself.

By then I’d already learned that thoughts sometimes come to us in words, and sometimes in images. There were some thoughts - such as a memory of running under the pouring rain, and how it felt - that I couldn’t even begin to put into words … Yet their image was clear in my mind. And there were other things that I could describe in words but were otherwise impossible to visualize: black light, my mother’s death, infinity.

Embrace Cursive Schools are downplaying—and even eliminating—the need to learn to write cursive, despite its necessity to engage highly complex cognitive processes and achieve mastery of a precise motor coordination. (It takes children years to master handwriting and some stroke victims relearn language by tracing letters with their fingers.) Writing in cursive also increases a sense of harmony and balance, and writing on paper provides creative options: to manipulate the medium in multidimensional, innovative, or expressive ways (such as cutting, folding, pasting, ripping, or coloring the paper). Also, when you write in longhand on paper and then edit, there’ll be a visual and tactile record of your creative process for you and others to study. Learning to write (and writing) in cursive, on paper, fosters creativity and should not be surrendered.

Have you ever heard people say, “I know the face, but I can’t remember the name...?” You never hear people say, “The face is on the tip of my tongue”. We remember faces because they form an image in our mind. The names don’t normally ‘stick’ because we try to remember it with our auditory memory or our little voice. It doesn’t make sense to try to stick a sound to a vision – of course it won’t stick. Plus, auditory memories are never as solid as visual memories.

A major push is under way to figure out the molecular basis of those "critical" or "sensitive" periods, to figure out how the brain changes as certain learning abilities come and go. In some, if not all, of those mammals that have the alternating stripes in the visual cortex known as ocular dominance columns, those columns can be adjusted early in development, but not in adulthood. A juvenile monkey that has one eye covered for an extended period of time can gradually readjust its brain wiring to favor the open eye; an adult monkey cannot adjust its wiring. At the end of a critical period, a set of sticky sugar-protein hybrids known as proteoglycans condenses into a tight net around the dendrites and cell bodies of some of the relevant neurons, and in so doing those proteoglycans appear to impede axons that would otherwise be wriggling around as part of the process of readjusting the ocular dominance columns; no wriggling, no learning. In a 2002 study with rats, Italian neuroscientist Tommaso Pizzorusso and his colleagues dissolved the excess proteoglycans with an antiproteoglycan enzyme known as "chABC," and in so doing managed to reopen the critical period. After the chABC treatment, even adult rats could recalibrate their ocular dominance columns. ChABC probably won't help us learn second languages anytime soon, but its antiproteoglycan function may have important medical implications in the not-too-distant future. Another 2002 study, also with rats, showed that chABC can also promote functional recovery after spinal cord injury.

And I grew my second mustache for the same reason all your weird dads grew theirs: it is an evolutionary signal that says, “I’m all done.” A mustache sends a visual message to the mating population of Earth that says, “No thank you. I have procreated. My DNA is out in the world, and so I no longer deserve physical affection. Instead, it is time for me to turn away from sex and toward new pursuits, the classic weird dad hobbies such as puns, learning trivia about bridges and wars, and dreaming about societal collapse and global apocalypse.

In 2003, a Dutch clinical psychologist named Christof van Nimwegen began a fascinating study of computer-aided learning that a BBC writer would later call “one of the most interesting examinations of current computer use and the potential downsides of our increasing reliance on screen-based interaction with information systems.”26 Van Nimwegen had two groups of volunteers work through a tricky logic puzzle on a computer. The puzzle involved transferring colored balls between two boxes in accordance with a set of rules governing which balls could be moved at which time. One of the groups used software that had been designed to be as helpful as possible. It offered on-screen assistance during the course of solving the puzzle, providing visual cues, for instance, to highlight permitted moves. The other group used a bare-bones program, which provided no hints or other guidance. In the early stages of solving the puzzle, the group using the helpful software made correct moves more quickly than the other group, as would be expected. But as the test proceeded, the proficiency of the members of the group using the bare-bones software increased more rapidly. In the end, those using the unhelpful program were able to solve the puzzle more quickly and with fewer wrong moves. They also reached fewer impasses—states in which no further moves were possible—than did the people using the helpful software. The findings indicated, as van Nimwegen reported, that those using the unhelpful software were better able to plan ahead and plot strategy, while those using the helpful software tended to rely on simple trial and error. Often, in fact, those with the helpful software were found “to aimlessly click around” as they tried to crack the puzzle.

Spectators learn to assign every shot a cause internal to the film's narrative. Jean-Pierre Oudart used the word suture to describe how fillms thus produce the impression of contiguous space by soliciting the viewer's unconscious cooperation. The classical Hollywood film follows the model of Velázquez's Las Meninas, a painting that envelops the space in which we viewers stand, yet erases us in the process. In the classical Hollywood cinema, editing moves far too quickly and efficiently to let us savor this paradox. It solicits, even exploits, our psychic labor in knitting the film together and sells us back that labor as entertainment.

