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APPENDIX I - Curriculum of A. A.
curriculums
curriculum ::: n. --> A race course; a place for running.
A course; particularly, a specified fixed course of study, as in a university.
curriculum ::: n. --> A race course; a place for running.
A course; particularly, a specified fixed course of study, as in a university.
Curriculum vitae (resume) - A list of the applicant's personal details, experience and qualifications. .
KEYS (10k)
1 Seymour Papert
1 Aleister Crowley
NEW FULL DB (2.4M)
6 Anonymous
5 Louis Menand
5 John Taylor Gatto
4 Thomas Sowell
4 Sarah Mackenzie
4 Rush Limbaugh
3 Roger Scruton
3 Paul Goodman
3 Joyce Maguire Pavao
3 Carol Ann Tomlinson
3 Andy Hargreaves
3 Alfie Kohn
3 Alasdair MacIntyre
2 Tommy Newberry
2 Thomas L Friedman
2 The Church of Jesus Christ of Latter day Saints
2 Susan Mann
2 Stephen Jay Gould
2 S ren Kierkegaard
2 Shana Abe
2 Seymour Papert
2 Seth Godin
2 Salman Khan
2 R J Palacio
2 Richard Dawkins
2 Neil deGrasse Tyson
2 Neal Stephenson
2 Mark R Levin
2 Marianne Williamson
2 Louise L Hay
2 Libba Bray
2 Ken Robinson
2 Jon Stewart
2 Jonathan Kozol
2 John Dewey
2 Jodi Picoult
2 Jenn McKinlay
2 Ijeoma Oluo
2 Grace Lee Boggs
2 Gordon Korman
2 Gagan Narang
2 Friedrich Nietzsche
2 Elliot W Eisner
2 Ed Catmull
2 Donalyn Miller
2 David Brooks
2 Dallas Willard
2 Christopher Henry Dawson
2 Charles Handy
2 Carl Jung
2 Ben Hewitt
2 Bella Forrest
2 Azar Nafisi
2 Arthur M Schlesinger Jr
1:Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring ~ Seymour Papert, #KEYS
2:The general characteristics and attributions of these Grades are indicated by their correspondences on the Tree of Life, as may be studied in detail in the Book 777. Student. -- His business is to acquire a general intellectual knowledge of all systems of attainment, as declared in the prescribed books. (See curriculum in Appendix I.) {231} Probationer. -- His principal business is to begin such practices as he my prefer, and to write a careful record of the same for one year. Neophyte. -- Has to acquire perfect control of the Astral Plane. Zelator. -- His main work is to achieve complete success in Asana and Pranayama. He also begins to study the formula of the Rosy Cross. Practicus. -- Is expected to complete his intellectual training, and in particular to study the Qabalah. Philosophus. -- Is expected to complete his moral training. He is tested in Devotion to the Order. Dominus Liminis. -- Is expected to show mastery of Pratyahara and Dharana. Adeptus (without). -- is expected to perform the Great Work and to attain the Knowledge and Conversation of the Holy Guardian Angel. Adeptus (within). -- Is admitted to the practice of the formula of the Rosy Cross on entering the College of the Holy Ghost. Adeptus (Major). -- Obtains a general mastery of practical Magick, though without comprehension. Adeptus (Exemptus). -- Completes in perfection all these matters. He then either ("a") becomes a Brother of the Left Hand Path or, ("b") is stripped of all his attainments and of himself as well, even of his Holy Guardian Angel, and becomes a babe of the Abyss, who, having transcended the Reason, does nothing but grow in the womb of its mother. It then finds itself a Magister Templi. -- (Master of the Temple): whose functions are fully described in Liber 418, as is this whole initiation from Adeptus Exemptus. See also "Aha!". His principal business is to tend his "garden" of disciples, and to obtain a perfect understanding of the Universe. He is a Master of Samadhi. {232} Magus. -- Attains to wisdom, declares his law (See Liber I, vel Magi) and is a Master of all Magick in its greatest and highest sense. Ipsissimus. -- Is beyond all this and beyond all comprehension of those of lower degrees. ~ Aleister Crowley, Liber ABA , #KEYS
*** NEWFULLDB 2.4M ***
1:Let the questions be the curriculum. ~ Socrates, #NFDB
2:Immerse yourself in the curriculum of grace. ~ Max Lucado, #NFDB
3:God's jokes are the soul's curriculum. ~ John Perry Barlow, #NFDB
4:Our curriculum is the course that we travel. ~ Sarah Mackenzie, #NFDB
5:The school of hard knocks is an accelerated curriculum. ~ Menander, #NFDB
6:I don't think the same curriculum fits every student body. ~ Louis Menand, #NFDB
7:It is easier to move a cemetery than to change a curriculum. ~ Woodrow Wilson, #NFDB
8:Not to teach the whole curriculum is to give up on the whole man. ~ Paul Goodman, #NFDB
9:The school curriculum today, particularly American history, is a shame. ~ Rush Limbaugh, #NFDB
10:It makes a difference whether Moses or Jeroboam writes the history curriculum. ~ Douglas Wilson, #NFDB
11:The sex curriculum will be essentially by taught by the local gay community. ~ Michele Bachmann, #NFDB
12:To control students is to force them to accommodate to a preestablished curriculum. ~ Alfie Kohn, #NFDB
13:It is inappropriate (to allow parents) to design the curriculum and to run the school. ~ Rod Paige, #NFDB
14:The curriculum of the future will be what one might call the humanistic curriculum. ~ John Goodlad, #NFDB
15:College just didn't even have computers for an under-curriculum when I started college. ~ Steve Wozniak, #NFDB
16:To force a human being to learn according to a set curriculum is a dictatorial act. ~ Muammar al Gaddafi, #NFDB
17:Curriculum should help children make deeper and fuller understanding of their own experience ~ Lilian Katz, #NFDB
18:NCERT has prepared the national curriculum framework under Prof. Yash Pal’s leadership ~ A P J Abdul Kalam, #NFDB
19:It costs the same to send a person to prison or to Harvard. The difference is the curriculum. ~ Paul Hawken, #NFDB
20:Everybody is unique. Compare not yourself with anybody else lest you spoil God's curriculum. ~ Baal Shem Tov, #NFDB
21:We have to stop delivering the curriculum to kids. We have to start discovering it with them. ~ Will Richardson, #NFDB
22:School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. ~ John Taylor Gatto, #NFDB
23:Today I know that physical training should have as much place in the curriculum as mental training. ~ Mahatma Gandhi, #NFDB
24:We must never return to the Julie Andrews curriculum where we teach "a few of my favorite things"! ~ Andy Hargreaves, #NFDB
25:The Arts' position in the school curriculum symbolizes to the young what adults believe is important. ~ Elliot W Eisner, #NFDB
26:I was a good student in the subjects that I wanted to be good in. The curriculum in my section was excellent. ~ Jack Kirby, #NFDB
27:In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. ~ Carol Ann Tomlinson, #NFDB
28:Sport is an important part of the development of kids, and hence, it should be made a part of their curriculum. ~ Gagan Narang, #NFDB
29:Challenge isn't going to come from any curriculum, no matter how hard they make it. It's going to come from life. ~ Gordon Korman, #NFDB
30:Challenge isn’t going to come from any curriculum, no matter how hard they make it. It’s going to come from life. ~ Gordon Korman, #NFDB
31:Instead of a national curriculum for education, what is really needed is an individual curriculum for every child ~ Charles Handy, #NFDB
32:the scriptures also became the basis for the Church’s Sunday School curriculum. ~ The Church of Jesus Christ of Latter day Saints, #NFDB
33:I actually haven't even found a curriculum in America that is really preparing people for this 21st century world. ~ Alexis Ohanian, #NFDB
34:is imperative that WAC scholars account for the complex ways in which all students learn to write across the curriculum ~ Anonymous, #NFDB
35:The art establishment has turned away from the old curriculum which puts beauty and craft at the top of the agenda. ~ Roger Scruton, #NFDB
36:Based on my own experiences, I made sure, and I'm proud of this, that the Common Core curriculum is hard on plagiarizers. ~ Joe Biden, #NFDB
37:That thing, multiculturalism, has basically taken over the curriculum, or what is taught in the public school system. ~ Rush Limbaugh, #NFDB
38:The instructors had the freedom to make their own curriculums and credited themselves with their students’ success. I ~ Bella Forrest, #NFDB
39:The experimenter dealing with nature faces an outside and often hard world. Natures' curriculum cannot be changed. ~ Martin Lewis Perl, #NFDB
40:The world no doubt is the best or most serviceable schoolmaster; but the world's curriculum does not include Latin and Greek. ~ E V Lucas, #NFDB
41:Curriculum Planning, 50 E. North Temple St., Rm. 2420, Salt Lake City, UT 84150-0024 USA. ~ The Church of Jesus Christ of Latter day Saints, #NFDB
42:Every relationship, every situation is part of a divinely created and highly specific curriculum for your soul growth ~ Marianne Williamson, #NFDB
43:curriculum committee were not entirely wrong. Death is not a philosophical issue; it is a literary one. And yet, if philosophy ~ Lee Gutkind, #NFDB
44:More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given ~ Bertrand Russell, #NFDB
45:The Common Curriculum can easily become the karaoke curriculum, where everyone just follows the bouncing ball of the script. ~ Andy Hargreaves, #NFDB
46:The unfortunate, yet truly exciting thing about your life, is that there is no core curriculum. The entire place is an elective. ~ Jon Stewart, #NFDB
47:It's not the school, the curriculum, or the teacher, but motivation that is the single most important ingredient in learning. ~ Ivan Sutherland, #NFDB
48:he who will not pass through this curriculum is helped very little by the fact that he was born in the most enlightened age. ~ S ren Kierkegaard, #NFDB
49:Home is the first school for us all, a school with no fixed curriculum, no quality control, no examinations, no teacher training ~ Charles Handy, #NFDB
50:I think poetry can help children deal with the other subjects on the curriculum by enabling them to see a subject in a new way. ~ Carol Ann Duffy, #NFDB
51:Changing a college curriculum is like moving a graveyard-you never know how many friends the dead have until you try to move them! ~ Calvin Coolidge, #NFDB
52:"The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child." ~ Carl Jung, #NFDB
53:There's a lot of feeling that the school curriculum has been bare-bones, just drill and, again, no art, music, and so on and so forth. ~ John Merrow, #NFDB
54:I must attend a meeting of the curriculum review committee after class.” “This is the committee which nothing does?” “The very same. ~ L E Modesitt Jr, #NFDB
55:since the AP curriculum was nationally standardized. If they wanted to turn the public schools into chain stores, it worked for him. ~ Lisa Scottoline, #NFDB
56:The Yale graduate who had refused to read outside the course curriculum (the future Pres. Taft) suddenly found himself inspired. ~ Doris Kearns Goodwin, #NFDB
57:My own view is that the general education curriculum that a college picks has to be appropriate for the kind of student body that it has. ~ Louis Menand, #NFDB
58:Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. ~ Heidi Hayes Jacobs, #NFDB
59:I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction. ~ John Dewey, #NFDB
60:My success or failure in school was dependent on my ability to follow a curriculum that felt as if it had very little to do with me as a human being. ~ Ben Hewitt, #NFDB
61:Computer science needs to be part of the core curriculum - like algebra, biology, physics, or chemistry. We need all schools to teach it, not just 10%. ~ Brad Feld, #NFDB
62:I think every child in every country, not just South Africa, every year should go to a national park, and it should be part of their basic curriculum. ~ Lewis Pugh, #NFDB
63:If the curriculum we use to teach our children does not connect in positive ways to the culture young people bring to school, it is doomed to failure. ~ Lisa Delpit, #NFDB
64:How far back to the elementary school core curriculum do we have to go to get someone on the House Committee on Science, Space and Technology caught up? ~ Jon Stewart, #NFDB
65:School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know. ~ John Taylor Gatto, #NFDB
66:So at the request of educators I wrote the World Core Curriculum, the product of the United Nations, the meta-organism of human and planetary evolution. ~ Robert Muller, #NFDB
67:[Math] curriculum is obsessed with jargon and nomenclature seemingly for no other purpose than to provide teachers with something to test the students on. ~ Paul Lockhart, #NFDB
68:tried to impose ‘intelligent design’ creationism on the science curriculum of a local public school—a move of ‘breathtaking inanity’, to quote Judge Jones ~ Richard Dawkins, #NFDB
69:Do away with curriculum. Do away with segregation by age. And do away with the idea that there should be uniformity of all schools and of what people learn. ~ Seymour Papert, #NFDB
70:Education has been a really big part of my life. I went to an all-girls school for most of my life, and the curriculum was definitely at the top of your list. ~ Holland Roden, #NFDB
71:Financial education needs to become a part of our national curriculum and scoring systems so that it's not just the rich kids that learn about money.. it's all of us. ~ David Bach, #NFDB
72:Instead of trying to come up and pontificate on what literature is, you need to talk with children, to teachers, and make sure they get poetry in the curriculum early. ~ Rita Dove, #NFDB
73:Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction. ~ George Couros, #NFDB
74:Business schools are failing to teach the students about the risks of market failures. We need to include some material on market failures in the core of curriculum. ~ Pankaj Ghemawat, #NFDB
75:Curiosity is, in essence, the replacement for curriculum when unschooling. And that is why being curious is such an important trait for unschooling parents to embrace. ~ Pam Laricchia, #NFDB
76:There is only one curriculum, no matter what the method of education: what is basic and universal in human experience and practice, the underlying structure of culture. ~ Paul Goodman, #NFDB
77:Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools. ~ Diane Ravitch, #NFDB
78:Remedying the deficiencies of seminary curricula is a difficult question because of all kinds of vested political interests long at work in the building of any curriculum. ~ Thomas Oden, #NFDB
79:All the geography, trigonometry, and arithmetic in the world are useless unless you learn to think for yourself. No school teaches you that. It's not on the curriculum. ~ Carlos Ruiz Zaf n, #NFDB
80:Only in mathematics and physics was I, through self-study, far beyond the school curriculum, and also with regard to philosophy as it was taught in the school curriculum. ~ Albert Einstein, #NFDB
81:She gave a brittle smile. "The curriculum can be challenging, but I have no doubt that Sophie will do very well."
