Well Rounded Education Quotes

I want to be able to listen to recording of piano sonatas and know who's playing. I want to go to classical concerts and know when you're meant to clap. I want to be able to 'get' modern jazz without it all sounding like this terrible mistake, and I want to know who the Velvet Underground are exactly. I want to be fully engaged in the World of Ideas, I want to understand complex economics, and what people see in Bob Dylan. I want to possess radical but humane and well-informed political ideals, and I want to hold passionate but reasoned debates round wooden kitchen tables, saying things like 'define your terms!' and 'your premise is patently specious!' and then suddenly to discover that the sun's come up and we've been talking all night. I want to use words like 'eponymous' and 'solipsistic' and 'utilitarian' with confidence. I want to learn to appreciate fine wines, and exotic liquers, and fine single malts, and learn how to drink them without turning into a complete div, and to eat strange and exotic foods, plovers' eggs and lobster thermidor, things that sound barely edible, or that I can't pronounce...Most of all I want to read books; books thick as brick, leather-bound books with incredibly thin paper and those purple ribbons to mark where you left off; cheap, dusty, second-hand books of collected verse, incredibly expensive, imported books of incomprehensible essays from foregin universities. At some point I'd like to have an original idea...And all of these are the things that a university education's going to give me.

The value of the old liberal education was not that it made men “well-rounded,” like a ball bearing, but that it gave them the freedom of the height and breadth and depth of human experience, including man’s mysterious encounter with his Creator. To

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general.

A well rounded education never hurt anyone". ~R. Alan Woods [1999]

If you sincerely desire a truly well-rounded education, you must study the extremists, the obscure and "nutty." You need the balance! Your poor brain is already being impregnated with middle-of-the-road crap, twenty-four hours a day, no matter what. Network TV, newspapers, radio, magazines at the supermarket... even if you never watch, read, listen, or leave your house, even if you are deaf and blind, the telepathic pressure alone of the uncountable normals surrounding you will insure that you are automatically well-grounded in consensus reality.

Yeah, God forbid that we incorporate artistic elements and creativity into a class outside of the art department. Next thing you know, kids might start enjoying school and become well-rounded individuals.

We are not like that, we engineers. We are men of understanding and of education, on whom is laid responsibility that men may travel in these aeroplanes as safely as if they were sitting by the well in the cool of the evening.

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs. For to such persons, as to the incontinent, knowledge brings no profit; but to those who desire and act in accordance with a rational principle knowledge about such matters will be of great benefit.

He didn't understand that it's all connected, that one subject leads to another and forms a kind of chain that rises its head and nods like cobra when you're sucking on a bong after three days of no sleep. On acid, it's even wilder and appears to eat things. But not having gone to college, my dad had no concept of a well-rounded liberal arts education.

We’re not in control. So we learn to pretend, all the time, about our jobs and our marriages and our children and everything else. We pretend we’re normal, that we’re reasonably well educated, that we understand ‘amortization levels’ and ‘inflation rates’. That we know how sex works. In truth, we know as much about sex as we do about USB leads, and it always takes us four tries to get those little buggers in. (Wrong way round, wrong way round, wrong way round, there! In!)

In all the round world of Utopia there is no meat. There used to be. But now we cannot stand the thought of slaughter-houses. And, in a population that is all educated, and at about the same level of physical refinement, it is practically impossible to find anyone who will hew a dead ox or pig. We never settled the hygienic question of meat-eating at all. This other aspect decided us. I can still remember, as a boy, the rejoicings over the closing of the last slaughter-house.

A modern princess—of England, say, or Monaco— serves the purpose of being an adornment in the fantasy life of the public. Consequently, she receives the kind of education that one might think of giving to a particularly splendid papier-mâché angel before putting it at the top of the Christmas tree: an education whose main goal is proficiency in the arts of looking pretty and standing straight. Our century, whatever virtues it may have, is not an optimal time for princesses. Things were different in the Renaissance. Intelligence had a primary value then. At almost every level of the social order, education was meant to create true amateurs—people who were in love with quality. A gentleman or lady needed to be at least minimally skilled in many arts, because that was considered the fittest way of appreciating the good things in life and honoring the goodness itself. Nor did being well-rounded mean smoothing over your finest points and becoming like the reflection of a smile in a polished teaspoon. Intelligence walked hand in hand with individuality, although having finely sharpened points of view did not, it was felt, require you to poke other people with them. If wit was a rapier, courtesy was the button at the end of the blade.