He was aware of his trauma, but he was using it to distance himself from life. He had a story about himself but no access to who he might have been before his trauma derailed him. I was trying to use his feelings of deprivation as a means of bringing him back in touch with a more fundamental truth about himself, to guide him back toward—or at least help him to visualize—the intrinsic relational foundation of his being. By not fighting with his internal wounds, by not insisting on making them go away, by not recruiting everyone in his intimate life to save him from his feelings of abandonment, by simply resting with them the way we do in meditation, he could learn, as the Buddha did, that he already was the love he thought he lacked.

The lesson we learn from Nightingale's experience is that, as painful as it may sound, we humans are barely able to reason on our own or when surrounded by like-minded people. When we try to reason this way, we end up rationalizing because we use arguments as self-reinforcing virtue signals. And the worst news is that the more intelligent we are and the more information we have access to, the more successful our rationalizations are. This is in part because we're more aware of what the members of the groups -- political parties, churches, and others -- that we belong to think, and we try to align with them. On the other hand, if you are exposed to an opinion and don't know where the opinion comes from, you're more likely to think about it on its merits.

Thus three conclusions emerge from the eye story: (1) it is easier to inherit a ‘vision acquisition device’ than a full-blown hard-wired visual analyser; (2) the visual analyser, once ‘set up’, is refractory to radical restructuring—hence the existence of a critical period in its development in cats; (3) the eye seems to have evolved in steps from a light-sensitive, innervated cell to our complex organ by common evolutionary mechanisms. Something similar may have been taking place in evolution of the language organ, and may be occurring during individual development. An argument, put forward forcefully by Noam Chomsky and his followers, refers to the ‘poverty of stimulus’. Most permutations of word order and grammatical items in a sentence leads to incomprehensible gibberish. There is no way that children could learn without some internal ‘guide’ which sentence is grammatical and which is not, only on the basis of heard examples. To make matters worse, many parents do not correct their children’s grammatical mistakes (they seem to be much more worried about the utterance of four-letter words). Recent investigations clearly confirm that children’s ‘instinctive’ understanding of grammatical intricacies, between the ages 2 and 4, is far better than one would expect from a conventional learning mechanism. Thus there seems to be a ‘language acquisition device’ (LAD) in the brain, which must be triggered by linguistic input so that its working ultimately leads to proper language. It is the LAD, and not a fully developed linguistic processor, which seems to be innate.

We've got two kinds of language in our heads. The kind we're using now is acquired. It patterns our brains as we're learning it. But there's also a tongue that's based in the deep structures of the brain, that everyone shares. These structures consist of basic neural circuits that have to exist in order to allow our brains to acquire higher languages." "Linguistic infrastructure," Uncle Enzo says. "Yeah. I guess 'deep structure' and 'infrastructure' mean the same thing. Anyway, we can access those parts of the brain under the right conditions. Glossolalia -- speaking in tongues -- is the output side of it, where the deep linguistic structures hook into our tongues and speak, bypassing all the higher, acquired languages. Everyone's known that for some time." "You're saying there's an input side, too?" Ng says. "Exactly. It works in reverse. Under the right conditions, your ears -- or eyes -- can tie into the deep structures, bypassing the higher language functions. Which is to say, someone who knows the right words can speak words, or show you visual symbols, that go past all your defenses and sink right into your brainstem. Like a cracker who breaks into a computer system, bypasses all the security precautions, and plugs himself into the core, enabling him to exert absolute control over the machine." "In that situation, the people who own the computer are helpless," Ng says. "Right. Because they access the machine at a higher level, which has now been overridden. In the same sense, once a neurolinguistic hacker plugs into the deep structures of our brain, we can't get him out -- because we can't even control our own brain at such a basic level.

It is important none the less that our remotest identifiable ancestors lived in trees because what survived in the next phase of evolution were genetic strains best suited to the special uncertainties and accidental challenges of the forest. That environment put a premium on the capacity to learn. Those survived whose genetic inheritance could respond and adapt to the surprising, sudden danger of deep shade, confused visual patterns and treacherous handholds. Strains prone to accident in such conditions were wiped out. Among those that prospered (genetically speaking) were some species with long digits which were to develop into fingers and, eventually, the oppositional thumb, and other forerunners of the apes already embarked upon an evolution towards three-dimensional vision and the diminution of the importance of the sense of smell.

As already suggested, when the individual first learns who it is that he must now accept a his own, he is likely, at the very least, to feel some ambivalence; for these others will not only be patently stigmatized, and thus not like the normal person he knows himself to be, but ma also have other attributes with which he finds it difficult to associate himself. What may end up as a freemasonry may begin with a shudder. A newly blind girl on a visit to The Lighthouse [probably the Chicago Lighthouse, one of the oldest social service agencies in Chicago serving the blind or visually impaired] directly from leaving the hospital provides an illustration: „My questions about a guide dog were politely turned aside. Another sighted worker took me in tow to show me around. We visited the Braille library; the classrooms; the clubrooms where the blind members of the music and dramatic groups meet; the recreation hall where on festive occasion the blind play together; the cafeteria, where all the blind gather to eat together; the huge workshops where the blind earn a subsistence income by making mops and brooms, weaving rugs, caning chairs. As we moved from room to room, I could hear the shuffling of feet, the muted voices, the tap-tap-tapping of canes. Here was the safe, segregated world of the sightless — a completely different world, I was assured by the social worker, from the one I had just left…. I was expected to join this world. To give up my profession and to earn my living making mops. The Lighthouse would be happy to teach me how to make mops. I was to spend the rest of my life making mops with other blind people, eating with other blind people, dancing with other blind people. I became nauseated with fear, as the picture grew in my mind. Never had I come upon such destructive segregation.“ (p.37)