Never had encouragement sounded so much like a threat. ~ Rachel Hawkins,#NFDB
82:For instance, few realize that we are changing the brains of schoolchildren through medication in order to make them adjust to the curriculum, rather than the reverse. ~ Nassim Nicholas Taleb, #NFDB
83:Like everybody at that age, I read an awful lot of pulp fiction. But at the same time, I also read quite a bit of history and read that as much for pleasure as part of a curriculum. ~ John Hume, #NFDB
84:The left sees nothing but bigotry and superstition in the popular defense of the family or in popular attitudes regarding abortion, crime, busing, and the school curriculum. ~ Christopher Lasch, #NFDB
85:Many schools include a service project as part of their curriculum, and many corporations have in-house projects for their employees or give them time off to do volunteer work. ~ George H W Bush, #NFDB
86:Our second phase was to develop a school curriculum that teaches tolerance, respect for differences, conflict resolution, anger management, and other attributes of peace. ~ Eddie Bernice Johnson, #NFDB
87:As long as my sixth graders showed an average improvement of five years, the principal and district pretty much left me alone to create my own curriculum and teach whatever I wanted ~ Dan Simmons, #NFDB
88:The ongoing curriculum of life does not demand that we avoid suffering; it asks instead that we live more meaningfully in the face of it. ~ James Hollis, Finding Meaning in the Second Half of Life, #NFDB
89:To be clear, we the Department of Education want curriculum to be driven by the local level. We are by law prohibited from directing curriculum. We don't have a curriculum department. ~ Arne Duncan, #NFDB
90:I don't believe the federal government should be involved in the creation of standards directly or indirectly, the creation of curriculum or content. It is clearly a state responsibility. ~ Jeb Bush, #NFDB
91:Permission marketing turns strangers into friends and friends into loyal customers. It's not just about entertainment - it's about education. Permission marketing is curriculum marketing. ~ Seth Godin, #NFDB
92:Feminist movement created a revolution when it demanded respect for women’s academic work, recognition of that work past and present, and an end to gender biases in curriculum and pedagogy. ~ bell hooks, #NFDB
93:Kids are intimidated by the way science and technology is presented. It's made, frankly, quite boring and it becomes part of a curriculum that chases particularly women and minorities away. ~ Dean Kamen, #NFDB
94:In true education, anything that comes to our hand is as good as a book: the prank of a page- boy, the blunder of a servant, a bit of table talk - they are all part of the curriculum. ~ Michel de Montaigne, #NFDB
95:We have so much to cover and so little time to cover it. Howard Gardner refers to curriculum coverage as the single greatest enemy of understanding. Think instead about ideas to be discovered. ~ Alfie Kohn, #NFDB
96:My curriculum would be the whole year. It would be really slow and it would be about human anatomy. I would teach people about women's bodies so they understand what Planned Parenthood is for. ~ Jen Kirkman, #NFDB
97:Obviously input is helpful to faculty in trying to come up with a curriculum, but ultimately it's the faculty's job to know what students need to know. Make a decision about it and present it. ~ Louis Menand, #NFDB
98:Someday, hopefully very soon, 'diving within' as a preparation for learning and as a tool for developing the creative potential of the mind will be a standard part of every school’s curriculum. ~ David Lynch, #NFDB
99:I'm 100% proud of the TV work I achieved. The work I did on shows on insects and Great White sharks... stuff that's in school curriculums in England. Now they are showing up on Discovery Channel. ~ John Lydon, #NFDB
100:The idea that it was the state’s business to know what was good for people—while we accept it uncomplainingly in school curriculums and hospital practices—smacked of eugenics and perhaps euthanasia. ~ Tony Judt, #NFDB
101:As I very much liked to draw and paint as a child, I entered a special art program in high school, which was very much like being in an art school imbedded in a regular high school curriculum. ~ Jerome Isaac Friedman, #NFDB
102:perhaps it is less important that a teacher cover the allotted amount of the curriculum, or use the most approved audio-visual devices, than that he be congruent, real, in his relation to his students. ~ Carl R Rogers, #NFDB
103:The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life. ~ Maria Montessori, #NFDB
104:Fostering creativity in children is as important as any other part of the school curriculum because it feeds the soul. A daily dose of creativity helps children imagine a better world and then create it. ~ Renee Fleming, #NFDB
105:The difficulty with coming up with a curriculum is mainly that faculty aren't trained to think in terms of general education. They're trained to think in terms of their own discipline, or their specialty. ~ Louis Menand, #NFDB
106:We have sex education - I'm for it, I'm not against it. But any curriculum should recognize that it's young people's job to invent it themselves. You're not going to teach them; they're going to reinvent it. ~ Bill Ayers, #NFDB
107:Sometimes during the two-year curriculum, every MBA student ought to hear it clearly stated that numbers, techniques, and analysis are all side matters. What is central to business is the joy of creating. ~ Peter Robinson, #NFDB
108:Dancing in all its forms cannot be excluded from the curriculum of all noble education; dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen? ~ Friedrich Nietzsche, #NFDB
109:It was funny how none of her classes in library science had prepared her for this sort of thing, dead bodies, staff under suspicion, crazed reporters. Really, they need to consider expanding the curriculum. ~ Jenn McKinlay, #NFDB
110:It's pretty much how we get anything added to the curriculum. When parents said children needed to be computer literate, the schools started responding. The same thing is true of basic financial literacy. ~ Elizabeth Warren, #NFDB
111:'Creation science' has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand exactly why it is false. ~ Stephen Jay Gould, #NFDB
112:It was funny how none of her classes in library science has prepared her for this sort of thing, dead bodies, staff under suspicion, crazed reporters. Really, they needed to consider expanding the curriculum. ~ Jenn McKinlay, #NFDB
113:I began thinking I would do musical theater because in high school that was really the only sort of curriculum they had as far as getting onstage and doing anything that anybody would see. So that's what I did. ~ Gretchen Mol, #NFDB
114:If you're a teacher you have to teach the curriculum, all that stuff, you have to teach morals, you have to teach values, and you have to teach, all-importantly, self-control. Because a lot of kids don't have it. ~ Tony Danza, #NFDB
115:Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning. ~ John Dewey, #NFDB
116:The seven lessons in this book represent the foundation curriculum that I have been using in my coaching practice at The 1% Club since 1991. Together, the seven lessons represent a complete system for managing ~ Tommy Newberry, #NFDB
117:School systems should base their curriculum not on the idea of separate subjects, but on the much more fertile idea of disciplines... which makes possible a fluid and dynamic curriculum that is interdisciplinary. ~ Ken Robinson, #NFDB
118:The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts it is judgment rather than rules that prevail. ~ Elliot W Eisner, #NFDB
119:Real education is about genuine understanding and the ability to figure things out on your own; not about making sure every 7th grader has memorized all the facts some bureaucrats have put in the 7th grade curriculum. ~ Aaron Swartz, #NFDB
120:The degree to which the arts are included in our educational curriculum is totally inadequate. The arts are just as important as math and science in an education and just as important as any other endeavour in our lives. ~ Ken Danby, #NFDB
121:They are taught, instead, that there are no consequences to anything they do. The Empire-mandated curriculum has, by replacing the parents, produced a generation of sheep and wolves. - Professor Leo Caesius, ~ Christopher G Nuttall, #NFDB
122:Singapore gives 10% "white space" time to all of its teachers to come up with their own innovations outside of the official curriculum. This encourages teachers to turn to their colleagues for inspiration and ideas. ~ Andy Hargreaves, #NFDB
123:Just, as I have traveled around from school to school, whether it's project-based learning or an outward bound curriculum, it's very hard to tell the difference between charters and public anymore. There's no fine line. ~ David Brooks, #NFDB
124:Teachers who are accountable to principals who are, in turn, accountable to school communities are likely to be more professionally ‘grounded’ and less susceptible to avant garde fashions in curriculum and pedagogy. School ~ Tony Abbott, #NFDB
125:But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child. ~ Jonathan Kozol, #NFDB
126:Every public school in the country should have a nutrition-education curriculum. We're creating a pilot program at my son's school. We are looking to create a replicable model that can help bring good nutrition to all children. ~ Cat Cora, #NFDB
127:The motives of these parents vary, many parents don't like the curriculum being taught to their kids, or are wary of the threat of peer pressure or the presence of drugs or violence lurking in too many of our schools today. ~ Ernest Istook, #NFDB
128:There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are. ~ Jonathan Kozol, #NFDB
129:I do believe that when your child does poorly on a test, your first step should not necessarily be to attack the teacher or the school's curriculum. It should be to look at the idea that, maybe, the child didn't work hard enough. ~ Amy Chua, #NFDB
130:So community colleges are accessible, they're available, they're affordable, and their curriculums don't get stuck. In other words, if there's a need for a certain kind of worker, I presume your curriculums evolved over time. ~ George W Bush, #NFDB
131:I realize that the curriculum is my life on any given day. At this point, more than anything, my spiritual path means looking at every circumstance and trying to see my part in where it's good and where it's not so good. ~ Marianne Williamson, #NFDB
132:But curriculum-wise, I was drawn to the sciences and specifically to physics, and I really enjoyed it and I think for a little while there, I was really thinking my schooling would be in physics, that that was something I loved. ~ Brian Henson, #NFDB
133:To change the media, you're gonna have to totally throw out every journalism school and get rid of everybody in every newsroom, and then you're gonna have to change the grade school and middle school and high school curriculum. ~ Rush Limbaugh, #NFDB
134:If we use these common standards as the foundation for better schools, we can give all kids a robust curriculum taught by well prepared, well supported teachers who can help prepare them for success in college, life and careers. ~ Randi Weingarten, #NFDB
135:"Technology" is a cross-curriculum perspective running through the new Australia Curriculum, and there are a number of technology subject areas as well that include coding, which has not previously been part of the Australian Curriculum. ~ Susan Mann, #NFDB
136:When I teach the formal curriculum, I have the chance to think about it ahead of time. I can rehearse it. I can illustrate it with self-deprecating humor and humble-sounding personal disclosure. I can try to make it comes out just right. ~ John Ortberg, #NFDB
137:No matter what our curriculum requires us to teach or how little class time we have, children must read a lot in order to attain even minimum levels of reading achievement. This requires a daily commitment to reading at school and home. ~ Donalyn Miller, #NFDB
138:The seven lessons in this book represent the foundation curriculum that I have been using in my coaching practice at The 1% Club since 1991. Together, the seven lessons represent a complete system for managing your life more effectively. ~ Tommy Newberry, #NFDB
139:Very much like that, and very much a loner, do you know and I didn't fit really into sport or all kind of group activities as a kid, I couldn't find a niche. And music was not really part of the kind of village curriculum it would, you know. ~ Eric Clapton, #NFDB
140:But passive racism? It’s noticing there’s only one person of color in your office and not asking your boss why. It’s reading your kid’s fourth-grade curriculum and seeing that the only black history covered is slavery, and not questioning why. ~ Jodi Picoult, #NFDB
141:I think I'd concentrate on young women - particularly girls at school - and I would try and build into school curriculums much more education about relationships and how girls (and boys) can handle them: stuff about consent and that sort of thing. ~ Jo Brand, #NFDB
142:The theory-practice dichotomy that still bedevils many a theological curriculum serves neither seminary nor church. There is a debilitating dichotomy between what Christians believe (doctrine) and how they live their lives (discipleship). ~ Kevin J Vanhoozer, #NFDB
143:Intercultural understanding is a key dimension of the Australian Curriculum. The deployment of technology opens up opportunities for global partnerships and collaboration to grow, increasing opportunities for greater understanding between cultures. ~ Susan Mann, #NFDB
144:I think country needs to have a sporting culture. I think if sports were taken as curriculum in school and are encouraged in right way like government of Maharashtra and Haryana have done given Marks for Sports and encouraging them with good jobs. ~ Gagan Narang, #NFDB
145:progressives wrote the Common Core standards, used money from the 2009 stimulus bill to bribe states into adopting them, and are now “vetting” the tests that will eventually shape the curriculum used by school districts all across the United States. ~ Glenn Beck, #NFDB
146:The false pride of perennial celebration, of wearing flag lapel pins while betraying the values that the flag stands for, is like the self-esteem curriculum for toddlers, where everything is praised and no achievement ultimately has meaning. ~ Anne Marie Slaughter, #NFDB
147:When I went to school, you had to take art, you had to play an instrument. You had to play an instrument. But it's all degraded since then. I do not know what kind of nation we are that is cutting art, music, and gym out of the public-school curriculum. ~ Spike Lee, #NFDB
148:One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ Carl Jung, #NFDB
149:Because I come from that old-school optics environment, I know stuff about depth of field and camera movement and things that are not necessarily a part of the curriculum for people who started on a box and have never done anything that wasn't on a box. ~ John Dykstra, #NFDB
150:If there is value in the standardized, performance-based curriculums utilized by the vast majority of schools, that value is realized primarily by the institutions themselves and by the economic and social structures that are fed by standardized learning. ~ Ben Hewitt, #NFDB
151:I wished I could take every course in the curriculum and read every book in the library. Sometimes after I finished a particularly good book, I had the urge to get the library card, find out who else read the book, and track them down to talk about it. ~ Susan Crandall, #NFDB
152:For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write ~ Friedrich Nietzsche, #NFDB
153:There is no a priori reason to believe such claims, especially in the face of multiple evidences of declining educational quality during the period when multiculturalism and other non-academic preoccupations have taken up more and more of the curriculum. ~ Thomas Sowell, #NFDB
154:in schools where the majority of youth report having learned about LGBT people in the curriculum, only 11% of students report being bullied, which was half the number of students who reported being bullied in schools that do not teach this history. ~ Michelangelo Signorile, #NFDB
155:Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring ~ Seymour Papert, #NFDB
156:Those who can afford private schooling need not worry about their children being deprived of art, music and literature in the classroom: they are more sheltered, for now, from the doctrine of efficiency that has been radically refashioning the public school curriculum. ~ Azar Nafisi, #NFDB
157:Pedagogy is always about power, because it cannot be separated from how subjectives are formed, desires mobilized, how some experiences are legitimized and others are not, or how some knowledge is considered acceptable while other forms are excluded from the curriculum. ~ Henry A Giroux, #NFDB
158:It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college. ~ James S Coleman, #NFDB
159:With Michigan's economic future on the line, we can't afford to have our 500 local school districts marching in different directions. Instead, we need a high standards, mandatory curriculum to get all our students on the road to higher education and a good paying job. ~ Jennifer Granholm, #NFDB
160:Television is a non graded curriculum and excludes no viewer for any reason, at any time. In other words, in doing away wtih the idea of sequenece and continuity in education, television undermines the idea that sequence and continuity have anything to do with thought itself. ~ Neil Postman, #NFDB
161:In terms of the actual curriculum for management education, my own view is very simple-minded: The world is incredibly complex, it changes all the time, and we should not even hope that we could create a general model that accurately describes the world in all its possible states. ~ Dan Ariely, #NFDB
162:We think scientific literacy flows out of how many science facts can you recite rather than how was your brain wired for thinking. And it's the brain wiring that I'm more interested in rather than the facts that come out of the curriculum or the lesson plan that's been proposed. ~ Neil deGrasse Tyson, #NFDB
163:Just as we take for granted the need to acquire proficiency in the basic academic subjects, I am hopeful that a time will come when we can take it for granted that children will learn, as part of the curriculum, the indispensability of inner values: love, compassion, justice, and forgiveness. ~ Dalai Lama, #NFDB
164:West Side Story was a highly popular and successful musical play and now is a similarly well-received motion picture. (I would think that it could also be used shrewdly as a document for discussion in Sunday Schools, in place of some of the ridiculous curriculum materials now in use). ~ William Stringfellow, #NFDB
165:I feel sorry for kids nowadays, because in the majority of schools across the country, the arts have been eliminated from the curriculum. There's no art; there's no music. In some cases they've taken away the libraries. They don't do theater. And these are the things that speak to the human soul. ~ David Small, #NFDB
166:I often suggest that my students ask themselves the simple question: Do I know how to live? Do I know how to eat? How much to sleep? How to take care of my body? How to relate to other people? ... Life is the real teacher, and the curriculum is all set up. The question is: are there any students? ~ Larry Rosenberg, #NFDB
167:The problem with intelligent-design theory, is not that it is false but that it is not falsifiable. Not being susceptible to contradicting evidence, it is not a testable hypothesis. Hence it is not a scientific but a creedal tenet - a matter of faith, unsuited to a public school's science curriculum. ~ George Will, #NFDB
168:Attitude-changing curriculum programs can be assessed in a number of ways, including (1) how effective they are in the specific area in which they claim to be effective (drug prevention, for example), (2) the academic and emotional costs they entail, and (3) their wider social consequences. Remarkably ~ Thomas Sowell, #NFDB
169:Too often, teachers seem to be making diagnoses and suggesting medications and treatments to parents. This is inappropriate and unethical, and it is one of the reasons I feel the curriculum in schools of education must include information concerning the special circumstances of adoptive families. ~ Joyce Maguire Pavao, #NFDB
170:We do need curriculum reform. And it should happen at the state and local level. That is where educational policy belongs, because if a parent is unhappy with what their child is being taught in school, they can go to that local school board or their state legislature, or their governor and get it changed. ~ Marco Rubio, #NFDB
171:Now have two generations whose minds have been totally perverted, polluted, and destroyed by the American public education system, and, in particular, the history curriculum. Breitbart has a story on how this has happened. As the left appeases Muslims, public schools are teaching students to hate America. ~ Rush Limbaugh, #NFDB
172:I would be devastated if my son could not have music as part of his curriculum in school. It should not be a choice between culture and technical training - well-rounded students and graduates will make appropriate choices for their careers, but they must also be trained to make appropriate social choices. ~ David Cassidy, #NFDB
173:The keys are, or were, the training methods used by the ancient mystery schools. We've got hints and tips, we've got little bits on the papyri, but we don't have, in our hands, a complete curriculum of the ways in which they induced altered states of consciousness and the projection of the mind. ~ Dolores Ashcroft Nowicki, #NFDB
174:They don't really focus on that history here in America. I remember growing up as a kid, history class was very washed-over. They didn't really get into the gritty bits of slavery. It's a very, very small section in the history books. It's not something they really touch on directly with American curriculums. ~ Aldis Hodge, #NFDB
175:Imprisoning philosophy within the professionalizations and specializations of an institutionalized curriculum, after the manner of our contemporary European and North American culture, is arguably a good deal more effective in neutralizing its effects than either religious censorship or political terror ~ Alasdair MacIntyre, #NFDB
176:The school didn’t want us mixing with the rest of the senior class. Which was ridiculous. We had ESP, not Ebola. A curriculum had been tailored just for us, to help us prepare for what lay ahead. Not that anyone knew what lay ahead. It’s not like there had ever been an entire class of telepaths before. Yup. ~ Sarah Mlynowski, #NFDB
177:Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience...was disparaged. ~ Henry Giroux, #NFDB
178:Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment. ~ Salman Khan, #NFDB
179:We found out that the young people who had a substantial number of lessons in the Resolving Conflict Creatively Curriculum ... not only did better in terms of people skills, that they managed their emotions, they were less violent and more caring, but they actually did better on their academic achievement tests. ~ Linda Lantieri, #NFDB
180:Can we live and teach from a state of rest? My prayer is that we will. But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children- not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits. ~ Sarah Mackenzie, #NFDB
181:Through your love for each other, through learning the art of making one person happy, you learn to express your love for the whole of humanity and all beings. Please help us develop the curriculum for the Institute for the Happiness of One Person. Don't wait until we open the school. You can begin practicing right away. ~ Nhat Hanh, #NFDB
182:What do you do for a living?"