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

Because there’s such an unbelievable amount that we’re all supposed to be able to cope with these days. You’re supposed to have a job, and somewhere to live, and a family, and you’re supposed to pay taxes and have clean underwear and remember the password to your damn Wi-Fi. Some of us never manage to get the chaos under control, so our lives simply carry on, the world spinning through space at two million miles an hour while we bounce about on its surface like so many lost socks. Our hearts are bars of soap that we keep losing hold of; the moment we relax, they drift off and fall in love and get broken, all in the wink of an eye. We’re not in control. So we learn to pretend, all the time, about our jobs and our marriages and our children and everything else. We pretend we’re normal, that we’re reasonably well educated, that we understand “amortization levels” and “inflation rates.” That we know how sex works. In truth, we know as much about sex as we do about USB leads, and it always takes us four tries to get those little buggers in. (Wrong way round, wrong way round, wrong way round, there! In!) We pretend to be good parents when all we really do is provide our kids with food and clothing and tell them off when they put chewing gum they find on the ground in their mouths. We tried keeping tropical fish once and they all died. And we really don’t know more about children than tropical fish, so the responsibility frightens the life out of us each morning. We don’t have a plan, we just do our best to get through the day, because there’ll be another one coming along tomorrow.

Architecture without pain, art looked at in undiluted pleasure, enjoyment without anxiety, compunction, heartache: there is no beggar woman in the church door, no ragged child or sore animal in the square. The water is safe and the wallet is inside the pocket. There will be no missed plane connection. We are in a country where the curable ills are taken care of. We are in a country where the mechanics of living from transport to domestic heating (alack, poor Britain!) function imaginatively and well; where it goes without saying that the sick are looked after and secure and the young well educated and well trained; where ingenuity is used to heal delinquents and to mitigate at least the physical dependence of old age; where there is work for all and some individual seizure, and men and women have not been entirely alienated yet from their natural environment; where there is care for freedom and where the country as a whole has rounded the drive to power and prestige beyond its borders and where the will to peace is not eroded by doctrine, national self-love, and unmanageable fears; where people are kindly, honest, helpful, sane, reliable, resourceful, and cool-headed; where stranger–shyly–smiles to stranger. "Portrait Sketch of a Country: Denmark 1962

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action.

Don't let us discuss anything solemnly. I am but too conscious of the fact that we are born in an age when only the dull are treated seriously, and I live in terror of not being misunderstood. Don't degrade me into the position of giving you useful information. Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. Through the parted curtains of the window I see the moon like a clipped piece of silver. Like gilded bees the stars cluster round her. The sky is a hard hollow sapphire. Let us go out into the night.

But Potter seems to have a lot to say on the subject,’ said Snape, pointing suddenly at the back of the room, his black eyes fixed on Harry. ‘Let us ask Potter how we would tell the difference between an Inferius and a ghost.’ The whole class looked round at Harry, who hastily tried to recall what Dumbledore had told him the night that they had gone to visit Slughorn. ‘Er – well – ghosts are transparent –’ he said. ‘Oh, very good,’ interrupted Snape, his lip curling. ‘Yes, it is easy to see that nearly six years of magical education have not been wasted on you, Potter. Ghosts are transparent.’ Pansy

The young athlete would be well advised to keep athletics in its place. Be passionately involved in the activity, exert yourself to succeed. Gain from competing the massive satisfaction that competing offers. Yet be a well-rounded, sensitive, literate human being. It is not the job of athletics to produce people who know or care for nothing except athletics. Keep it in its place, behind your family, your concern for the general life of the world, and your education. There are athletes and coaches who prepare to act as if athletics were life; it is not. It is but a corner—and a rich one—of life which will contribute immensely to the holistic development of the individual. -- Joe I. Vigil