I have again been asked to explain how one can "become a Daoists..." with all of the sad things happening in our world today, Laozi and Zhuangzi give words of advice, tho not necessarily to become a Daoist priest or priestess... " So many foreigners who want to become “Religious Daoists” 道教的道师 （道士） do not realize that they must not only receive a transmission of a Lu 籙 register which identifies their Daoist school, and learn as well how to sing the ritual melodies, play the flute, stringed instruments, drums, and sacred dance steps, required to be an ordained and functioning Daoist priest or priestess. This process usually takes 10 years or more of daily discipleship and practice, to accomplish. There are 86 schools and genre of Daoist rituals listed in the Baiyun Guan Gazeteer, 白雲觀志, which was edited by Oyanagi Sensei, in Tokyo, 1928, and again in 1934, and re-published by Baiyun Guan in Beijing, available in their book shop to purchase. Some of the schools, such as the Quanzhen Longmen 全真龙门orders, allow their rituals and Lu registers to be learned by a number of worthy disciples or monks; others, such as the Zhengyi, Qingwei, Pole Star, and Shangqing 正一，清微，北极，上请 registers may only be taught in their fullness to one son and/or one disciple, each generation. Each of the schools also have an identifying poem, from 20 or 40 character in length, or in the case of monastic orders (who pass on the registers to many disciples), longer poems up to 100 characters, which identify the generation of transmission from master to disciple. The Daoist who receives a Lu register (給籙元科, pronounced "Ji Lu Yuanke"), must use the character from the poem given to him by his or her master, when composing biao 表 memorials, shuwen 梳文 rescripts, and other documents, sent to the spirits of the 3 realms (heaven, earth, water /underworld). The rituals and documents are ineffective unless the correct characters and talismanic signature are used. The registers are not given to those who simply practice martial artists, Chinese medicine, and especially never shown to scholars. The punishment for revealing them to the unworthy is quite severe, for those who take payment for Lu transmission, or teaching how to perform the Jinlu Jiao and Huanglu Zhai 金籙醮，黃籙齋 科儀 keyi rituals, music, drum, sacred dance steps. Tang dynasty Tangwen 唐文 pronunciation must also be used when addressing the highest Daoist spirits, i.e., the 3 Pure Ones and 5 Emperors 三请五帝. In order to learn the rituals and receive a Lu transmission, it requires at least 10 years of daily practice with a master, by taking part in the Jiao and Zhai rituals, as an acolyte, cantor, or procession leader. Note that a proper use of Daoist ritual also includes learning Inner Alchemy, ie inner contemplative Daoist meditation, the visualization of spirits, where to implant them in the body, and how to summon them forth during ritual. The woman Daoist master Wei Huacun’s Huangting Neijing, 黃庭內經 to learn the esoteric names of the internalized Daoist spirits. Readers must be warned never to go to Longhu Shan, where a huge sum is charged to foreigners ($5000 to $9000) to receive a falsified document, called a "license" to be a Daoist! The first steps to true Daoist practice, Daoist Master Zhuang insisted to his disciples, is to read and follow the Laozi Daode Jing and the Zhuangzi Neipian, on a daily basis. Laozi Ch 66, "the ocean is the greatest of all creatures because it is the lowest", and Ch 67, "my 3 most precious things: compassion for all, frugal living for myself, respect all others and never put anyone down" are the basis for all Daoist practice. The words of Zhuangzi, Ch 7, are also deeply meaningful: "Yin and Yang were 2 little children who loved to play inside Hundun (ie Taiji, gestating Dao). They felt sorry because Hundun did not have eyes, or eats, or other senses. So everyday they drilled one hole, ie 2 eyes, 2 ears, 2 nostrils, one mouth; and on the 7th day, Hundun died.

Even if I could accept, just for an instant, that I have the power to change physical matter with my mind, and literally manifest all that I desire . . . I’m afraid I see nothing in my life to make me believe I have such power.” She shrugged. “Then you’re not looking hard enough.” “Come on, I want a real answer. That’s the answer of a priest. I want the answer of a scientist.” “You want a real answer? Here it is. If I hand you a violin and say you have the capability to use it to make incredible music, I am not lying. You do have the capability, but you’ll need enormous amounts of practice to manifest it. This is no different from learning to use your mind, Robert. Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief. We have proven this in a lab. And just like playing a violin, there are people who exhibit greater natural ability than others. Look to history. Look to the stories of those enlightened minds who performed miraculous feats.