The first thing everyone always wants to know is what I do when I'm not sleeping, what sorts of exams and theses I have to my name as if they wanted to reserve a place in my curriculum vitae for the date of my death. There ought to be a curriculum vitae whose first line is the date of death. ~ Y ko Tawada,#NFDB
183:What do teachers and curriculum directors mean by 'value' reading? A look at the practice of most schools suggests that when a school 'values' reading what it really means is that the school intensely focuses on raising state-mandated reading test scores- the kind of reading our students will rarely, if ever, do in adulthood. ~ Kelly Gallagher, #NFDB
184:Every person and every team will be tested on their journey. It is part of the curriculum of life. It's just like riding a bicycle. In the beginning you're going to fall off and get knocked down but the important thing is to get back on, stay strong, and after a while once you master it you'll ride with the confidence of a champion. ~ Jon Gordon, #NFDB
185:But since there is but one aim for the entire state, it follows that education must be one and the same for all, and that the responsibility for it must be a public one, not the private affair which it now is, each man looking after his own children and teaching them privately whatever private curriculum he thinks they ought to study. ~ Aristotle, #NFDB
186:One of the problems we've had is that the ICT curriculum in the past has been written for a subject that is changing all the time. I think that what we should have is computer science in the future - and how it fits in to the curriculum is something we need to be talking to scientists, to experts in coding and to young people about. ~ Michael Gove, #NFDB
187:It was not the first time I had encountered on university campuses ignorance of Hayek and other conservative intellectuals, nor was it accidental. Such ignorance is a direct consequence of the tenured left's dominance of liberal arts institutions and its politicization of the curriculum and the faculty hiring process since the 1960s. ~ David Horowitz, #NFDB
188:There is one thing only which a Muslim can profitably learn from the west, the exact sciences in their pure and applied form. Only natural sciences and mathematics should be taught in Muslim schools, while tuition of European philosophy, literature and history should lose the position of primacy which today it holds on the curriculum. ~ Muhammad Asad, #NFDB
189:It reminded him of history lessons back in the world beyond the manor, whenever World War II came up in the curriculum. Students had stared wide-eyed, shifting in their seats with discomfort as the teacher showed grainy pictures of yellow stars, striped clothing, and concentration camps, horrified that the scenes had once been reality. ~ Bella Forrest, #NFDB
190:Why is compassion not part of our established curriculum, an inherent part of our education? Compassion, awe, wonder, curiosity, exaltation, humility - these are the very foundation of any real civilization, no longer the prerogatives, the preserves of any one church, but belonging to everyone, every child in every home, in every school. ~ Yehudi Menuhin, #NFDB
191:Education is dominated by creationist thinking. The curriculum is too prescriptive and slow to change, teachers are encouraged to teach to the exam rather than to the pupils’ or their own strengths, the textbooks are infused with instructions about what to think instead of how to think, teaching methods are more about instructing than learning, ~ Matt Ridley, #NFDB
192:I loved college... I knew exactly why I was there and what I wanted to get out of it. I wished I could take every course in the curriculum and read every book in the library. Sometimes after I finished a particularly good book, I had the urge to get the library card, find our who else had read the book, and track them down to talk about it. ~ Jeannette Walls, #NFDB
193:I've received more and more emails from teachers saying that they are beginning to teach presence in their classroom without necessarily calling it that or calling it anything, not as part of the official curriculum. It's like an underground movement not yet officially recognized by the educational authorities - at least not as far as I know! ~ Eckhart Tolle, #NFDB
194:The process of learning to be holy, like the process of learning to pray, may properly be thought of as a school—God’s own school, in which the curriculum, the teaching staff, the rules, the discipline, the occasional prizes and the fellow pupils with whom one studies, plays, debates and fraternizes, are all there under God’s sovereign providence. ~ J I Packer, #NFDB
195:I stress this because I believe that personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment. ~ Salman Khan, #NFDB
196:In some suburban schools, the curriculum is chock-full of rigorous A.P. courses and the parking lot glitters with pricey SUVs, but one doesn't have to look hard to find students who are starving themselves, cutting themselves, or medicating themselves, as well students who are taking out their frustrations on those who sit lower on the social food chain. ~ Alfie Kohn, #NFDB
197:I taught public school for 26 years, but I just can't do it anymore. For years I asked the school board to let me teach a curriculum that doesn't hurt kids, but they always had other fish to fry. If you hear of a job where I don't have to hurt kids to make a living, let me know. The truth is that schools don't really teach anything, but blind obedience. ~ John Taylor Gatto, #NFDB
198:Is that why you came?'
'No, I came because I simply can't get enough of people looking down their noses at me. The girls at school are getting frightfully lax about it.'
'Are they? How remiss of them. We're taught from the cradle how to look down our noses, you know, we rich sons of bitches. Perhaps Westcliffe's curriculum is a tad too liberal these days. ~ Shana Abe,#NFDB
199:You have to get only a few pages into this book to realize that I quote a lot of people wiser than myself. I mean a lot of people. I’m unapologetic about this. It’s occurred to me many times over the course of writing this book that maybe I’m not really a writer. I’m a teacher or middleman. I take the curriculum of other people’s knowledge and I pass it along. ~ David Brooks, #NFDB
200:People who have already been out in the real world, practicing for years whatever their particular specialty might be, have some basis for determining which things are relevant enough to go into a curriculum to teach those who follow. The idea that students can determine relevance in advance is one of the many counterproductive notions to come out of the 1960s. ~ Thomas Sowell, #NFDB
201:You could be a poet, an artist, a comedian - if you're in the culture of innovation then you embrace those who do and you're going to protect the science curriculum in the classroom because you understand the meaning and the value of it. And science discoveries don't scare you. You say, "Give me more science", not less. "Give me more technology", not less. ~ Neil deGrasse Tyson, #NFDB
202:• As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles. ~ John Taylor Gatto, #NFDB
203:patience was not just a manner, it was the very form of seminar teaching. Columbia’s core curriculum had been designed not to enshrine the authority of the lecturing professor (that was something done at Harvard) but to reach understanding through discussion, however clumsy and uncertain. Till this moment, I never knew myself. . . . Vanity, not love has been my folly! ~ David Denby, #NFDB
204:Slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior. ~ John Taylor Gatto, #NFDB
205:Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid. ~ Tracy Kidder, #NFDB
206:you definitely need to know about constraints because you need to increase flow. Right now, nothing is more important.” Erik assumes a lecturing voice as he starts, “You say you learned about plant operations management when you were in business school. I hope as part of your curriculum, you read The Goal by Dr. Eli Goldratt. If you don’t have a copy anymore, get another one. ~ Gene Kim, #NFDB
207:Demand college diversity. If you are in college, getting ready for college, or have a kid going to college, let your college know that the diversity and inclusiveness of students, curriculum, and staff is a top priority for you. Make sure colleges know that you expect any quality higher-education institution to embrace and promote diversity if they expect your tuition money. ~ Ijeoma Oluo, #NFDB
208:eight exponentially growing fields were chosen as the core of SU’s curriculum: biotechnology and bioinformatics; computational systems; networks and sensors; artificial intelligence; robotics; digital manufacturing; medicine; and nanomaterials and nanotechnology. Each of these has the potential to affect billions of people, solve grand challenges, and reinvent industries. ~ Peter H Diamandis, #NFDB
209:My colleague Sen. Rick Santorum, Pennsylvania Republican, erroneously suggested that I support the teaching of intelligent design as an alternative to biological evolution. That simply is not true. ... Unlike biological evolution, intelligent design is not a genuine scientific theory and, therefore, has no place in the curriculum of our nation's public school science classes. ~ Edward Kennedy, #NFDB
210:In school, we did not study world maps, because international geography, as a subject, had been long ago phased out of state curriculums. America was the world; there was no sense of America being one country on a planet of many countries. Even the Soviet Union seemed something more like the Death Star, flying overhead and ready to laser us to smithereens, than a country with people in it. ~ Suzy Hansen, #NFDB
211:Most of the students, and probably the faculty, were ambivalent about the whole idea of Disciplines. They were socially divisive, the theory behind them was weak, and everybody ended up studying pretty much the same curriculum anyway, so what was the point? But it was traditional for every student to have one, so a Discipline every student would have. Alice called it her magic bat mitzvah. ~ Lev Grossman, #NFDB
212:Important element is deeply understanding our curriculum. Most teachers know what they're going to cover this week or this term. Few of us can specify precisely what students should know, understand, and be able to do as a result of any particular learning experience or set of learning experiences. Without that specificity, alignment between content, assessment, and instruction is weak. ~ Carol Ann Tomlinson, #NFDB
213:Peace is a culture that we create by putting it in the curriculum for young people, through creating this next generation where young people get a chance to go across borders, across cultures, to learn more about each other's life, to create a global community, learn about opportunities for helping others. It's investing in peace and tolerance training, ending the gap between rich and poor. ~ Craig Kielburger, #NFDB
214:Even the most diligent parents have little effective input into what their children are taught in these classrooms. Indeed, they have no adequate or routine influence in the selection of teachers and professors, curriculum, or textbooks, which principally advance, either openly or through insinuation, a statist agenda and ideological groupthink hostile to the civil society and the American heritage. ~ Mark R Levin, #NFDB
215:While still sixteen I am put in charge of a class of forty children who are two, three or four years younger than I. I fall in love with them. They are my possession, my mob whose forty minds, under my flashy and domineering control, are to become one, a mind unsullied by errors, unmarked by blots, contaminated by misplaced originalities outside the curriculum, and as full of facts as a pomegranate seed. ~ Hal Porter, #NFDB
216:Andreas Schleicher, who runs the Programme for International Student Assessment exams, a global evaluation of scholastic performance, observed that those scoring highest are Asian countries that have “ownership cultures—a high degree of professional autonomy for teachers … where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development. ~ Thomas L Friedman, #NFDB
217:In an age when schools are facing significant budgetary restraints, there is a greater need than ever to make chess available to as many students as possible. We've assembled the very best in chess education to develop a complete chess curriculum - K through 12. We've designed a program that encourages creativity, instills self-discipline and offers hope and a feeling of accomplishment to millions of children. ~ Garry Kasparov, #NFDB
218:Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning. ~ Carol Ann Tomlinson, #NFDB
219:To be sure, the cheder curriculum was narrowly limited, the pedagogical methods primitive: drill, repetition, and cracks across the knuckles with a pointer or ruler. But at a time when the overwhelming majority of humanity was illiterate, there was hardly a Jewish male over the age of five who could not read and write. The cultural impact and importance of this are for historians, sociologists, and educators to appraise. ~ Leo Rosten, #NFDB
220:They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: ~ Neal Stephenson, #NFDB
221:the selling of curriculum materials of a more general nature is a substantial business in itself. A captive audience of more than 40 million school children is attractive to all sorts of people for all sorts of reasons. The susceptibility of educators to such fasionable “innovations” is what opens the floodgates to permit the intrusion of such programs into the public schools. This susceptibility is only partly spontaneous. ~ Thomas Sowell, #NFDB
222:Perhaps the most urgent task facing us is to create a new educational curriculum that will make each child aware, from the first grade on, that life in the universe is interdependent. It should be an education that trains the mind to perceive the network of causes and effects in which our actions are embedded, and trains the emotions and the imagination to respond appropriately to the consequences of those actions. ~ Mihaly Csikszentmihalyi, #NFDB
223:I think at a place like Harvard, our experience, I was involved with, at various stages, in trying to implement a new general education curriculum, our experience was that Harvard's all about specialization, that's not just true of the professori, it's also true of a lot of the undergraduates, too, and they come, they kind of know what they want to do, they select it because they have a strong aptitude for something in particular. ~ Louis Menand, #NFDB
224:I think evolution should be taught as an accepted principle. I say that also as the daughter of a school teacher, a science teacher, who has instilled in me a respect for science. I think it should be taught in our schools. I won't ever deny that I see the hand of God in this beautiful creation that is earth. But - that is not a part of state policy or a local curriculum in a school district. Science should be taught in science class. ~ Sarah Palin, #NFDB
225:He argued that conservatives should control the political debate at its source by demanding “balance” in textbooks, television shows, and news coverage. Donors, he argued, should demand a say in university hiring and curriculum and “press vigorously in all political arenas.” The key to victory, he predicted, was “careful long-range planning and implementation,” backed by a “scale of financing available only through joint effort.” Powell ~ Jane Mayer, #NFDB
226:the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. ~ Ed Catmull, #NFDB
227:Dalai Lama has made new opportunities for women that they never had in Tibet, introduced science into the monks' curriculum and had Tibetan students in exile take their classes in English after the age of ten so that they will know more about the outside world. But one of the great things he's done is to bring all the Tibetan groups together in exile, as perhaps they couldn't have been when they weren't in exile and they weren't under such pressure. ~ Pico Iyer, #NFDB
228:a child who might not otherwise get the advantages of a school like this the chance to fulfil their potential in …’ Blah, blah. ‘While we are very keen to see how far Costanza could go in the field of maths, we would also want to make sure that she was well rounded in other parts of her student life. We have a full sporting and musical curriculum.’ Blah, blah, blah … ‘Numerate children are often also able in languages …’ blah, blah ‘… and drama – that’s ~ Jojo Moyes, #NFDB
229:Volyova felt as if her brain consisted of a room full of precocious schoolchildren: individually bright, and—if only they would pool themselves—capable of shattering insights. But some of those schoolchildren were not paying attention; they were staring dreamily out of the window, ignoring her protestations to focus on the present, because they found their own obsessions more intellectually attractive than the dull curriculum she was intent on dispensing. ~ Alastair Reynolds, #NFDB