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Spiritual disciplines more easily introduced into daily activities ▪   School calendar formulated to dates that work best for our family’s needs ▪   Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪   Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪   Removal from negative influences and peer pressure during the early impressionable years ▪   Difficult subjects discussed at the appropriate age for each individual child ▪   Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪   Real world learning incorporated into lesson plans and practiced in daily routines ▪   Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪   A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪   A strong moral character rooted in biblical integrity, perseverance and humility ▪   A direction and purpose for where God has called them in life ▪   A deep relationship and connection with us, their parents ▪   Rich, ever-growing relationships with their siblings ▪   Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪   A comprehensive, well-rounded education in the traditional school subjects

Buck up, Bree,” said Cor. “It’s far worse for me than for you. You aren’t going to be educated. I shall be learning reading and writing and heraldry and dancing and history and music while you’ll be galloping and rolling on the hills of Narnia to your heart’s content.” “But that’s just the point,” groaned Bree. “Do Talking Horses roll? Supposing they don’t? I can’t bear to give it up. What do you think, Hwin?” “I’m going to roll anyway,” said Hwin. “I don’t suppose any of them will care two lumps of sugar whether you roll or not.” “Are we near that castle?” said Bree to Cor. “Round the next bend,” said the Prince. “Well,” said Bree, “I’m going to have a good one now: it may be the last. Wait for me a minute.” It was five minutes before he rose again, blowing hard and covered with bits of bracken. “Now I’m ready,” he said in a voice of profound gloom. “Lead on, Prince Cor, Narnia and the North.” But he looked more like a horse going to a funeral than a long-lost captive returning to home and freedom.

Of course, she didn’t remember them; she’d never been introduced to them. Only knew them as Tallskinnyblonde and the rest. She felt like seaweed dragged on a line but managed to smile and say hello. This was the opportunity for which she’d waited. Here she was standing among the friends she wanted to join. Her mind fought for words, something clever to say that might interest them. Finally, two of them greeted her coolly and turned abruptly away, the others following quickly like a school of minnows finning down the street. “Well, so here we are,” Chase said. “I don’t want to interrupt anything. I’ve just come for supplies, then back home.” “You’re not interrupting. I just ran into them. I’ll be out on Sunday, like I said.” Chase shifted his feet, fingered the shell necklace. “I’ll see you then,” she said, but he’d already turned to catch the others. She hurried toward the market, stepping around a family of mallard ducks waddling down Main Street, their bright feet surprisingly orange against the dull pavement. In the Piggly Wiggly, pushing the vision of Chase and the girl from her head, she rounded the end of the bread aisle and saw the truant lady, Mrs. Culpepper, only four feet away. They stood there like a rabbit and a coyote caught together in a yard fence. Kya was now taller than the woman and much more educated, though neither would have thought of that. After all the running, she wanted to bolt, but stood her ground and returned Mrs. Culpepper’s stare. The woman nodded slightly, then moved on.

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

So it needs saying from the outset that it’s always very easy to declare that other people are idiots, but only if you forget how idiotically difficult being human is. Especially if you have other people you’re trying to be a reasonably good human being for. Because there’s such an unbelievable amount that we’re all supposed to be able to cope with these days. You’re supposed to have a job, and somewhere to live, and a family, and you’re supposed to pay taxes and have clean underwear and remember the password to your damn Wi-Fi. Some of us never manage to get the chaos under control, so our lives simply carry on, the world spinning through space at two million miles an hour while we bounce about on its surface like so many lost socks. Our hearts are bars of soap that we keep losing hold of; the moment we relax, they drift off and fall in love and get broken, all in the wink of an eye. We’re not in control. So we learn to pretend, all the time, about our jobs and our marriages and our children and everything else. We pretend we’re normal, that we’re reasonably well educated, that we understand “amortization levels” and “inflation rates.” That we know how sex works. In truth, we know as much about sex as we do about USB leads, and it always takes us four tries to get those little buggers in. (Wrong way round, wrong way round, wrong way round, there! In!) We pretend to be good parents when all we really do is provide our kids with food and clothing and tell them off when they put chewing gum they find on the ground in their mouths. We tried keeping tropical fish once and they all died. And we really don’t know more about children than tropical fish, so the responsibility frightens the life out of us each morning. We don’t have a plan, we just do our best to get through the day, because there’ll be another one coming along tomorrow. Sometimes it hurts, it really hurts, for no other reason than the fact that our skin doesn’t feel like it’s ours. Sometimes we panic, because the bills need paying and we have to be grown-up and we don’t know how, because it’s so horribly, desperately easy to fail at being grown-up. Because everyone loves someone, and anyone who loves someone has had those desperate nights where we lie awake trying to figure out how we can afford to carry on being human beings. Sometimes that makes us do things that seem ridiculous in hindsight, but which felt like the only way out at the time.