Yann LeCun's strategy provides a good example of a much more general notion: the exploitation of innate knowledge. Convolutional neural networks learn better and faster than other types of neural networks because they do not learn everything. They incorporate, in their very architecture, a strong hypothesis: what I learn in one place can be generalized everywhere else. The main problem with image recognition is invariance: I have to recognize an object, whatever its position and size, even if it moves to the right or left, farther or closer. It is a challenge, but it is also a very strong constraint: I can expect the very same clues to help me recognize a face anywhere in space. By replicating the same algorithm everywhere, convolutional networks effectively exploit this constraint: they integrate it into their very structure. Innately, prior to any learning, the system already “knows” this key property of the visual world. It does not learn invariance, but assumes it a priori and uses it to reduce the learning space-clever indeed!

But when you stop and really think about it, conventional life advice—all the positive and happy self-help stuff we hear all the time—is actually fixating on what you lack. It lasers in on what you perceive your personal shortcomings and failures to already be, and then emphasizes them for you. You learn about the best ways to make money because you feel you don’t have enough money already. You stand in front of the mirror and repeat affirmations saying that you’re beautiful because you feel as though you’re not beautiful already. You follow dating and relationship advice because you feel that you’re unlovable already. You try goofy visualization exercises about being more successful because you feel as though you aren’t successful enough already. Ironically, this fixation on the positive—on what’s better, what’s superior—only serves to remind us over and over again of what we are not, of what we lack, of what we should have been but failed to be. After all, no truly happy person feels the need to stand in front of a mirror and recite that she’s happy. She just is.

Many potential readers will skip the shopping cart or cash-out clerk because they have seen so many disasters reported in the news that they’ve acquired a panic mentality when they think of them. “Disasters scare me to death!” they cry. “I don’t want to read about them!” But really, how can a picture hurt you? Better that each serve as a Hallmark card that greets your fitful fevers with reason and uncurtains your valor. Then, so gospeled, you may see that defeating a disaster is as innocently easy as deciding to go out to dinner. Remove the dread that bars your doors of perception, and you will enjoy a banquet of treats that will make the difference between suffering and safety. You will enter a brave new world that will erase your panic, and release you from the grip of terror, and relieve you of the deadening effects of indifference —and you will find that switch of initiative that will energize your intelligence, empower your imagination, and rouse your sense of vigilance in ways that will tilt the odds of danger from being forever against you to being always in your favor. Indeed, just thinking about a disaster is one of the best things you can do —because it allows you to imagine how you would respond in a way that is free of pain and destruction. Another reason why disasters seem so scary is that many victims tend to see them as a whole rather than divide them into much smaller and more manageable problems. A disaster can seem overwhelming when confronted with everything at once —but if you dice it into its tiny parts and knock them off one at a time, the whole thing can seem as easy as eating a lavish dinner one bite at a time. In a disaster you must also plan for disruption as well as destruction. Death and damage may make the news, but in almost every disaster far more lives are disrupted than destroyed. Wit­ness the tornado that struck Joplin, Missouri, in May 2011 and killed 158 people. The path of death and destruction was less than a mile wide and only 22 miles long —but within thirty miles 160,000 citizens whose property didn’t suffer a dime of damage were profoundly disrupted by the carnage, loss of power and water, suspension of civic services, and inability to buy food, gas, and other necessities. You may rightfully believe your chances of dying in a disaster in your lifetime may be nearly nil, but the chances of your life being disrupted by a disaster in the next decade is nearly a sure thing. Not only should you prepare for disasters, you should learn to premeditate them. Prepare concerns the body; premeditate concerns the mind. Everywhere you go, think what could happen and how you might/could/would/should respond. Use your imagination. Fill your brain with these visualizations —run mind-movies in your head —develop a repertoire —until when you walk into a building/room/situation you’ll automatically know what to do. If a disaster does ambush you —sure you’re apt to panic, but in seconds your memory will load the proper video into your mobile disk drive and you’ll feel like you’re watching a scary movie for the second time and you’ll know what to expect and how to react. That’s why this book is important: its manner of vivifying disasters kickstarts and streamlines your acquiring these premeditations, which lays the foundation for satisfying your needs when a disaster catches you by surprise.

This region concentrates our learned knowledge of letter strings, to such an extent that it can be considered as our brain’s “letter box.” It is this brain area, for instance, that allows us to recognize a word regardless of its size, position, font, or cAsE, whether UPPERCASE or lowercase.39 In any literate person, this region, which is located in the same spot in all of us (give or take a few millimeters), serves a dual role: it first identifies a string of learned characters, and then, through its direct connections to language areas,40 it allows those characters to be quickly translated into sound and meaning. What would happen if we scanned an illiterate child or adult as she progressively learned to read? If the theory is correct, then we should literally see her visual cortex reorganize. The neuronal recycling theory predicts that reading should invade an area of the cortex normally devoted to a similar function and repurpose it to this novel task. In the case of reading, we expect a competition with the preexisting function of the visual cortex, which is to recognize all sorts of objects, bodies, faces, plants, and places.