230:As for journalism education, there are some terrifically exciting things going on in some schools. Others are struggling to adapt. Curriculum changes can be slow, by design. Yet there are arguably more dynamic minds, old and young, gravitating to teaching than ever before, both on the research and scholarly side and on the side of what is called "professional practice," a term that usually refers to experienced journalists without Ph.D's moving to the academy. ~ Tom Rosenstiel, #NFDB
231:To invest successfully, you need not understand beta, efficient markets, modern portfolio theory, option pricing or emerging markets. You may, in fact, be better off knowing nothing of these. That, of course, is not the prevailing view at most business schools, whose finance curriculum tends to be dominated by such subjects. In our view, though, investment students need only two well-taught courses - How to Value a Business, and How to Think About Market Prices. ~ Warren Buffett, #NFDB
232:We're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works - groundbreaking, incendiary, timeless - have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary. ~ Libba Bray, #NFDB
233:The next year was kindergarten. On Parents Night we filed in and sat on the little chairs. It was just after the United States had launched its war against Iraq, and the teacher began to describe the children's curriculum for the year, I raised my hand, ever the firebrand, and asked if she'd be teaching the kids about the Gulf War. There was a collective gasp as the other parents looked at me with horror. The teacher paled and said softly, "We're working on colors. ~ Candice Bergen, #NFDB
234:...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary. ~ Libba Bray, #NFDB
235:There are a lot of very religious scientists around. I think the problem here is that in our school systems, and to some degree - and this is where it is relevant - with school boards around the country that are mandating curriculums and textbooks, you start seeing this weird watering down of scientific fact so that our kids are growing up in an environment - and this connects to what I was saying earlier abou the media - where everything's contested. Where nothing is true. ~ Barack Obama, #NFDB
236:I imagine a school system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A school curriculum that values questions above answers...creativity above fact regurgitation...individuality above conformity.. and excellence above standardized performance..... And we must reject all notions of 'reform' that serve up more of the same: more testing, more 'standards', more uniformity, more conformity, more bureaucracy. ~ Tom Peters, #NFDB
237:I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure. ~ Nicholas Lemann, #NFDB
238:Lesson number 1b in Bibwit's carefully planned curriculum: For most of the universe's inhabitants, life is not all gummy wads and tarty tarts; it is a struggle against hardship, unfairness, corruption, abuse, and adversity in all its guises, where even to survive - let alone survive with dignity- is heroic. To soldier through the days in a wake of failure is the corageous act of many. To rule benevolently, a queen should be able to enter into the feelings of those less fortunate than herself. ~ Frank Beddor, #NFDB
239:the key-exercise will be Formal Logic. It is here that our curriculum shows its first sharp divergence from modern standards. The disrepute into which Formal Logic has fallen is entirely unjustified; and its neglect is the root cause of nearly all those disquieting symptoms which we have noted in the modern intellectual constitution. Logic has been discredited, partly because we have fallen into a habit of supposing that we are conditioned almost entirely by the intuitive and the unconscious. ~ Dorothy L Sayers, #NFDB
240:I think that the Bible as literature should be a compulsory part of the national curriculum.. you can't understand English literature and culture without it. But insofar as theology studies the nature of the divine, it will earn the right to be taken seriously when it provides the slightest, smallest smidgen of a reason for believing in the existence of the divine. Meanwhile, we should devote as much time to studying serious theology as we devote to studying serious fairies and serious unicorns. ~ Richard Dawkins, #NFDB
241:Active racism is telling a nurse supervisor that an African American nurse can’t touch your baby. It’s snickering at a black joke. But passive racism? It’s noticing there’s only one person of color in your office and not asking your boss why. It’s reading your kid’s fourth-grade curriculum and seeing that the only black history covered is slavery, and not questioning why. It’s defending a woman in court whose indictment directly resulted from her race…and glossing over that fact, like it hardly matters. ~ Jodi Picoult, #NFDB
242:Even the most diligent parents have little effective input into what their children are taught in these classrooms. Indeed, they have no adequate or routine influence in the selection of teachers and professors, curriculum, or textbooks, which principally advance, either openly or through insinuation, a statist agenda and ideological groupthink hostile to the civil society and the American heritage. The immunization of formal education from parental and community input is a monumentally disastrous event. ~ Mark R Levin, #NFDB
243:For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things. ~ Alasdair MacIntyre, #NFDB
244:The intellectual climate has become increasingly unfavorable to the study of the relations between religion and culture in the modern world and the modern university. For theology has long since lost its position as a dominant faculty in the university and as an integral part of the general educational curriculum. It continues to exist on sufferance only as a specialized ecclesiastical study designed for the clergy. Consequently the student in a modern university may be totally ignorant of religion. ~ Christopher Henry Dawson, #NFDB
245:Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week." ~ Daniel Goleman, #NFDB
246:A Christian boy or girl can learn mathematics, for example, from a teacher who is not a Christian; and truth is truth however learned. But while truth is truth however learned, the bearing of truth, the meaning of truth, the purpose of truth, even in the sphere of mathematics, seem entirely different to the Christian from that which they seem to the non-Christian; and that is why a truly Christian education is possible only when Christian conviction underlies not a part but all, of the curriculum of the school. ~ John Gresham Machen, #NFDB
247:There is a form of poetic and esthetic and moral genius necessary to make philosophical issues truly incandesce for students, and even though I indeed had some world-class professors myself when I went through the curriculum, I rarely saw such gnosic or concretist/poetic passion among them. I am not speaking of broad histrionics or melodramatic delivery, but rather a moral investment of concern, of loving delight and pathos in exposing one's consciousness to the full horrific and magnificent implications of the materials. ~ Kenny Smith, #NFDB
248:These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two. ~ Rafe Esquith, #NFDB
249:I’d been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much. ~ Amanda Ripley, #NFDB
250:I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? ~ Louise Hay, #NFDB
251:I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? ~ Louise L Hay, #NFDB
252:Self-regulation can be taught to many kids who cycle between frantic activity and immobility. In addition to reading, writing, and arithmetic, all kids need to learn self-awareness, self-regulation, and communication as part of their core curriculum. Just as we teach history and geography, we need to teach children how their brains and bodies work. For adults and children alike, being in control of ourselves requires becoming familiar with our inner world and accurately identifying what scares, upsets, or delights us. ~ Bessel A van der Kolk, #NFDB
253:I am absolutely sick unto death of hearing people say - they all say this; it must be Item One on the curriculum in Trend College - "I just hate to talk to a machine!" They say this as though it is a major philosophical position, as opposed to a description of a minor neurosis. My feeling is, if you have a problem like this, you shouldn't go around trumpeting it; you should stay home and practice talking to a machine you can feel comfortable with, such as your Water Pik, until you are ready to assume your place in modern society. ~ Dave Barry, #NFDB
254:The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity. ~ Anonymous, #NFDB
255:Parents teach in the toughest school in the word: The School for Making People. You are the board of education, the principal, theclassroom teacher, and the janitor, all rolled into two. . . . There are few schools to train you for your job, and there is no general agreement on the curriculum. . . . You are on duty, or at least on call, 24 hours a day, 365 days a year, for at least 18 years for each child you have. Besides that, you have to contend with an administration that has two leaders or bosses, whichever the case may be. ~ Virginia Satir, #NFDB
256:una generazione di giovani, magari con quindici o vent'anni di studio alle spalle, coperti di premi e di lodi, che però non hanno letto niente, non vanno oltre i loro curriculum scolastici o universitari, che sono ignoranti e per giunta privi di curiosità. Un'ora in loro compagnia mette in crisi qualunque vostro concetto di istruzione... Con loro è impossibile avere una vera conversazione, perché parlano solo di se stessi, dei loro amici, dei personaggi famosi, di shopping, di ricette. Vivono in piccoli mondi ristretti e impenetrabili. ~ Doris Lessing, #NFDB
257:Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?. ~ Stephen Jay Gould, #NFDB
258:I think my deepest criticism of the educational system . . . is that it's all based upon a distrust of the student. Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn. Consequently at the very age when he should be developing adult characteristics of choice and decision making, when he should be trusted on some of those things, trusted to make mistakes and to learn from those mistakes, he is, instead, regimented and shoved into a curriculum, whether it fits him or not. ~ Carl Rogers, #NFDB
259:The racial separation we see in schools might also be seen as an element of the “hidden curriculum,” an unspoken set of rules that “teaches” certain students what they can and cannot do because of who they are. There are aspects of this hidden curriculum that are not being taught by the adults. It may well be that students are the ones teaching it to each other. No adult goes onto the playground and says, “I don’t want the boys and girls to play together.” The girls and boys do that themselves, and it’s a rare child who crosses over. Why? Because ~ Pedro A Noguera, #NFDB
260:There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning. ~ Dana Goldstein, #NFDB
261:This is not an autobiography. It is, rather, a kind of curriculum vitae — my attempt to show how one writer was formed. Not how one writer was made; I don't believe writers can be made, either by circumstances or by self-will (although I did believe those things once). The equipment comes with the original package. Yet it is by no means unusual equipment; I believe large numbers of people have at least some talents as writers and storytellers, and that those talents can be strengthened and sharpened. If I didn't believe that ,writing a book like this would be a waste of time. ~ Stephen King, #NFDB
262:The curriculum for the education of statesmen at the time of Plato included arithmetic, geometry, solid geometry, astronomy, and music-all of which, the Pythagorean Archytas tells us, fell under the general definition of "mathematics." According to legend, when Alexander the Great asked his teacher Menaechmus (who is reputed to have discovered the curves of the ellipse, the parabola, and the hyperbola) for a shortcut to geometry, he got the reply: "O King, for traveling over the country there are royal roads and roads for common citizens; but in geometry there is one road for all. ~ Mario Livio, #NFDB
263:Yes, I share your concern: how to program well -though a teachable topic- is hardly taught. The situation is similar to that in mathematics, where the explicit curriculum is confined to mathematical results; how to do mathematics is something the student must absorb by osmosis, so to speak. One reason for preferring symbol-manipulating, calculating arguments is that their design is much better teachable than the design of verbal/pictorial arguments. Large-scale introduction of courses on such calculational methodology, however, would encounter unsurmoutable political problems. ~ Edsger Dijkstra, #NFDB
264:Suppose someone wanting to learn to dance said: 'For hundreds of years now one generation after another has been learning dance steps, it's high time I took advantage of this and began straight off with a set of quadrilles.' One would surely laugh a little at him: but in the world of spirit such an attitude is considered utterly plausible. What then is education? I had thought it was the curriculum the individual ran through in order to catch up with himself; and anyone who does not want to go through this curriculum will be little helped by being born into the most enlightened age. ~ S ren Kierkegaard, #NFDB
265:Philosophy is to become a subject on the Irish Republic’s school curriculum for the first time under a plan developed by minister for education Jan O’Sullivan, to give “students an opportunity to explore the concepts and ideas of philosophy in the 21st century.” Believing that it will make “a significant contribution to giving students the tools to critically engage in an informed manner with the world around them” the Minister says she will ask the National Council for Curriculum and Assessment (NCCA) to design a short Philosophy course that can be taught in the early years of secondary school. ~ Anonymous, #NFDB
266:The second primary objective of a curriculum for Christlikeness is to remove our automatic responses against the kingdom of God, to free the apprentices of domination, of “enslavement” (John 8:34; Rom. 6:6), to their old habitual patterns of thought, feeling, and action. These are the “automatic” patterns of response that were ground into the embodied social self during its long life outside The Kingdom Among Us. They make up “the sin that is in my members” which, as Paul so brilliantly understood, brings it about that “wishing to do the good is mine, but the doing of it is not” (Rom. 7:18). ~ Dallas Willard, #NFDB
267:Because the Nazis considered theoretical physics and quantum mechanics too abstruse and “Jewish,” they had replaced them years before with a more homegrown and homespun curriculum—the rudimentary Deutsche Physik—and as a result of the switch, half of the country’s nuclear scientists had been relieved of, or driven from, their posts. A plethora of the continent’s brightest lights had also taken flight. Not just Einstein, but Hans Bethe, Max Born, Erwin Schrödinger, Eugene Wigner, Otto Stern, Lise Meitner, Robert Frisch, Enrico Fermi, Edward Teller, Maria Goeppert-Mayer—the list went on and on. ~ Robert Masello, #NFDB
268:Perhaps it's human nature: We want to shield our children from pain, and what we get instead is life and heartache and lessons that bring us to our knees. Sooner or later we are handed the brute, necessary curriculum of surrender, we have no choice, then but to bow our heads and learn. We struggle to accept that our children's destinies are not ours to write, their battles not ours to fight, their bruises not ours to bear, nor their victories ours to take credit for. We learn humility and how to ask for help. We learn to let go even when every fiber of our being yearns to hold on even tighter. ~ Katrina Kenison, #NFDB
269:I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book. ~ Donalyn Miller, #NFDB
270:Music is more powerful than reason in the soul. That is also why Plato made music the very first step in his long educational curriculum: good music was to create the harmony of soul that would be a ripe field for the higher harmony of reason to take root in later. And that is also why he said that the decay of the ideal state would begin with a decay in music. In fact, one of your obscure modern scholars has shown that social and political revolutions have usually been preceded by musical revolutions, and why another sage said, 'Let me write the songs of a nation and I care not who writes its laws. ~ Peter Kreeft, #NFDB
271:His whole mind has been given to books, and I am hardly exaggerating if I say that they are more real to him than Nature. He imagines that all knowledge can be got out of books, and rests upon the authority of some master or other; nor does he entertain any misgiving that the method of learning which led to proficiency in the rules of grammar will suffice to lead him to a mastery of the laws of Nature. The youngster, thus unprepared for serious study, is turned loose among his medical studies, with the result, in nine cases out of ten, that the first year of his curriculum is spent in learning how to learn. ~ Thomas Henry Huxley, #NFDB