My darling son: depression at your age is more common than you might think. I remember it very strongly in Minneapolis, Minnesota, when I was about twenty-six and felt like killing myself. I think the winter, the cold, the lack of sunshine, for us tropical creatures, is a trigger. And to tell you the truth, the idea that you might soon unpack your bags here, having chucked in all your European plans, makes your mother and me as happy as could be. You have more than earned the equivalent of any university 'degree' and you have used your time so well to educate yourself culturally and personally that if university bores you, it is only natural. Whatever you do from here on in, whether you write or don't write, whether you get a degree or not, whether you work for your mother, or at El Mundo, or at La Ines, or teaching at a high school, or giving lectures like Estanislao Zuleta, or as a psychoanalyst to your parents, sisters and relatives, or simply being Hector Abad Faciolince, will be fine. What matters is that you don't stop being what you have been up till now, a person, who simply by virtue of being the way you are, not for what you write or don't write, or for being brilliant or prominent, but just for being the way you are, has earned the affection, the respect, the acceptance, the trust, the love, of the vast majority of those who know you. So we want to keep seeing you in this way, not as a future great author, or journalist or communicator or professor or poet, but as the son, brother, relative, friend, humanist, who understands others and does not aspire to be understood. It does not matter what people think of you, and gaudy decoration doesn't matter, for those of us who know you are. For goodness' sake, dear Quinquin, how can you think 'we support you (...) because 'that boy could go far'? You have already gone very far, further than all our dreams, better than everything we imagined for any of our children. You should know very well that your mother's and my ambitions are not for glory, or for money, or even for happiness, that word that sounds so pretty but is attained so infrequently and for such short intervals (and maybe for that very reason is so valued), for all our children, but that they might at least achieve well-being, that more solid, more durable, more possible, more attainable word. We have often talked of the anguish of Carlos Castro Saavedra, Manuel Meija Vallejo, Rodrigo Arenas Betancourt, and so many quasi-geniuses we know. Or Sabato or Rulfo, or even Garcia Marquez. That does not matter. Remember Goethe: 'All theory (I would add, and all art), dear friend, is grey, but only the golden tree of life springs ever green.' What we want for you is to 'live'. And living means many better things than being famous, gaining qualifications or winning prizes. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. Only now, when all that has passed, have I felt really happy. And part of that happiness is Cecilia, you, and all my children and grandchildren. Only the memory of Marta Cecilia tarnishes it. I believe things are that simple, after having gone round and round in circles, complicating them so much. We should do away with this love for things as ethereal as fame, glory, success... Well, my Quinquin, now you know what I think of you and your future. There's no need for you to worry. You are doing just fine and you'll do better, and when you get to my age or your grandfather's age and you can enjoy the scenery around La Ines that I intend to leave to all of you, with the sunshine, heat and lush greenery, and you'll see I was right. Don't stay there longer than you feel you can. If you want to come back I'll welcome you with open arms. And if you regret it and want to go back again, we can buy you another return flight. A kiss from your father.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

[To admit that college isn't for everyone] may sound élitist. It may even sound philistine, since the purpose of a liberal-arts education is to produce well-rounded citizens rather than productive workers. But perhaps it is more foolishly élitist to think that going to school until age 22 is necessary to being well-rounded, or to tell millions of young adults that their futures depend on performing a task that only a minority of them can actually accomplish. It is absurd that people have to get college degrees to be considered for good jobs in hotel management or accounting — or journalism. It is inefficient, both because it wastes a lot of money and because it locks people who would have done good work out of some jobs. The tight connection between college degrees and economic success may be a nearly unquestioned part of our social order. Future generations may look back and shudder at the cruelty of it.