It's a combination of nature and nurture. Sometimes it's a part of teen rebellion, either to adopt or to refuse to adopt theses prejudices. Sometimes it's personality --- some people, happily, are just not predisposed to hate, no matter what the situation. Some young people are exposed to a forceful personality at a critical juncture who transforms their way of thinking. Education is obviously a factor, as it wealth. But you know what I really think makes the difference? And I'll admit up front I have no way of proving this. But I think in the long run it has to do with the subject's...how to say it?... exposure to ideas. Never once have I encountered a well-read man who was also a hatemonger. There are no Ph.D.s in the KKK. I truly believe that people who expose themselves to the arts -- fine arts, visual arts, poetry, literature --- people who expose themselves to good ideas will not end up adopting bad ones. It's the guys who don't come into contact with new and better thoughts --- who do their work and pay the bills but aren't exposed to new ideas in any way that influences them --- who are most likely to hang on to the old bad ideas they learned as a child. - Ben Kincaid

Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity. This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies. And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology. Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world. Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation. Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests? What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.

It is almost necessary to say nowadays that a saint means a very good man. The notion of an eminence merely moral, consistent with complete stupidity or unsuccess, is a revolutionary image grown unfamiliar by its very familiarity, and needing, as do so many things of this older society, some almost preposterous modern parallel to give its original freshness and point. If we entered a foreign town and found a pillar like the Nelson Column, we should be surprised to learn that the hero on the top of it had been famous for his politeness and hilarity during a chronic toothache. If a procession came down the street with a brass band and a hero on a white horse, we should think it odd to be told that he had been very patient with a half-witted maiden aunt. Yet some such pantomime impossibility is the only measure of the innovation of the Christian idea of a popular and recognized saint. It must especially be realized that while this kind of glory was the highest, it was also in a sense the lowest. The materials of it were almost the same as those of labour and domesticity: it did not need the sword or sceptre, but rather the staff or spade. It was the ambition of poverty. All this must be approximately visualized before we catch a glimpse of the great effects of the story which lay behind the Canterbury Pilgrimage.

THE SEVEN KEY CHARACTERIZATION VARIABLES Think of these as realms, as areas of potential character illumination. Here they are, in no particular order: Surface affectations and personality—What the world sees and perceives about a character, including quirks, ticks, habits, and visual presentation. Backstory—All that happened in the character’s life before the story begins that conspires to make him who he is now. Character arc—How the character learns lessons and grows (changes) over the course of the story, how she evolves and conquers her most confounding issues. Inner demons and conflicts—The nature of the issues that hold a character back and define his outlook, beliefs, decisions, and actions. Fear of meeting new people, for example, is a demon that definitely compromises one’s life experience. Worldview—An adopted belief system and moral compass; the manifested outcome of backstory and inner demons. Goals and motivations—What drives a character’s decisions and actions, and the belief that the benefits of those decisions and actions outweigh any costs or compromises. Decisions, actions, and behaviors—The ultimate decisions and actions that are the sum of all of the above. Everything about your characters depends on this final variable, and the degree to which the character’s decisions, actions, and behaviors have meaning and impact depends on how well you’ve manipulated the first six variables before, during, and after the moment of decision or action.

We want lovers, friends, recruits, soldiers, and affiliations that support who we are. People, individuals, believe in themselves, want to survive, and on a Darwinistic level at least, want to have more, of ourselves. Initially, this is a visual choice. The where, what, when, and who…to our why. Upon closer inspection, which is the upfall of the politically correct culture of today, we learn to measure people on the competence of their values that we most value. When we do this, the politics of gender, race, and slanderous slang take a back seat to the importance of the values we share. The more we travel, the more we realize how similar our human needs are. We want to be loved, have a family, community, have something to look forward to. These basic needs are present in all socioeconomic and cultural civilizations. I have seen many tribes in the deserts of Northern Africa who, with nine children and no electricity, had more joy, love, honor, and laughter than the majority of the most materially rich people I’ve ever met. We have the choice to love, befriend, recruit, call to arms, associate, and support who we believe in, and more importantly, who, we believe, believes in us. I think that’s what we all want. To believe in and be believed in. We all must earn belief in ourselves first, then for each other. Earn it with you, then earn it with me, then we earn it for we. Travel and humanity have been my greatest educators. They have helped me understand the common denominator of mankind. Values. Engage with yourself then engage with the world. Values travel. And sometimes we get a stamp in our passport just by crossing the street.

Could it be that we lose some of the visual functions that we inherited from our evolution as we learn to read? Or, at the very least, are these functions massively reorganized? This counterintuitive prediction is precisely what my colleagues and I tested in a series of experiments. To draw a complete map of the brain regions that are changed by literacy, we scanned illiterate adults in Portugal and Brazil, and we compared them to people from the same villages who had had the good fortune of learning to read in school, either as children or adults.41 Unsurprisingly perhaps, the results revealed that, with reading acquisition, an extensive map of areas had become responsive to written words (see figure 14 in the color insert). Flash a sentence, word by word, to an illiterate individual, and you will find that their brain does not respond much: activity spreads to early visual areas, but it stops there, because the letters cannot be recognized. Present the same sequence of written words to an adult who has learned to read, and a much more extended cortical circuit now lights up, in direct proportion to the person’s reading score. The areas activated include the letter box area, in the left occipitotemporal cortex, as well as all the classical language regions associated with language comprehension. Even the earliest visual areas increase their response: with reading acquisition, they seem to become attuned to the recognition of small print.42 The more fluent a person is, the more these regions are activated by written words, and the more they strengthen their links: as reading becomes increasingly automatic, the translation of letters into sounds speeds up.