272:Working with a small team of researchers, educators, and scientists, we are creating a curriculum on what we are calling “worldview literacy.”31 We define this as the capacity to comprehend and communicate not only our own worldview but also to recognize that our beliefs come from our particular frame of reference and to understand that others hold different and potentially equally valid worldviews out of which their assumptions, and therefore their actions, arise. This capacity also includes being able to adapt to changes that come through a meeting of different perspectives, customs, practices, and belief systems. ~ Ervin Laszlo, #NFDB
273:The Saudis may be teaching that Jews are pigs, but in our country, by means of a one-sided biology curriculum, we teach kids that there’s really no difference between any human being and a pig. After all, if we’re merely the product of blind naturalistic forces—if no deity created us with any special significance—then we are nothing more than pigs with big brains. Does this religious (atheistic) “truth” matter? It does when kids carry out its implications. Instead of good citizens who see people made in the image of God, we are producing criminals who see no meaning or value in human life. Ideas have consequences. ~ Norman L Geisler, #NFDB
274:The militants of ethnicity contend that a main objective of public education should be the protection, strengthening, celebration, and perpetuation of ethnic origins and identities. Separatism, however, nourishes prejudices, magnifies differences, and stirs antagonisms. The consequent increase in ethnic and racial conflict lies behind the hullabaloo over "multiculturalism" and "political correctness", over the inequities of the "Eurocentric" curriculum, and over the notion that history and literature should be taught not as intellectual disciplines but as therapies whose function is to raise minority self-esteem. ~ Arthur M Schlesinger Jr, #NFDB
275:I saw a cartoon that describes this. A head of iceberg lettuce is sitting in a garden saying, “Oh, no, how did I get in this vegetable garden again? I wanted to be a wildflower!” The caption reads, “Oscar is born again as a head of iceberg lettuce in order to overcome his fear of being eaten.” One can think from a bigger perspective than this whole notion of reward and punishment. You could see your life as an adult education course. Some of the curriculum you like and some you don’t like; some of what comes up you find workable, some you don’t. That’s the curriculum for attaining enlightenment. The question is, how do you work with it? ~ Pema Ch dr n, #NFDB
276:Modern man is determined to believe; that he has demonstrated by the very strength with which he has clutched at absurdities, at fleeting phantasms of the mind. ·Yet he is a rational being who must be brought to salvation in a rational manner. If it is to be equal to the task, theology must no longer be a second class subject in the curriculum. Rather must theology as the prince of sciences attract not only the beSt heans, but the best minds too, the purest intellects-those which find no satisfaction in the discipline of the individual sciences nor even in philosophy, but which are commensurate with the totality of things, with. the universe. ~ Ernst J nger, #NFDB
277:Well, you can't really force him to eat the veggies, guys, but your job is to make sure they're on his plate. He can't eat them if they're not even on his plate" -pediatrician
"I've thought about that a lot over the years. I think about it with teaching. My students can't learn what I don't teach them. Kindness. Empathy. Compassion. It's not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they'll eat it; maybe they won't. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow" -Mr. Browne ~ R J Palacio,#NFDB
278:As Bruce Lee famously said, “Under duress, we do not rise to our expectations, but fall to our level of training.” Hundreds of years of living in a context designed by pillagers of the land and captors of people—without sufficient intervention—naturally establishes the curriculum of the training to which we fall. Our methodologies are forged within the default mindset of colonization, capitalism-as-religion, corporation-as-demigod, domination over people and planet, winner take all, rape and plunder as spoils of victory, human and natural resources taken as objects of subjugation to the land-owning, resource-controlling, very, very privileged few. ~ Angel Kyodo Williams, #NFDB
279:The change in the early elementary curriculum and the consequent neglect of teaching socialization places a greater burden than ever before on the American parent. But just when kids need parents more than ever to teach them the whole package of what it means to be a good person in this particular culture, the authority of parents to do that job has been undermined. We now live in a culture in which kids value the opinion of same-age peers more than they value the opinion of their parents, a culture in which the authority of parents has declined not only in the eyes of children but also in the eyes of parents themselves. Parents today suffer from role confusion. ~ Leonard Sax, #NFDB
280:McRaven’s thesis, which would become part of the curriculum at the Naval Postgraduate School, set out the core concept of special ops: that a small, well-trained force can deliver a decisive blow against a much larger, well-defended one. He defined such a mission as one “conducted by forces specially trained, equipped, and supported for a specific target whose destruction, elimination, or rescue (in the case of hostages), is a political or military imperative.” Refining the key elements to success for such missions, he prescribed, in a nutshell, “A simple plan, carefully concealed, repeatedly and realistically rehearsed, and executed with surprise, speed, and purpose. ~ Mark Bowden, #NFDB
281:It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books. ~ Neal Stephenson, #NFDB
282:The disabling force of debt was recognized more clearly in the 18th and 19th centuries (not to mention four thousand years ago in the Bronze Age). This has led pro-creditor economists to exclude the history of economic thought from the curriculum. Mainstream economics has become censorially pro-creditor, pro-austerity (that is, anti-labor) and anti-government (except for insisting on the need for taxpayer bailouts of the largest banks and savers). Yet it has captured Congressional policy, universities and the mass media to broadcast a false map of how economies work. So most people see reality as it is written – and distorted – by the One Percent. It is a travesty of reality. ~ Michael Hudson, #NFDB
283:It is not really a “Negro revolution” that is upsetting the country. What is upsetting the country is a sense of its own identity. If, for example, one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody’s history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad. ~ James Baldwin, #NFDB
284:It’s true, that in concrete battles the tyrants may have the upper hand in terms of tactics, weapons, ruthlessness. What our means of protest attempt to do is to move the battles towards abstract space. Force tyranny to defend itself in language. Weaken it with public opinion, with supreme court judgements, with debates and subversive curriculum. Take hold of the media, take hold of the printing presses and the newspapers, broadcast your views from pirate radio channels, spread the word. Don’t do anything less than all you are capable of, and remember that history outlives you. It may not be until your grandchildren’s days that they’ll point back and say, there were sown the seeds of what we’ve now achieved. ~ Kamila Shamsie, #NFDB
285:You're a mountain
searching for it's echo! Whenever you hurt, you say, Lord God! The answer lives in that
which bends you low and makes you cry out. Pain and the threat of death, for instance, do this.
They make you clear. When they're gone, you lose purpose. You wonder what to do, where
to go. This is because you're uneven in your opening: sometimes closed and unreachable,
sometimes, with your shirt torn with longing. Your discursive intellect dominates for a
time; then the universal, beyond-time intelligence comes. Sell your questioning talents, my
son; buy bewildering surrender. Live simply and helpfully in that. Don't worry about
the University of Bukhara with its prestigious curriculum. ~ Rumi,#NFDB
286:Our children see how they are allowed in the best colleges, but only if they live in a neighborhood that has enough public school funding to help them get there. Our children see how once they get into that college the curriculum will still teach and promote the history, culture, and politics that keep them oppressed. Our children are seeing their parents lose the homes they worked so hard to afford due to racist lending practices of banks who will never face consequences for their illegal deeds. Our children see how no matter how hard they work, no matter what they accomplish, they could still be in the next viral video as they are gunned down by a cop at a traffic stop. Our children see that, as the world is now, they have nothing to lose. ~ Ijeoma Oluo, #NFDB
287:If the dominant ideology is to be liberalism - a doctrine of tolerance - then to what extent can liberalism tolerate anything other than itself?
Liberalism seems to be increasingly coercive. 'You must have such and such a curriculum...You must have certain views on alternative sexualities...You must have certain views about gender...etc etc' in an increasing set of boxes which one is expected to tick, which seems to sit ill with the basic premise of liberalism which is to open the horizon for people to think and behave as they will as long as they do not constitute a threat to public order. The current strange liberal inquisition in the schools: Thou Shalt Be A Liberal, is just an example of the paradox of this Late Liberal or Coercive Liberal Project. ~ Abdal Hakim Murad,#NFDB
288:These days, we've gotten incredibly fussy. With our personal playlists, our complicated made-to-order half-caf, half-decaf lattes, our special mattresses that can adjust for each sleeper, our individually designed college curriculums, we've gotten out of the habit of making do with what's at hand. Part of living with abandon is giving oneself over to one's circumstances without any expectation that things are going to be to our liking anytime soon. We can hope that things will improve, but it shouldn't prevent us from doing what we've set out to do. Julia had an astonishing capacity to be content with what was in front of her, whether it be a cooking school run on spit and a string or a less than perfect hunk of meat. She made do and moved on and rarely regretted it. ~ Karen Karbo, #NFDB
289:Much the same can be said of the strategies—rarely taken as primary objectives, to be sure, but much used—of encouraging faithfulness to the activities of a church or other outwardly religious routines and various “spiritualities,” or the seeking out of special states of mind or ecstatic experiences. These are good things. But let it be said once and for all that, like outward conformity and doctrinally perfect profession, they are not to be taken as major objectives in an adequate curriculum for Christlikeness. Special experiences, faithfulness to the church, correct doctrine, and external conformity to the teachings of Jesus all come along as appropriate, more or less automatically, when the inner self is transformed. But they do not produce such a transformation. ~ Dallas Willard, #NFDB
290:But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from a class’s curriculum for no other reason than that they made someone feel bad. Speakers and professors are shouted down and banned from campuses for infractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counselors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with a roommate, or getting a low grade in a class. ~ Mark Manson, #NFDB
291:American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep. ~ Azar Nafisi, #NFDB
292:The other approach, taken by survivors of the old Madrasa i-Rahimiyya, was to reject the West in toto and to attempt to return to what they regarded as pure Islamic roots. For this reason, disillusioned pupils of the school of Shah Waliullah, such as Maulana Muhammad Qasim Nanautawi – who in 1857 had briefly established an independent Islamic state north of Meerut at Shamli in the Doab – founded an influential but depressingly narrow-minded Wahhabi-like madrasa at Deoband, 100 miles north of the former Mughal capital. With their backs to the wall, they reacted against what the founders saw as the degenerate and rotten ways of the old Mughal elite. The Deoband madrasa therefore went back to Koranic basics and rigorously stripped out anything Hindu or European from the curriculum. ~ William Dalrymple, #NFDB
293:Our educational systems need to give young people the opportunity to plug into curriculums that encourage them to rise to their full potential, take risks, embrace failure, and challenge the established norms wherever and whenever they can. The leaders of tomorrow will be so much more effective if they are taught to retain and refine that childlike curiosity for the unknown, rather than having it ‘schooled’ out of them, as seems still to be the case today in so many schools and universities. Secondary education should be encouraged to place greater emphasis on developing emotional intelligence, critical thinking, and real-life problem-solving skills – algebra and calculus don’t cut it – all of which are key traits of successful entrepreneurs and indeed successful adults in any walk of life. ~ Richard Branson, #NFDB
294:To learn theory by experimenting and doing.
To learn belonging by participating and self-rule.
Permissiveness in all animal behavior and interpersonal expression.
Emphasis on individual differences.
Unblocking and training feeling by plastic arts, eurythmics and dramatics.
Tolerance of races, classes, and cultures.
Group therapy as a means of solidarity, in the staff meeting and community meeting.
Taking youth seriously as an age in itself.
Community of youth and adults, minimizing 'authority.'
Educational use of the actual physical plant (buildings and farms) and the culture of the school community.
Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city).
Trying for functional interrelation of activities. ~ Paul Goodman,#NFDB
295: Curriculum Vitae
As though it were reluctant to be day,
.......Morning deploys a scale
.......Of rarities in gray,
And winter settles down in its chain-mail,
Victorious over legions of gold and red.
......The smokey souls of stones,
......Blunt pencillings of lead,
Pare down the world to glintless monotones
Of graveyard weather, vapors of a fen
.......We reckon through our pores.
.......Save for the garbage men,
Our children are the first ones out of doors.
Book-bagged and padded out, at mouth and nose
.......They manufacture ghosts,
.......George Washington's and Poe's,
Banquo's, the Union and Confederate hosts',
And are themselves the ghosts, file cabinet gray,
.......Of some departed us,
.......Signing our lives away
On ferned and parslied windows of a bus.
~ Anthony Evan Hecht,#NFDB
296:To escape from their derision I purposely began to make all the progress I could with my studies and forced my way to the very top. This impressed them. Moreover, they all began by degrees to grasp that I had already read books none of them could read, and understood things (not forming part of our school curriculum) of which they had not even heard. They took a savage and sarcastic view of it, but were morally impressed, especially as the teachers began to notice me on those grounds. The mockery ceased, but the hostility remained, and cold and strained relations became permanent between us. In the end I could not put up with it: with years a craving for society, for friends, developed in me. I attempted to get on friendly terms with some of my schoolfellows; but somehow or other my intimacy with them was always strained and soon ended of itself. ~ Fyodor Dostoyevsky, #NFDB
297:one of the hottest topics today is ethics—ethics discussions, ethics curriculum, ethics training, codes of ethics. This book shows that while ethics is fundamentally important and necessary, it is absolutely insufficient. It shows that the so-called soft stuff is hard, measurable, and impacts everything else in relationships, organizations, markets, and societies. Financial success comes from success in the marketplace, and success in the marketplace comes from success in the workplace. The heart and soul of all of this is trust. This work goes far beyond not only my work, but also beyond anything I have read on the subject of trust. It goes beyond ethical behavior in leadership, beyond mere “compliance.” It goes deep into the real “intent” and agenda of a person’s heart, and then into the kind of “competence” that merits consistent public confidence. ~ Stephen M R Covey, #NFDB
298:After ten whole minutes of painful silence, I finally raised my hand and told Mr. O'Hara I loved Miranda Blythe's romance novels, and I decided I liked him immediately when he didn't laugh or reassure me that we'd be reading real books. Like Mrs. Andrews had last year.