I shall see the face of Mars, anyhow, and that will be a rare experience. It seems to me that a view of the heavenly bodies through a fine telescope, as well as a tour round the world, should form a part of a liberal education. How many run to and fro upon the earth, hunting for sights at great trouble and expense, but how few even think of that sublimer scenery of the sky which can be seen without stirring far from home! A peep at some distant orb has power to raise and purify our thoughts like a strain of sacred music, or a noble picture, or a passage from the grander poets. It always does one good.

A person who is both street and book smart is a well rounded individual in the community. As a result this kind of individual can achieve any career goal he or she is passionate about through perseverance.

IICE (Indore Institute of Computer Education) is the leading training institute in Indore, India. We have developed ourselves into a well-known brand in the education sector of the country. We offer a wide range of courses that are designed to provide a well-rounded education to the students so that they can gain a competitive edge in the current job markets. The specialization courses that we offer include; Digital Marketing Training, Web Designing Training, Web Development Training, Graphics Designing Training, Professional AutoCAD Training, AngularJS Training, PHP/Wordpress Training, Java Training, Android Training, C and C++ Training with 100% job placement assistance.

As a group, valedictorians have always led well-rounded, socially integrated, ‘normal’ lives.

Then there were those who were thrilling to Senator Sanders, who believed that Bernie would be the one to give them free college, to solve climate change, and even to bring peace to the Middle East, though that was not an issue most people associated with him. On a trip to Michigan, I met with a group of young Muslims, most of them college students, for whom this was the first election in which they planned to participate. I was excited that they had come to hear more about HRC's campaign. One young woman, speaking for her peers, said she really wanted to be excited about the first woman president, but she had to support Bernie because she believed he would be more effective at finally brokering a peace treaty in the Middle East. Everyone around her nodded. I asked the group why they doubted Hillary Clinton's ability to do the same. "Well, she has done nothing to help the Palestinians." Taking a deep breath, I asked them if they knew that she was the first U.S. official to ever call the territories "Palestine" in the nineties, that she advocated for Palestinian sovereignty back when no other official would. They did not. I then asked them if they were aware that she brought together the last round of direct talks between the Israelis and Palestinians? That she personally negotiated a cease-fire to stop the latest war in Gaza when she was secretary of state? They shook their heads. Had they known that she announced $600 million in assistance to the Palestinian Authority and $300 million in humanitarian aid to Gaza in her first year at State? They began to steal glances at one another. Did they know that she pushed Israel to invest in the West Bank and announced an education program to make college more affordable for Palestinian students? More head shaking. They simply had no idea. "So," I continued, "respectfully, what is it about Senator Sander's twenty-seven-year record in Congress that suggests to you that the Middle East is a priority for him?" The young woman's response encapsulated some what we were up against. "I don't know," she replied. "I just feel it.

Attention is a yin to the yang in focus. Attention (mindfulness) and attention (focus) work together to provide a true, rounded experience of both being centered on the task at hand (whatever it may be), as well as being fully aware of, and responsive to, the many facets of the moment in which you are. In most forms of meditation you must demonstrate a certain level of concentration as well as free mind. What You’ll Get Out of It You must expand your mind and embrace the fullness of the moment in which you are. We might compare our sensitivity to light: When we concentrate on something, we could say we're "shining a spotlight" about it. Instead of shining a spotlight on one particular thing, as we exercise transparent consciousness, we may suggest that we encourage our awareness to "shine" in every direction around us, like the glow of a candle flame. This light of consciousness surrounding us will be referred to as our area of knowledge. The response area is the total sum of all the sensory input. The practice of open consciousness is an experiment of encouraging the senses to feel the fullness of the present moment, being mindful of even the subtleties you would usually forget, neglect or completely miss, such as the warmth of the air around you or the occasional crackling of floorboards. When we just accept and allow things to be as they are, we disengage instinctively from the urges that would try to control or change things. In passivity or indifference, this isn't a custom–quite the contrary. This is an exercise of opening your mind and encouraging you to obtain all the knowledge you can potentially before you make any moves or take any action. Remember that the term makes. We don't push ourselves to pick up on sensory input; perception simply grows from a state of quiet, comfortable allowing. We have a biological tendency to "brace for impact" when we are resistant to something that is happening, which means we withdraw and tighten up the muscles in our body. The subconscious then automatically begins to think all the way things could or ought to be different from what they are. When we're open to something, we seem to be more enthusiastic about the unexpected, and even more willing to embrace, leaving the body more at ease. It helps us to be more open to learning what we're doing and to learn. With an open mind we strive to see more options on issues and multiple perspectives. Open Awareness Meditation will strengthen the ability to see things as they really are and embrace them for what they are. By practicing Open Awareness Meditation, you will cultivate: Discernment Open Awareness Meditation allows us to better appreciate the moment we are at. The more we know the more educated our choices can be in any situation. Through cultivating conscious awareness, we develop discernment by being more sensitive to the larger picture, and how it is connected to the present moment.