Matt Espenshade confirmed that in spite of the deaths of so many of the kidnappers, many more are still at large, including their leaders. Those men might hope to be forgotten; they are not. The FBI has continued its investigative interest in those involved with the kidnapping. The leaders, especially, are of prime interest to the Bureau. And now the considerable unseen assets in that region are steadily feeding back information on these targeted individuals to learn their operational methods and their locations and hunt them down. The surviving kidnappers and their colleagues are welcome to sneer at the danger. It may help them pass the time, just as it did for Bin Laden’s henchmen to chuckle at the idea of payback. If the men nobody sees coming are dispatched to capture or kill them, the surviving kidnappers will find themselves dealing with a force of air, sea, and land fighters s obsessed with the work they do that they have trained themselves into the physical and mental toughness of world-class athletes. They will carry the latest in weapons, armor, visual systems, and communication devises. Whether they are Navy SEAL fighters, DEVGRU warriors, Army Delta Force soldiers, Green Berets, or any of the elite soldiers under United States Special Operations Command (SOCOM), they will share the elite warriors’ determination to achieve success in their mission assignment. The news that they are coming for you is the worst you could receive. But nobody gets advance warning from these men. They consider themselves born for this. They have fought like panthers to be part of their team. For most of them, there is a strong sense of pride in succeeding at missions nobody else can get done; in lethal challenges. They actually prefer levels of difficulty so high it seems only a sucker would seek them, the sorts of situations seen more and more often these days. Impossible odds.

The law of manifestation operates like a triangle: First, know what you want and visualize it as if you already had it; Second, see it behind the illusion of reality, practice it in your decisions, choose the people you hang out with, etc; Third, believe, have faith and work on your emotions to be at the right frequency. This triangle of manifestation is one of the secrets of many religions: Christianity, Scientology, and Freemasonry. In Masonry is seen as "heart, mind and desire"; in Scientology is perceived as "reality, communication and affinity"; in Christianity is understood as "Father, son and holy ghost"; basically, "actions, learnings and emotions". In Christianity, the Father equals reality or the Creator of the illusion, the son is the way, the path, the road of our decisions and actions, and the holy ghost is our heart, instincts and desires manifested in that same path. In other words, through Jesus, and with the power of the holy ghost, you reach God. This is an allegory that not many Christians can understand. Jesus represents behavior - right and wrong, the holy ghost is our faith, your heart and emotions reflecting back at you what you attract, it's the energy that connects you to your dreams, and God represents the Architect of Reality. So, through moral behavior and positive emotions, your understand God and life, and then you receive "paradise". This paradise is whatever you dream for yourself. Furthermore, if someone has shown you this way, he has been as an angel to you, a messenger of God; if someone stopped you from reaching it, he has been as a demon, a worker for Satan, the enemy; if you failed in seeing this path, you have redirected yourself towards hell. And if you hate your life, you are already in hell. If you want to get out of hell, you must accept the truth, and this truth is that you must know God, for He is the truth. He and the truth are one and the same.