He did say, 'I'm afraid Ms. Blythe is not on the curriculum this semester. We'll be starting your education with the epic poets—boring, I know, but necessary building blocks. However, an extra-credit book report is always welcome, and you're free to choose whatever topic you like.'
Then Mr. O'Hara added, 'I think Ms. Blythe's works would be a particularly interesting topic for a report. In fact, if you want an example of the archetypal hero journey—'
'Wait, wait, wait.' Fred raised his hand. 'You read romance novels?'
'My dear boy,' Mr. O'Hara replied, 'I read everything. ~ Caitlen Rubino Bradway,#NFDB
299:The duke’s son and the pauper girl. I suppose as a couple we were the most interesting thing in view.
I took the champagne glass from Armand and finished what he hadn’t. As Sophia had said, it wasn’t swill.
So much for my manners.
“Why am I here?” I asked curtly, handing back the empty flute.
“Because I invited you.”
I dropped my voice. “Did you find out anything about Rue?”
“Is that why you came?”
“No, I came because I simply can’t get enough of people looking down their noses at me. The girls at school are getting frightfully lax about it.”
“Are they? How remiss of them. We’re taught from the cradle how to look down our noses, you know, we rich sons of bitches. Perhaps Westcliffe’s curriculum is a tad too liberal these days.”
“Why, yes, my lord,” I said very audibly. “I would enjoy seeing the rest of the boat.”
“The yacht.”
“That, yes. ~ Shana Abe,#NFDB
300:If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door. ~ William S Lind, #NFDB
301:not everyone has just a family tree; that some people have whole orchards. There are kids in stepfamilies; there are those who have foster families; there are some who have adoptive families and birth families. This was the beginning of a curriculum I’ve developed—I call it the family orchard—for blended families, including adoptive families. Unlike the traditional family tree assignment, the family orchard allows children to show the numerous trees that contributed to their being. It acknowledges the fact that adoptive families are not totally unlike a stepfamily, or a foster family, in that they are complex; there is more than one set of mothers and fathers. Even if a child does not know his or her birth parents, the family orchard helps to acknowledge what the child essentially knows: there is another mother and father even if they are not the parents. They are there. They are real. ~ Joyce Maguire Pavao, #NFDB
302:In a proper Islamic University, fard 'ain knowledge which represents the permanent intellectual and spiritual needs of the human soul--should form the core curriculum, and should be made obligatory to all students. Fard kifayah knowledge--reflecting societal needs and global trends--is not obligatory to all, but must be mastered by and adequate number of Muslims to ensure the proper development of the Community and to safeguard its proper place in world affairs. The fard 'ain knowledge shall include knowledge of the traditional Islamic sciences such as the Arabic language, metaphysics, the Qur'an and Hadith, ethics, the shari'ah sciences, and the history of Islam. Consonant with our position that these fard 'ain sciences are not static but dynamic, they should be continuously studied, analyzed, and applied in relation to the fard kifayah sciences; i.e. the fields of their specialization. ~ Wan Mohd Nor Wan Daud, #NFDB
303:Cerrar los ojos. Cómo quisiera cerrar los ojos y empezar de nuevo y abrirlos después con la tardía lucidez que traen los años pero con la vitalidad que ya no tengo. Dios da pan al que no tiene dientes, pero antes, mucho antes, le dio hambruna al que los tenía. Linda trampa la de Dios. Después de todo, los refranes populares son algo así como un curriculum divino. Se armó la de Dios es Cristo: virulencia y furia. Dios los cría y ellos se juntan: conspiración y acoso. Dar a Dios lo que es de Dios y al César lo que es del César: repartija y prorrateo. Como Dios manda: prepotencia e imperio. Dios paso de largo: indiferencia y menosprecio. A Dios rogando y con el mazo dando: parapoliciales, paramilitares, escuadrones de la muerte, etc. Cuando Dios quiera: poder omnímodo. Dios nos libre y nos guarde: neocolonialismo. Dios castiga sin palo ni piedra: tortura subliminal. Vaya con Dios: malas compañías. ~ Mario Benedetti, #NFDB
304:Many school programs seem to offer either The Cultural Literacy Track or The Vocational Track. The Cultural Literacy programs are designed for the “smart kids” who are going to go on to ever-higher levels of both education and financial success. This track, with no pretense of being real world, includes classes on classics, foreign languages, and math theory (such as calculus). It is a curriculum based on “teach what has been taught.” The Vocational programs are for the “remedial kids” who are going to have only blue-collar futures if they are in high school (taking classes such as wood working) or inflexible paraprofessional paths if they are in college (such as degrees in physical therapy). This two-tier approach is an immoral sorting system with crippling consequences. Maybe worse, it also presents a false dichotomy. Instead, true wisdom comes from a synthesis of those two perspectives and more. The ~ Clark Aldrich, #NFDB
305:The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together ~ Alfred North Whitehead, #NFDB
306:For many school-aged adopted children, daydreaming is a very understandable and necessary strategy for doing the extra work of forming identity. Daydreaming, though, is often taken as a symptom of attention deficit disorder or attention deficit hyperactive disorder; it is in fact one of the many indicators that leads to the diagnosis of ADD. There are many children who do have this real disorder, and it is important in these cases to find the appropriate behavioral or pharmacological treatments. But, for adopted children, and for some other children in complex or difficult situations, the daydreaming or distracted air is not always an indicator of ADD. Too often, teachers seem to be making diagnoses and suggesting medications and treatments to parents. This is inappropriate and unethical, and it is one of the reasons I feel the curriculum in schools of education must include information concerning the special circumstances of adoptive families. ~ Joyce Maguire Pavao, #NFDB
307:Project-based homeschooling is concerned with the underlying motives, habits, and attitudes of thinking and learning. However you feel about knowledge and skills — whether you’re a Latin-loving classicist or a relaxed unschooler or somewhere in-between — the point of project-based homeschooling is to devote some time to helping your child direct and manage his own learning. This does not have to comprise your entire curriculum. (Though it can.) It does not have to be the primary focus of your learning life. (Though it can be.) But it is essential. It is the part of your child’s education that is focused on that underlying machinery. It is the part of your child’s learning life that is focused on your child’s very specific and unique interests, talents, and passions. It is the part of your child’s learning when he is not only free to explore whatever interests him, but he receives attention, support, and consistent, dependable mentoring to help him succeed. ~ Lori McWilliam Pickert, #NFDB
308:What I mean is, a professor is the only person on earth with the power to put a veritable frame around life— not the whole thing, God no— simply a fragment of it, a small wedge. He organizes the unorganizable. Nimbly partitions it into modern and postmodern, renaissance, baroque, primitivism, imperialism and so on. Splice that up with Research Papers, Vacation, Midterms. All that order— simply divine. The symmetry of a semester course. Consider the words themselves: the seminar, the tutorial, the advanced whatever workshop accessible only to seniors, to graduate fellows, to doctoral candidates, the practicum— what a marvelous word: practicum! You think me crazy. Consider a Kandinsky. Utterly muddled, put a frame around it, voilà — looks rather quaint above the fireplace. And so it is with the curriculum. That celestial, sweet set of instructions, culminating in the scary wonder of the Final Exam. And what is the Final Exam? A test of one’s deepest understanding of giant concepts. ~ Marisha Pessl, #NFDB
309:In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution".
How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby. ~ Arthur M Schlesinger Jr,#NFDB
310:Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job. ~ Frederic Laloux, #NFDB
311:My uncle is still refusing to take cases, by the by, because I "need some proper looking-after." He has thrown himself headfirst into my "education," where we at first worked through the syllabi for several graduate-level humanities courses, reading a number of quite interesting nonfiction texts and novels and some poetry and of course the relevant associated cultural criticism, but after a week or so of this my uncle chucked the whole thing over to make me watch television with him at night. Bad television. According to Leander, my father entirely overlooked my "social and emotional education" in favor of his "uselessly specific curriculum," making me into some kind of "automaton who actually enjoys reading Heidegger-Good God, Charlotte, who enjoys that? Or Camus? Were you just reading Camus and laughing?"
Apparently the only way to rectify this is to watch loads of old Doctor Who while eating Thai peanut chicken crisps on the couch.
I am working through the Heidegger on my own. ~ Brittany Cavallaro,#NFDB
312:Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough. ~ Ken Robinson, #NFDB
313:I will reluctantly teach you enough trivia for a passing mark on the Ministry-mandated portions of your first-year finals. Since your exact mark on these sections will make no difference to your future life, anyone who wants more than a passing mark is welcome to waste their own time studying our pathetic excuse for a textbook. The title of this subject is not Defence Against Minor Pests. You are here to learn how to defend yourselves against the Dark Arts. Which means, let us be very clear on this, defending yourselves against Dark Wizards. People with wands who want to hurt you and who will likely succeed in doing so unless you hurt them first! There is no defence without offence! There is no defence without fighting! This reality is deemed too harsh for eleven-year-olds by the fat, overpaid, Auror-guarded politicians who mandated your curriculum. To the abyss with those fools! You are here for the subject that has been taught at Hogwarts for eight hundred years! Welcome to your first year of Battle Magic! ~ Eliezer Yudkowsky, #NFDB
314:I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to Be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? Think how these truths would manifest. We would have happy people who feel good about themselves. We would have people who are comfortable financially and who enrich the economy by investing their money wisely. They would have good relationships with everyone and would be comfortable with the role of parenthood and then go on to create another generation of children who feel good about themselves. Yet within all this, each person would remain an individual expressing his or her own creativity. ~ Louise L Hay, #NFDB
315:Clearly, there exists an entire class of people who gain immense profit, prestige and power from the existence of the government. It is equally true that, as a collective, these people have enormous control and influence over the minds of children, since it is that same government that educates virtually every child for six or more hours a day, five days a week, for almost a decade and a half of their formative years. To analogize this situation, can we imagine that we would be at all surprised that children who came out of 14 years of religious indoctrination would in general believe in the existence and virtue of God? Would we be at all surprised if the strong arguments for atheism were left off a curriculum expressly designed by the priests, who directly profit from the maintenance of religious belief? In fact, we would fully expect such children to be actively trained in the rejection of arguments for atheism – inoculated against it, so to speak, so that they would react with scorn or hostility to such arguments. ~ Stefan Molyneux, #NFDB
316:Theists of course are deeply critical of those aspects of Marxism that issue in Marxist atheism. And theists of different standpoints have leveled a variety of particular criticisms against particular Marxist theses. Nonetheless they have had to recognize that Marxism is a theory or a set of theories with the same scope as their own and that in responding to it they are responding
to a theoretical atheism that is in some ways intellectually more congenial than the practical atheism of contemporary American universities. For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things. ~ Alasdair MacIntyre,#NFDB
317:It's amazing that schools still offer courses in musical composition. What a useless thing to spend money on -- to take a course in college to learn how to be a modern composer! No matter how good the course is, when you get out, what the fuck will you do for a living? (The easiest thing to do is become a composition teacher yourself, spreading 'the disease' to the next generation.)
One of the things that determines the curriculum in music schools is: which of the current fashions in modern music gets the most grant money from the mysterious benefactors in Foundation-Land. For a while there, unless you were doing serial music (in which the pitches have numbers, the dynamics have numbers, the vertical densities have numbers, etc) -- if it didn't have a pedigree like that, it wasn't a good piece of music. Critics and academicians stood by, waiting to tell you what a piece of shit your opus was if your numbers didn't add up. (Forget what it sounded like, or whether it moved anybody, or what it was about. The most important thing was the numbers. ~ Frank Zappa,#NFDB
318:Woman-identification is a source of energy, a potential springhead of female power, violently curtailed and wasted under the institution of heterosexuality. The denial of reality and visibility to women’s passion for women, women’s choice of women as allies, life companions, and community; the forcing of such relationships into dissimulation and their disintegration under intense pressure, have meant an incalculable loss to the power of all women to change the social relations of the sexes to liberate ourselves and each other. The lie of compulsory female heterosexuality today admits not just feminist scholarship, but every profession, every reference work, every curriculum, every organizing attempt, every relationship or conversation over which it hovers. It creates, specifically, a profound falseness, hypocrisy, and hysteria in the heterosexual dialogue, for every heterosexual relationship is lived in the queasy strobe-light of that lie. However we choose to identify ourselves, however we find ourselves labeled, it flickers across and distorts our lives. ~ Adrienne Rich, #NFDB
319:If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook.
And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone.
If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault.
That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.'