And this is why I believe that ART is an important part of a well-rounded education, not as an alternative to STEM education, but as a fundamental part of it. I want us to start putting ART into STEM, to make STEAM.*

Reconstructing family life amid the chaos of the cotton revolution was no easy matter. Under the best of circumstances, the slave family on the frontier was extraordinarily unstable because the frontier plantation was extraordinarily unstable. For every aspiring master who climbed into the planter class, dozens failed because of undercapitalization, unproductive land, insect infestation, bad weather, or sheer incompetence. Others, discouraged by low prices and disdainful of the primitive conditions, simply gave up and returned home. Those who succeeded often did so only after they had failed numerous times. Each failure or near-failure caused slaves to be sold, shattering families and scattering husbands and wives, parents and children. Success, moreover, was no guarantee of security for slaves. Disease and violence struck down some of the most successful planters. Not even longevity assured stability, as many successful planters looked west for still greater challenges. Whatever the source, the chronic volatility of the plantation took its toll on the domestic life of slaves. Despite these difficulties, the family became the center of slave life in the interior, as it was on the seaboard. From the slaves' perspective, the most important role they played was not that of field hand or mechanic but husband or wife, son or daughter - the precise opposite of their owners' calculation. As in Virginia and the Carolinas, the family became the locus of socialization, education, governance, and vocational training. Slave families guided courting patterns, marriage rituals, child-rearing practices, and the division of domestic labor in Alabama, Mississippi, and beyond. Sally Anne Chambers, who grew up in Louisiana, recalled how slaves turned to the business of family on Saturdays and Sundays. 'De women do dey own washing den. De menfolks tend to de gardens round dey own house. Dey raise some cotton and sell it to massa and git li'l money dat way.' As Sally Anne Chambers's memories reveal, the reconstructed slave family was more than a source of affection. It was a demanding institution that defined responsibilities and enforced obligations, even as it provided a source of succor. Parents taught their children that a careless word in the presence of the master or mistress could spell disaster. Children and the elderly, not yet or no longer laboring in the masters' fields, often worked in the slaves' gardens and grounds, as did new arrivals who might be placed in the household of an established family. Charles Ball, sold south from Maryland, was accepted into his new family but only when he agreed to contribute all of his overwork 'earnings into the family stock.' The 'family stock' reveals how the slaves' economy undergirded the slave family in the southern interior, just as it had on the seaboard. As slaves gained access to gardens and grounds, overwork, or the sale of handicraft, they began trading independently and accumulating property. The material linkages of sellers and buyers - the bartering of goods and labor among themselves - began to knit slaves together into working groups that were often based on familial connections. Before long, systems of ownership and inheritance emerged, joining men and women together on a foundation of need as well as affection.

It’s quite simple for people to cling to religious teachings in their local church as a means of understanding a vast world, but it can limit the critical and analytical thinking we all need to truly understand people, history, sociology, psychology, and all the subjects necessary for a well-rounded education. Many are completely unwilling to read anything other than religious texts. It seems the culture of many conservative Christian communities can encourage people to move further and further into a self-righteous bubble.