It takes some getting used to,' Mr. Forkle said. 'But what you're seeing is a visual representation of each other's moods.' 'So that means if I do this...' Keefe tickled Sophie's neck. 'GAH--everything just went supersonic!' Fitz said. Sophie snatched Keefe's wrist as he reached to tickle her again. 'Don't. You. Dare.' 'Whoa, now everything's red and ripply,' Fitz said. 'Is that because she's angry?' 'Precisely, Mr. Vacker. Every time her emotions shift, the patterns and colors will change. And with practice, you'll learn to interpret what you see.' 'Okay, but...can't they just say, "Hey, I'm feeling this?"' Keefe asked. 'People aren't always honest about their feelings--even with themselves,' Mr. Forkle told him. 'Plus, many telepathic missions involve stealth and secrecy. So for this exercise I'm going to need both of you to forget everything around you. Let the world drop away, leaving only you two.' Keefe sighed. 'Just tell them to stare into each other's eyes and they'll be good.' 'None of that, Mr. Sencen. From this moment on, you have one job and one job only: to judge their translations of the various emotions I'll be triggering.' 'Triggering how?' Sophie asked. 'You'll see soon enough. And you'll go first, Miss Foster. For this to work, Mr. Vacker, it's crucial that you not react externally. No yelling or thrashing or screaming or--' 'Uhhh, what are you going to do to me?' Fitz asked. 'Nothing you won't survive. Consider it an exercise in self-control. And try not to listen to his thoughts, Miss Foster. Study only the changes in his emotional center and make your deduction. We begin now.' Sophie closed her eyes and focus on the colors weaving around Fitz's mind. She was about to ask if she was missing something when the pattern exploded into a swirl of pale blue tendrils. The color felt to bright to be sad, but also too wild to be peaceful. 'Tension?' she guessed. 'Kinda close,' Keefe told her. The laughter in his voice made her wonder what had happened to poor Fitz. She tried to think of other emotions as his mind turned electric blue. 'Shock?' she guessed. 'That counts,' Keefe said. 'Though the best answer would've been "surprise."' 'Is that an emotion?' she asked. 'Indeed it is,' Mr. Forkle said. 'One of the most common emotions you'll experience as you navigate someone's mind--hence why I chose it as our starting point.' 'Can I talk now?' Fitz asked. 'Because that was seriously disgusting!' Sophie opened her eyes and tried not to laugh when she saw red fruit smashed all over Fitz's face. He wiped his cheeks on his sleeves, but that only smeared the pulp. 'I think I'm going to like this assignment,' Keefe said. 'What else can we fling at Fitz?' 'Nothing for the moment,' Mr. Forkle told him. 'It's his turn to interpret. Everyone close your eyes. And remember, no cues of any kind, Miss Foster.' Sophie counted the seconds, bracing for the worst--and when nothing chaned, she opened her eyes and found Mr. Forkle with his finger over his lips in a 'shhh' sign. 'Um...confusion,' Fitz guessed. 'That works,' Keefe said. 'It started as anticipation, but then it shifted.' 'Very good,' Mr. Forkle said. 'And well done, Mr. Sencen. I wasn't sure you'd recognize confusion. It's one of the more challenging emotions for Empaths.' 'Maybe on other people,' Keefe said. 'But on Foster it's easy. Why are her emotions so much stronger?' 'Honestly, I'm not sure,' Mr. Forkle admitted. 'I suspect it stems from the combination of her inflicting ability and her human upbringing. But it was one of the surprises of her development. Much like her teleporting. Okay, Miss Foster, it's your turn to guess again.' She closed her eyes and watched as the lines of color in Fitz's mind blossomed to a snowflake of purple. 'Pride?' she guessed. Keefe laughed. 'Wow, add more fail points to Sophitz.' 'Quiet,' Mr. Forkle told him.

So what did you and Landon do this afternoon?” Minka asked, her soft voice dragging him back to the present. Angelo looked up to see that Minka had already polished off two fajitas. Damn, the girl could eat. “Landon gave me a tour of the DCO complex. I did some target shooting and blew up a few things. He even let me play with the expensive surveillance toys. I swear, it felt more like a recruiting pitch to get me to work there than anything.” Minka’s eyes flashed green, her full lips curving slightly. Damn, why the hell had he said it like that? Now she probably thought he was going to come work for the DCO. Even if he wanted to, he couldn’t, not after just reenlisting for another five years. The army wasn’t the kind of job where you could walk into the boss’s office and say, “I quit.” Thinking it would be a good idea to steer the conversation back to safer ground, he reached for another fajita and asked Minka a question instead. “What do you think you’ll work on next with Ivy and Tanner? You going to practice with the claws for a while or move on to something else?” Angelo felt a little crappy about changing the subject, but if Minka noticed, she didn’t seem to mind. And it wasn’t like he had to fake interest in what she was saying. Anything that involved Minka was important to him. Besides, he didn’t know much about shifters or hybrids, so the whole thing was pretty damn fascinating. “What do you visualize when you see the beast in your mind?” he asked. “Before today, I thought of it as a giant, blurry monster. But after learning that the beast is a cat, that’s how I picture it now.” She smiled. “Not a little house cat, of course. They aren’t scary enough. More like a big cat that roams the mountains.” “Makes sense,” he said. Minka set the other half of her fourth fajita on her plate and gave him a curious look. “Would you mind if I ask you a personal question?” His mouth twitched as he prepared another fajita. He wasn’t used to Minka being so reserved. She usually said whatever was on her mind, regardless of whether it was personal or not. “Go ahead,” he said. “The first time we met, I had claws, fangs, glowing red eyes, and I tried to kill you. Since then, I’ve spent most of the time telling you about an imaginary creature that lives inside my head and makes me act like a monster. How are you so calm about that? Most people would have run away already.” Angelo chuckled. Not exactly the personal question he’d expected, but then again Minka rarely did the expected. “Well, my mom was full-blooded Cherokee, and I grew up around all kinds of Indian folktales and legends. My dad was in the army, and whenever he was deployed, Mom would take my sisters and me back to the reservation where she grew up in Oklahoma. I’d stay up half the night listening to the old men tell stories about shape-shifters, animal spirits, skin-walkers, and trickster spirits.” He grinned. “I’m not saying I necessarily believed in all that stuff back then, but after meeting Ivy, Tanner, and the other shifters at the DCO, it just didn’t faze me that much.” Minka looked at him with wide eyes. “You’re a real American Indian? Like in the movies? With horses and everything?” He laughed again. The expression of wonder on her face was adorable. “First, I’m only half-Indian. My dad is Mexican, so there’s that. And second, Native Americans are almost nothing like you see in the movies. We don’t all live in tepees and ride horses. In fact, I don’t even own a horse.” Minka was a little disappointed about the no-horse thing, but she was fascinated with what it was like growing up on an Indian reservation and being surrounded by all those legends. She immediately asked him to tell her some Indian stories. It had been a long time since he’d thought about them, but to make her happy, he dug through his head and tried to remember every tale he’d heard as a kid.