What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next. ~ Seth Godin,#NFDB
320:A SPOONFUL OF KINDNESS When Tommy, my son, was three years old, my wife, Lilly, and I took him for his annual checkup and the pediatrician asked us what his eating habits were like. “Well,” we confessed, “he’s going through this phase of only liking chicken fingers and carbs, so we’ve kind of given up trying to get him to eat vegetables for now. It’s become too much of a struggle every night.” The pediatrician nodded and smiled, and then said, “Well, you can’t really force him to eat the veggies, guys, but your job is to make sure they’re on his plate. He can’t eat them if they’re not even on his plate.” I’ve thought about that a lot over the years. I think about it with teaching. My students can’t learn what I don’t teach them. Kindness. Empathy. Compassion. It’s not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they’ll eat it; maybe they won’t. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow. —Mr. Browne ~ R J Palacio, #NFDB
321:You are teaching your living, breathing, made-in-the-Image-of-God students. The resources are there to help you do that. It's that simple, we just forget when we get all wrapped up in "getting through" all the math lessons before the end of May, or finishing every science experiment in the book before we call it good and move on. It doesn't really matter how far in the book we get. What matters is what happens in the mind and heart of our student, and for that matter- in ourselves. You know this. I know this. But we've got to start living it. We are all spinning our wheels because we're frantically trying to "get through" published curriculum as if turning the last page in the book by the beginning of summer vacation will somehow mean that our children learned something. Truth is, they do learn something from that. But it's not at all the message we want them to internalize. We are teaching people, not books. We need to understand the limitations of curriculum. We need to stop trying to make it something that it's not, expecting it to yield what it was never intended to deliver. ~ Sarah Mackenzie, #NFDB
322:What remained of that Baghdad, I wondered? The Baghdad of fountains of knowledge. The Baghdad at the centre, the fulcrum of a globalized culture that went on to humanize Europe: the Baghdad that taught Europe the distinction between civil society and barbarism, the difference between medicine and magic, and the importance of experimental method; the Baghdad that trained the West in scholastic and philosophic method, drilled it in making surgical instruments, told it how to establish and run hospitals and provided it with the model of a university complete with curriculum and syllabus, terminology and administrative structure; the Baghdad that schooled Europe in the importance of biography, the novella, the history of cities and historical and textual criticism. In short, the Baghdad that gave Europe its most prized possession: liberal humanism. By what intellectual conjuring trick had Europe self-servingly made the reality of its cultural debt disappear into a fairy-tale dream of Sinbad, Aladdin, harem ladies in diaphanous veils, the subject matter of pantomime and other such dissembling misrepresentations? ~ Ziauddin Sardar, #NFDB
323:• Launched Real Time Talent, one of the most innovative workforce development initiatives in the country. It links the curriculum and training for more than four hundred thousand postsecondary students with the skill requirements of employers in the state (RealTimeTalentMN.org). • Created the Business Bridge, which facilitates connections between the procurement functions of large corporations and smaller potential suppliers located in the region. As a result of this effort, participating businesses added more than $1 billion to their spending with local businesses in two years—a year ahead of their goal. • Helped to build the case for investing more aggressively in higher education. By strengthening relationships between business and higher education leaders, and using a fact-based set of findings to justify investing more than an incremental amount, a coalition organized by Itasca helped increase spending in the state by more than $250 million annually. That’s not bad for a group of people with no budget, no office, no charter, virtually no Internet presence, virtually no staff—but a huge abundance of trust. ~ Thomas L Friedman, #NFDB
324:Thomas Piketty, the economist of the moment, writes that after he obtained an economics doctorate, and spent several years teaching at M.I.T., “I was only too aware of the fact that I knew nothing about the world’s economic problems.” Piketty goes on, “To put it bluntly, the discipline of economics has to get over its childish passion for mathematics and for purely theoretical and often highly ideological speculation, at the expense of historical research and collaboration with the other social sciences.” The student group agrees with Piketty. In the open letter, the students argue that an economics degree “should include interdisciplinary approaches and allow students to engage with other social sciences and the humanities.” But the students’ main beef is that, even within the subject of economics, the standard curriculum is overly restrictive, and excludes much that is valuable. The letter calls for students to be exposed to “a variety of theoretical perspectives, from the commonly taught neoclassically-based approaches to the largely excluded classical, post-Keynesian, institutional, ecological, feminist, Marxist and Austrian traditions—among others. Most economics students graduate without ever encountering ~ Anonymous, #NFDB
325:In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith. ~ Matthew Bowman, #NFDB
326:The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character. ~ Malcolm Gladwell, #NFDB
327:One of the questions I asked Ken was “what’s your vision of an ideal education curriculum for children?” This is what Ken told me: Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We educate for just a small part, a slice, a fragment of just what’s possible for us. . . . Because according to the great wisdom traditions around the world—not only do humans possess typical states of consciousness like waking, dreaming, or deep sleep, they also possess profoundly high states of consciousness like enlightenment or awakening—and none of our education systems teach ANY of that. Now, all of these factors I’ve mentioned . . . none of these are rare, isolated, esoteric, far-out, strange, or occult. They are all some of the very most basic and most fundamental potentials of a human being everywhere. They are simply human 101. Yet we don’t educate human 101. We educate something like human 1/10. So yes, I firmly believe that we can bring about health on this planet for the planet and the humans on it if we started educating the whole person with all their fundamental potentials and capacities and skills and stopped this fragmented, partial, broken system that we have now. Consciousness ~ Vishen Lakhiani, #NFDB
328:Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62 ~ Bryan Caplan, #NFDB
329:The obvious difficulty that has prevented the study of European culture becoming a part of the regular curriculum of studies is its vastness and its complexity. The great advantage of classical education was the fact that it involved the study of only two languages and two literatures and histories. But European culture has produced about twenty vernacular literatures, and its history is spread out among an even larger number of political communities. At first sight it is an unmanageable proposition and we can understand how educationalists have so often come to acquiesce in a cultural nationalism which at least saved them from being overwhelmed by a multiplicity of strange tongues and unknown literatures. But the true method, it seems to me, is rather to find the consitutive factors of the European community and to make them the basis of our study.
This means reversing the traditional nationalist approach which concentrated the student's attention on the distinctive characteristics of the national cultures and disregarded or passed lightly over the features that they shared in common. It means also that we should have to devote much more attention to the religious development, since it was in religion that Europe found its original basis of unity. ~ Christopher Henry Dawson,#NFDB
330:From this state of bewildered scepticism the student may take a leap of faith. And the leap is never backwards into the old curriculum, the old canon, the old belief in objective standards and settled ways of life. It is always a leap forward, into the world of free choice and free opinion, in which nothing has authority and nothing is objectively right or wrong. In this postmodern world there is no such things as adverse judgement – unless it be judgement of the adverse judge. It is a playground world, in which all are equally entitled tot their culture, their lifestyle and their opinions.
And that is why, paradoxically, the postmodern curriculum is so censorious – in just the way that liberalism is censorious. When everything is permitted, it is vital to forbid the forbidder. All serious cultures are founded on the distinctions between right and wrong, true and false, good and bad taste, knowledge and ignorance. It was to the perpetuation of those distinctions that the humanities, in the past were devoted. Hence the assault on the curriculum, and the attempt to impose a standard of 'political correctness' – which means, in effect, a standard of non-exclusion and non-judgement – is also designed to authorise a vehement kind of judgement, against all those authorities that question the orthodoxy of the left. ~ Roger Scruton,#NFDB
331:It was good to be gay on Top of the Pops years before it was good to be gay in Parliament, or gay in church, or gay on the rugby pitch. And it’s not just gay progress that happens in this way: 24 had a black president before America did. Jane Eyre was a feminist before Germaine Greer was born. A Trip to the Moon put humans on the Moon in 1902.
This is why recent debates about the importance of the arts contain, at core, an unhappy error of judgment. In both the arts cuts—29 percent of the Arts Council’s funding has now gone—and the presumption that the new, “slimmed down” National Curriculum will “squeeze out” art, drama and music, there lies a subconscious belief that the arts are some kind of . . . social luxury: the national equivalent of buying some overpriced throw pillows and big candle from John Lewis. Policing and defense, of course, remain very much “essentials”—the fridge and duvets in our country’s putative semi-detached house.
But art—painting, poetry, film, TV, music, books, magazines—is a world that runs constant and parallel to ours, where we imagine different futures—millions of them—and try them out for size. Fantasy characters can kiss, and we, as a nation, can all work out how we feel about it, without having to involve real shy teenage lesbians in awful sweaters, to the benefit of everyone’s notion of civility. ~ Caitlin Moran,#NFDB
332:The trouble with purging the school curriculum of religious knowledge is that ultimate questions cannot be answered without reference to religious beliefs or at least to philosophy. With religion expelled from the schools, a clear field was left for the entrance of the mode of belief called humanitarianism, or secular humanism--the latter a term employed by the cultural historian Christopher Dawson. During the past four decades and more, the place that religion used to hold in American schooling, always a rather modest and non-dogmatic place, has been filled by secular humanism. Its root principle is that human nature and society may be perfected without the operation of divine grace. . . .
In his book A Common Faith (1934), [John] Dewey advocated his brand of humanism as a religion. "Here are all the elements for a religious faith that shall not be confined to sect, class, or race," he wrote. "Such a faith has always been implicitly the common faith of mankind. It remains to make it explicit and militant."
Much more evidence exists to suggest that humanitarianism, or secular humanism, should be regarded in law as a religion, with respect to both establishment and free exercise in the First Amendment. It is this non-theistic religion, hostile to much of the established morality and many existing American institutions, that has come close to being established as a "civil religion" in American public schools. ~ Russell Kirk,#NFDB
333:In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed. ~ Alain de Botton, #NFDB
334:Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes.
In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the
difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children,
both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity. ~ Judith Lewis Herman,#NFDB
335: The War
Are you sure my tears are righteous, not
apocryphal, or a crocodile’s? Consider this
woman’s: a victim of vaginal mutilation
a refugee from an Islamist hellhole in Africa
her frank indignation and now her élan
at winning the lucrative job of the “native
informant” to the “War on Terror.” In truncated
form: her anger at being circumcised by her vicious
grandmother, alibi for Westerners’ furious
incineration of much of the Middle East. Is
this anything but invidious, my desire to hurt
because I’ve been hurt? Many more thousand
deaths to atone for her sliced clitoris? Titular
“liberated feminist activist,” star of Western media
what does she or I propose should be done with
the traduced Muslims who do nasty things e.g. hate
Israelis, wear chador instead of flashing their
(monstrously unshaven) legs and thighs? Burn
them? With cluster bombs, bunker-busters,
tactical nukes? Grafting concern for women’s rights
onto an Imperialist quest to sequester the planet’s
“black gold” fields: our mercenary’s curriculum vitae
in short. And what about the wails of the war-torn
harmonising with the salvos at makeshift funerals
***
across Iraq, Afghanistan, Kashmir, Palestine,
97
Somalia, Lebanon, Chechnya, etc? Well, we won’t
hear of them. We’ve had our ears blocked, watching
TV, entranced by one to three languid, shiny tears
wringed by the camera from the Rasputin eyes
of the “good Arab” defector who says she loves
democracy and freedom, who vindicates this war.
~ Ali Alizadeh,#NFDB
336:Futuring,” says Bunyan, is based upon Hope. Hope is the force that propels us through life, giving us nourishment, purpose, and energy for our actions. Futuring causes us to question assumptions we make about life. Through the techniques of writing and sharing stories, creating images and participating in role-plays, we can simulate events as though we are already in the future. Our objective in such visualizations is not to predict the future, but to perceive potential futures in the here-and-now and to conceptualize what it will take to get from here to there.… There is no monopoly on futurism. Every person has the childlike ability to spontaneously create.6 At the 1992 futuring conference I created a vision of Detroit Youth in the year 2032. A record-breaking snow storm had occurred on the eve of the celebration of Martin Luther King’s 103rd birthday, I wrote, but people had no trouble getting to the celebration because young people, organized in Youth Block Clubs, had assumed the right and responsibility to keep the streets clean and safe for the community, especially elders. The vision goes on to describe how community work had been incorporated into the school curriculum, so that elementary schoolchildren working with elders were growing most of the food for the city while middle and high school students were doing most of the work of preparing and serving food in the community, and so on.7 Having that vision in my head and heart since the futuring conference has helped me time and again to project youth activities that transform young people at the same time that they improve the community. ~ Grace Lee Boggs, #NFDB
337:EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware. ~ John Whitmore, #NFDB
338:The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way. ~ Scott Thornbury, #NFDB
339:The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students. ~ Anonymous, #NFDB
340:What is the school like? First, let me set the stage. The school enrolls students from the age of 4 up. No one is too old, although most of our students are 19 or younger. The people in the school, no matter what age they are, are each doing what they want to do. Usually that means that some people are doing things with others, who can be of the most various of ages, and some people are doing things alone. Usually it means that most people are doing things not done in most other schools, and some are doing things that are done in other schools with a very unusual intensity and concentration. It more often means that children are teaching adults than that adults are teaching children, but most often people are learning and unconscious that “learning” is taking place. Doing what they choose to do is the common theme; learning is the by-product. It is first and foremost a place where students are free to follow their inner dictates. They are free to do what we all do when we have the time to, and what we all find to be most satisfactory—they play. Play is the most serious pursuit at Sudbury Valley. Some people play at games, and some play at things we who have more traditional educations are more comfortable with—writing or art or mathematics or music. But we are quite clear at Sudbury Valley that it is doing what you want to that counts! We have no curriculum and place no value on one pursuit over another. The reason that we are secure in feeling this way is that we constantly see that people play more and more sophisticated “games,” explore more and more deeply, that they constantly expand their knowledge of the world, and their ability to handle themselves in it. Children who play constantly do not draw an artificial line between work and play. In fact, you could say that they are working constantly if you did not see the joy in the place, a joy most usually identified with the pursuit of avocations. I ~ Russell L Ackoff, #NFDB
341:Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt. ~ Roger Scruton, #NFDB
342:Finché l’uomo vive nel suo ambiente e in condizioni normali, gli elementi del curriculum vitae rappresentano per lui periodi importanti e svolte significative della sua vita. Ma appena il caso o il lavoro o le malattie lo separano dagli altri e lo isolano, questi elementi di colpo cominciano a scolorirsi, si inaridiscono e si decompongono con incredibile rapidità, come una maschera di cartone o di lacca senza vita, usata una volta sola. Sotto questa maschera comincia a intravedersi un’altra vita, conosciuta solo a noi, ossia la “vera” storia del nostro spirito e del nostro corpo, che non è scritta da nessuna parte, di cui nessuno suppone l’esistenza, una storia che ha molto poco a che fare con i nostri successi in società, ma che è, per noi, per la nostra felicità o infelicità, l’unica valida e la sola davvero importante.
Sperduto in quel luogo selvaggio, durante le lunghe notti, quando tutti i rumori erano cessati, Daville pensava alla sua vita passata come a una lunga serie di progetti audaci e di scoraggiamenti noti a lui solo, di lotte, di atti eroici, di fortune, di successi e di crolli, di disgrazie, di contraddizioni, di sacrifici inutili e di vani compromessi. Nelle tenebre e nel silenzio di quella città che ancora non aveva visto ma in cui lo attendevano, senza dubbio, preoccupazioni o difficoltà, sembrava che nulla al mondo si potesse risolvere né conciliare. In certi momenti gli pareva che per vivere fossero necessari sforzi enormi e per ogni sforzo una sproporzionata dose di coraggio. E, visto nel buio di quelle notti, ogni sforzo gli sembrava infinito. Per non fermarsi e rinunciare, l’uomo inganna se stesso, sostituendo gli obiettivi che non è riuscito a raggiungere con altri, che ugualmente non raggiungerà; ma le nuove imprese e i nuovi tentativi lo obbligheranno a cercare dentro di sé altre energie e maggiore coraggio. Così l’uomo si autoinganna e col passare del tempo diviene sempre più e senza speranza debitore verso se stesso e verso tutto quello che lo circonda. ~ Ivo Andri,#NFDB
343:In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day. ~ Chantal Sicile Kira, #NFDB
344:Ini and Aevi were entranced by his description of a curriculum that included farming, cparnetry, sewage reclamation, printing, plumbing, road mending, playwriting, and al the other occupations of the adult community, and by his admission that nobody was ever punished for anything.
“Though sometimes,” he said, “they make you go away by yourself for a while.”
“But what,” Oiie said abruptly, as if the question, long kept back, burst from him under pressure, “what keeps people in order? Why don’t they rob and murder each other?”