Don't fall into the trap of thinking time spent developing yourself into a well-rounded person, above and beyond your role as an educator, is wasted or something to feel guilty about.

Your memoirs captivated my attention to thinking of our current duplicitous educational system; the methods that schools are teaching young adults, to the growing number of suicidal and shooting cases in learning institutions. If I may, I’ll like to request your permission to administer a human behavioral study on your adolescent life. This is a simple study which entails me asking you questions through our regular correspondence so I can better understand what’s going through your mind when you were inducted into the Enlightened Royal Oracle Society and subsequently your services in the various Arab Households. Although I am familiar with the ancient Greco Roman pederasty ideology, I am beginning to excogitate if there are valuable merits, to this form of mentorship between an erastês and an erômenos. In your memoirs you mentioned that your secondary school education derived from this ancient practice. Obviously your positive experiences had made you a balanced and well-rounded man of the world. Let me know your thoughts if you are interested in this research? I’ll continue reading your weekly blogs and wish you the very best in the soon to be published Initiation, the 1st of your five books memoir. My spirits are uplifted when reading your correspondence. Keep them coming, my friend. All the best! Dr. A.S.

Second Week Of June 2012 Dr. Arius reply arrived the following day after I email him. His message read: Hi Young, Of course I’ll be happy to answer your questions. I’m very curious to learn the nature of your secondary education at Daltonbury Hall. In my opinion, the current secondary school system is less than desirable, especially in the United States. As a psychiatrist I’m always interested in people and their experiences; be they positive or negative. Our experiences are what make us grow or slack as a well-rounded person.

Dear Black Communities… Our Black Boys Matter! I encourage y’all to invest in our black male youth by inspiring, celebrating, and empowering them. They need our wisdom, love, support, encouragement, direction, and positive examples to follow. Let’s support and encourage our young Kings in becoming confident, knowledgeable, strong, well-rounded, and powerful black men with integrity. It’s imperative that we set them up for greatness early on in life. Let’s change the narrative of raising broken black males! Let’s raise our black boys to be black men that ROCK in every area of their life. It’s up to us to prepare, teach, educate, and empower them!

Anne Kihagi For Animal Enthusiasts Looking for Off-Beaten Path Discoveries, consider: Piedras Blancas Elephant Seal Rookery The Piedras Blancas Elephant Seal Rookery stretches over six miles off of California’s Highway 1. It is a part of the non-profit organization Friends of the Elephant Seal, which strives to educate the public and protect the seals. Stop at any of the viewing areas located on the highway to see over 17,000 elephant seals that use the area for birthing, breeding, and resting. The viewing areas are open year-round and are free of charge to the public. You have the best chance of glimpsing the seals between December and March when they visit the area due to inclement weather. If you are interested in learning more about the seals, Friends of the Elephant Seal has a visitor center and gift shop. It is a short, eight-mile drive away from the rookery and located within the Plaza del Cavalier in San Simon. Other area attractions include the Piedras Blancas Light Station, Hearst Castle, and the Coastal Discover Center at San Simeon Bay. Friends of the Elephant Seal also offers tours for children in third grade and higher. The group hosts school field trips, as well as organizations like Girl and Boy Scouts. Tour instructors provide students with explanation while they are viewing the seals at the rookery. People of all ages can enjoy the live action feed of the seals located on the Friends of the Elephant Seal’s website.

Appreciating the interconnections between the arts, science, and business develops a well-rounded mind; enabling the realization that one can not exist without the other.

Christopher Herrington, the visionary from Abilene, TX, is a father, a Voice Over Actor, a business owner of a company called "Candy Quarter Vending", and Interior Designer. A skilled graduate from Abilene Christian University, he navigates roles as an Interior Designer and Business Owner with commitment. His Continuing Education strategies highlight Christopher's commitment to safety and excellence. An outdoor sports enthusiast participating in activities like golf and rock climbing, a volunteer coach at the YMCA for my kid’s sports teams, he finds joy in a well-rounded lifestyle.

Soon I’m graduating from that well-rounded education. I’m going to turn eighteen. And then I’ll leave on the tour, walking away from the only home I’ve ever known.