Learning to meditate helped too. When the Beatles visited India in 1968 to study Transcendental Meditation at the ashram of Maharishi Mahesh Yogi, I was curious to learn it, so I did. I loved it. Meditation has benefited me hugely throughout my life because it produces a calm open-mindedness that allows me to think more clearly and creatively. I majored in finance in college because of my love for the markets and because that major had no foreign language requirement—so it allowed me to learn what I was interested in, both inside and outside class. I learned a lot about commodity futures from a very interesting classmate, a Vietnam veteran quite a bit older than me. Commodities were attractive because they could be traded with very low margin requirements, meaning I could leverage the limited amount of money I had to invest. If I could make winning decisions, which I planned to do, I could borrow more to make more. Stock, bond, and currency futures didn’t exist back then. Commodity futures were strictly real commodities like corn, soybeans, cattle, and hogs. So those were the markets I started to trade and learn about. My college years coincided with the era of free love, mind-expanding drug experimentation, and rejection of traditional authority. Living through it had a lasting effect on me and many other members of my generation. For example, it deeply impacted Steve Jobs, whom I came to empathize with and admire. Like me, he took up meditation and wasn’t interested in being taught as much as he loved visualizing and building out amazing new things. The times we lived in taught us both to question established ways of doing things—an attitude he demonstrated superbly in Apple’s iconic “1984” and “Here’s to the Crazy Ones,” which were ad campaigns that spoke to me. For the country as a whole, those were difficult years. As the draft expanded and the numbers of young men coming home in body bags soared, the Vietnam War split the country. There was a lottery based on birthdates to determine the order of those who would be drafted. I remember listening to the lottery on the radio while playing pool with my friends. It was estimated that the first 160 or so birthdays called would be drafted, though they read off all 366 dates. My birthday was forty-eighth.

It may be cheap, but it should also be sturdy. What must be avoided at all costs is dishonest, distorted and ornate work. What must be sought is the natural, direct, simple, sturdy and safe. Confining beauty to visual appreciation and excluding the beauty of practical objects has proven to be a grave error on the part of modern man. A true appreciation of beauty cannot be fostered by ignoring practical handicrafts. After all, there is no greater opportunity for appreciating beauty than through its use in our daily lives, no greater opportunity for coming into direct contact with the beautiful. It was the tea masters who first recognized this fact. Their profound aesthetic insight came as a result of their experience with utilitarian objects. If life and beauty are treated as belonging to different realms, our aesthetic sensibilities will gradually wither and decline. It is said that someone living in proximity to a flowering garden grows insensitive to its fragrance. Likewise, when one becomes too familiar with a sight, one loses the ability to truly see it. Habit robs us of the power to perceive anew, much less the power to be moved. Thus it has taken us all these years, all these ages, to detect the beauty in common objects. The world of utility and the world of beauty are not separate realms. Users and the used have exchanged a vow: the more an object is used the more beautiful it will become and the more the user uses an object, the more the object will be used. When machines are in control, the beauty they produce is cold and shallow. It is the human hand that creates subtlety and warmth. Weakness cannot withstand the rigors of daily use. The true meaning of the tea ceremony is being forgotten. The beauty of the way of tea should be the beauty of the ordinary, the beauty of honest poverty. Equating the expensive with the beautiful cannot be a point of pride. Under the snow's reflected light creeping into the houses, beneath the dim lamplight, various types of manual work are taken up. This is how time is forgotten; this is how work absorbs the hours and days. yet there is work to do, work to be done with the hands. Once this work begins, the clock no longer measures the passage of time. The history of kogin is the history of utility being transformed into beauty. Through their own efforts, these people made their daily lives more beautiful. This is the true calling, the mission, of handicrafts. We are drawn by that beauty and we have much to learn from it. As rich as it is, America is perhaps unrivalled for its vulgar lack of propriety and decorum, which may account for its having the world's highest crime rate. The art of empty space seen in the Nanga school of monochrome painting and the abstract, free-flowing art of calligraphy have already begun to exert considerable influence on the West. Asian art represents a latent treasure trove of immense and wide-reaching value for the future and that is precisely because it presents a sharp contrast to Western art. No other country has pursued the art of imperfection as eagerly as Japan. Just as Western art and architecture owe much to the sponsorship of the House of Medici during the Reformation, tea and Noh owe much to the protection of the shogun Ashikaga Yoshimasa ( 1436-1490 ). The most brilliant era of Japanese culture, the Higashiyama period ( 1443-1490 ). Literally, sabi commonly means "loneliness" but as a Buddhist term it originally referred to the cessation of attachment. The beauty of tea is the beauty of sabi. It might also be called the beauty of poverty or in our day it might be simply be called the beauty of simplicity. The tea masters familiar with this beauty were called sukisha-ki meaning "lacking". The sukisha were masters of enjoying what was lacking.