“Nobody owns anything to rob. If you want things you take them from the depository,. As for violence, well, I don’t know, Oiie; would you mruder me, ordinarily? And if you felt like it, would a law against it stop you? Coercsion is the least efficient means of obtaining order.”
“All right, but how do you et peopled to do the dirty work?”
“What dirty work?” asked Oiie’s wife, not following.
“Garbage collecting, grave digging,” Oiie said. Sheik added, “Mercury mining,” and nearly said, “Shit processing,” but recollected the Ioti taboo on scatological words. He had reflected, quite early in his stay on Urras, that the Urasti lived among mountains of excrement, but never mentioned shit.
“Well, we all do them. But nobody has to do them for very long, unless he likes the work. One day in each decade the community management committee or the block committee or whoever needs you can ask you to join in such work; they make rotating lists. Then the disagreeable work postings, or ‘dangerous ones like the mercury mines and mills, normally they’re for one half year only.”
“But then the whole personal must consist of people just learning the job.”
“Yes. It’s not efficient, but what else is to be done? You can’t tell a man to work on a job that will cripple him or kill him in a few years. Why should he do that?”
“He can refuse the order?”
“It’s not an order, Oiie. He goes to Divlab- the Division of Labor office- and says, I want to do such and such, what have you got? And they tell him where there are jobs. ~ Ursula K Le Guin,#NFDB
345:Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well. Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the ~ Sarah Mackenzie, #NFDB
346:I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger. ~ Ed Catmull, #NFDB
347:Prosperous non-white nations such as Japan, Taiwan, and South Korea would be very desirable destinations for Third-World immigrants, and if those countries opened their borders, they would quickly be filled with foreigners. They keep their borders closed because they know they cannot have the same Japan or Taiwan with different people. Israel, likewise, is determined to remain a Jewish state because Israelis know they cannot have the same Israel with different people. In 2010, Prime Minister Benjamin Netanyahu approved tough measures to deport illegal immigrants, calling them a “threat to the character of the country.”
Linguistically, culturally, and racially, Japan is homogeneous. This means Japanese never even think about a host of problems that torment Americans. Since Japan has only one race, no one worries about racism. There was no civil rights movement, no integration struggle, and no court-ordered busing. There is no bilingual education, and no affirmative action. There is no tyranny of “political correctness,” and no one is clamoring for a “multi-cultural curriculum.” When a company needs to hire someone, it doesn’t give a thought to “ethnic balance;” it just hires the best person. No Japanese are sent to reeducation seminars because of “insensitivity.”
Japan has no Civil Rights Commission or Equal Employment Opportunity Commission. It has no Equal Housing Act or Voting Rights Act. No one worries about drawing up voting districts to make sure minorities are elected. There are no noisy ethnic groups trying to influence foreign policy. Japanese do not know what a “hate crime” would be. And they know that an American-style immigration policy would change everything. They want Japan to remain Japanese. This is a universal view among non-whites. Those countries that send the largest numbers of emigrants to the United States—Mexico, India, China—permit essentially no immigration at all. For them, their nations are exclusive homelands for their own people.
Most people refuse to share their homelands. Robert Pape, a leading expert on suicide bombing, explains that its motive is almost always nationalism, not religious fanaticism. Whether in Sri Lanka, Lebanon, Chechnya, Kashmir, the West Bank, Iraq, or Afghanistan, its main objective is to drive out occupying aliens.
It is only Western nations—and only within the last few decades—that have ever voluntarily accepted large-scale immigration that could reduce the inhabitants to a racial minority. What the United States and other European-derived nations are doing is without historical precedent. ~ Jared Taylor,#NFDB
348:we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future. ~ Grace Lee Boggs, #NFDB
349:The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier. ~ Rick Perlstein, #NFDB
350:6. CHRISTIAN REFORMED CHURCH Nor is this movement confined to liberal denominations. The Christian Reformed Church (CRC) is still thought to be largely evangelical, and it was only in 1995 that the CRC approved the ordination of women. But now the First Christian Reformed Church in Toronto has “opened church leadership to practicing homosexual members ‘living in committed relationships,’ a move that the denomination expressly prohibits.”24 In addition, Calvin College in Grand Rapids, Michigan, the college of the Christian Reformed Church, has increasingly allowed expressions of support for homosexuals to be evident on its campus. World magazine reports: Calvin has since 2002 observed something called “Ribbon Week,” during which heterosexual students wear ribbons to show their support for those who desire to sleep with people of the same sex. Calvin President Gaylen Byker . . . [said], “. . . homosexuality is qualitatively different from other sexual sin. It is a disorder,” not chosen by the person. Having Ribbon Week, he said, “is like having cerebral palsy week.” Pro-homosexuality material has crept into Calvin’s curriculum. . . . At least some Calvin students have internalized the school’s thinking on homosexuality. . . . In January, campus newspaper editor Christian Bell crossed swords with Gary Glenn, president of the American Family Association’s Michigan chapter, and an ardent foe of legislation that gives special rights to homosexuals. . . . In an e-mail exchange with Mr. Glenn before his visit, Mr. Bell called him “a hate-mongering, homophobic bigot . . . from a documented hate group.” Mr. Bell later issued a public apology.25 This article on Calvin College in World generated a barrage of pro and con letters to the editor in the following weeks, all of which can still be read online.26 Many writers expressed appreciation for a college like Calvin that is open to the expression of different viewpoints but still maintains a clear Christian commitment. No one claimed the quotes in the article were inaccurate, but some claimed they did not give a balanced view. Some letters from current and recent students confirmed the essential accuracy of the World article, such as this one: I commend Lynn Vincent for writing “Shifting sand?” (May 10). As a sophomore at Calvin, I have been exposed firsthand to the changing of Calvin’s foundation. Being a transfer student, I was not fully aware of the special events like “Ribbon Week.” I asked a classmate what her purple ribbon meant and she said it’s a sign of acceptance of all people. I later found out that “all people” meant gays, lesbians, and bisexuals. I have been appalled by posters advertising a support group for GLBs (as they are called) around campus. God condemned the practice, so why cannot God’s judgment against GLB be proclaimed at Calvin? I am glad Calvin’s lack of the morals it was founded on is being made known to the Christian community outside of Calvin. Much prayer and action is needed if a change is to take place.—Katie Wagenmaker, Coopersville, Mich.27 Then in June 2004, the Christian Reformed Church named as the editor of Banner, its denominational magazine, the Rev. Robert De Moor, who had earlier written an editorial supporting legal recognition for homosexuals as “domestic partners.” The CRC’s position paper on homosexuality states, “Christian homosexuals, like all Christians, are called to discipleship, to holy obedience, and to the use of their gifts in the cause of the kingdom. Opportunities to serve within the offices and the life of the congregation should be afforded to them as they are to heterosexual Christians.”28 This does not indicate that the Christian Reformed Church has approved of homosexual activity (it has not), but it does indicate the existence of a significant struggle within the denomination, and the likelihood of more to come. ~ Wayne Grudem, #NFDB
351:A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia ~ Anonymous, #NFDB
12
2 Occultism
1 Yoga
1 Philosophy
1 Integral Yoga
2 Sri Aurobindo
2 Nolini Kanta Gupta
2 Aleister Crowley
1.045_-_Piercing_the_Structure_of_the_Object, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
These stages of meditation are referred to in a sutra of Patanjali from his first chapter, and these stages are designated by him as savitarka, savichara, sananda and sasmita. These are all peculiar technical words of the yoga philosophy, which simply mean the conditions of gross consciousness, subtle consciousness, cause consciousness and reality consciousness. Though he has mentioned only four stages for the purpose of a broad division of the process of ascent, we can subdivide these into many more. As a matter of fact, when we actually come to it and begin to practise, we will find that we have to pass through various stages, just as we do in a course of education. Though we may designate a particular year of study as being the first grade, second grade, third grade, etc., even in each grade we will find there are various stages of study through the divisions of the syllabus or the curriculum of study.
1.08_-_THINGS_THE_GERMANS_LACK, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
truth to tell, dancing in all its forms cannot be excluded from the
curriculum of all noble education: dancing with the feet, with ideas,
with words, and, need I add that one must also be able to dance with
1.16_-_Man,_A_Transitional_Being, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
personality such as hers cannot be easily captured in words; she is a Force in movement. Everything that happened yesterday, all that may have been said, done, or experienced even on the previous evening is already old for her, and uninteresting. She is always farther ahead,
always beyond. She was born to break the limits, like Savitri. It would then scarcely be appropriate to imprison her in a curriculum vitae.
Let us say simply that she was born in Paris on February 21, 1878,
1.48_-_Morals_of_AL_-_Hard_to_Accept,_and_Why_nevertheless_we_Must_Concur, #Magick Without Tears, #Aleister Crowley, #Occultism
Had Hitler been a less abnormal character, no great "Mischief," or at least a very different kind of "mischief," might have come of it. I think you have read Hitler speaks if not, do so his private conversation abounds in what sound almost like actual quotations from the Book of the Law. But he public man's private conversation can be repeated on the platform only at the risk of his political life; and he served up to the people only such concoctions as would tickle their gross palates. Worse still, he was the slave of his prophetic frenzy; he had not undertaken the balancing regimen of the curriculum of AA; and, worst of all, he was very far indeed from being a full initiate, even in the loosest sense of the term. His Weltanschauung was accordingly a mass of personal and political prejudice; he had no true cosmic comprehension, no true appreciation of First Principles; and he was tossed about in every direction by the varied conflicting forces that naturally concentrated their energies ever more strenuously upon him as his personal position became more and more the dominating factor, first in domestic and then in European politics. I warned our S.H. Soror repeatedly that she ought to correct these tendencies; but she already saw the success of her plans within her grasp, and refused to believe that this success itself would alarm the world into combining to destroy him. "But we have the Book," she confidently retorted, failing to see that the other powers in extremity would be compelled to adopt those identical principles. Of course, as you know, it has happened as I foresaw; only a remnant of piety-purefied Prelates and sloppy sentimentalists still hold out against the Book of the Law, sabotage the victory, and will turn the Peace into a shambles of surrender if we are fools enough to give ear to their caterwauling as in the story of the highly-esteemed tomcat, when at last one of his fans obtained an interview; "all he could do was to talk about his operation."
3-5_Full_Circle, #unset, #Sri Aurobindo, #Integral Yoga
The other principal purpose of the seminar is to apply this unified conception of science to the task of attacking systematically the major educational, social, political, and technical problems of our day.
Such problems as deteriorating cities and ecosystems, crisis-ridden political systems, and obsolete educational curriculums, methods, and institutions will be related to student concerns.
--
Where are our great synthesizers of knowledge? . . . Industry, government, universities, and medical schools have need of and eagerly seek capable people who can efl'ectively give the broad sweep, recognize the important from the unimportant, and maintain a reasonable understanding of the literature in multiple medical and scientific areas. . . . We must be able to develop a corps of such scientists and physicians as synthesizers and integrators to help guide us in directing our resources toward optimum use. . . . We must create this kind of fine generalist in the image of a captain of a team, a strong and vigorous leader with intelligent insight and technical know-how in multiple fields.7
Another part of the challenge is reflected in the sketch of Figure 3 which is a proposal for designing and developing a global network of centers and institutes for the promotion of general systems methods, philosophy, attitudes, and viewpoints. The terminology used there is suggestive rather than definitive. That mission profile is the embryo of a possible blueprint for a global campaign to translate the capabilities of unified science models into a widespread program of action. The assumption is made that the entire realm or universe of knowledge would be restructured as a prerequisite to any adequate reforms in curriculum and administration.
Proposed by Jere W. Clark, Dir., Center for Interdisciplinary Creativity, Southern Conn. State College, New Haven, March1, 1969, (revised December 23, 1969.)
--
Our theoretical model--based as it is upon the massive data organized in Figures IV-1 through IV-4--predicts the following: In contrast to the Exceptional Majority freshmen, the great majority of the open admission students will rise somewhat above their home habitat in regard to vocabulary level (Figure IV-3). But they will not move to a higher social Stratum. Instead, they will presently revert to little above their previous level of reading, speaking, and writing skills, just as do most of those who, through special training, rise to a higher vocabulary level (Figure IV-3). However, having been left untrained for occupations they could have filled successfully if they had been given actual equal opportunity--that is, if they had been accurately tested and given a chance to fit themselves into the "locks" for which they have the inborn turning capability--they will find themselves in, and put their community in, a desperate position; one which will threaten to wreck the community and them together.
This situation has already begun to appear inside City College. "Some faculty members. . ." says Petrie, "perceive the open admissions students not merely as different from the stereotyped City student, but as inferior to him, and they hate the changes in curriculum and classroom styles that may have come because of the difference." One such professor told a student that "he didn't have time to waste on problems a ninth grader should know the answer to."
What are these changes in curriculum and classroom styles? They involve a lowering of abstraction ceilings and of vocabulary levels; a lowering of the essential training for which the College was established, and which every Industrial civilization's Minority has got to have if their culture is to survive, let alone to advance.
That these changes are hated is natural. And they are hated not just by professors, but by the qualified students of both Minority and Majority, whom they prevent from receiving the high-level training for which they have the inborn capacity, and which they must get if they are to fill the leadership vacuum, correct the system's cybernetic derangement, and halt our society's catastrophic decline.47
These "changes in curriculum and classroom style"--this decline in the level of thought and education--will rapidly change this institution's reputation in the same direction. Its academic degrees will decline in competitive value, and the coactions between the majority of open admissions students (mapped at the outer ends of this web-of-mind), and the rest of the students, the faculty, and the community will consequently become objectively negative. They will become so, regardless of what they appear to be subjectively to those who gladly sacrifice time, effort, money and reputation in the hope of benefiting the slightly above average Majority, but who in reality damage far more of them than they help.48
Petrie reports a change in objective coactions between those who pass the tests, and most of those who are admitted without it. Since the latter remain, regardless of whether they do the work successfully or not, the former are leaving City College in considerable numbers. If the students with lower potential benefitted, this coaction would be: benefit to the weak, damage to the strong ( + , - ), which is bad enough. But if both kinds of students are damaged, as our model predicts that they are being damaged, their coaction is mutual harm, synnecrosis ( - , - ); social disaster. Among each group's members, however, the coaction will probably be some degree of symbiosis ( + , + ). That will polarize the community and prepare civil war.
APPENDIX_I_-_Curriculum_of_A._A., #Liber ABA, #Aleister Crowley, #Occultism
object:APPENDIX I - curriculum of A. A.
object:COAA
--
Orpheus, by Aleister Crowley, contains a large number of magical invocations in verse. There are also a good many others in other parts of his poetical works.
The following is a complete curriculum of reading officially approved by the A.'. A.'.
--- curriculum OF A.'. A.'.
COURSE I. ::: GENERAL READING.
Liber_71_-_The_Voice_of_the_Silence_-_The_Two_Paths_-_The_Seven_Portals, #unset, #Sri Aurobindo, #Integral Yoga
investigation of that book, and the companion volumes ordered in "The
curriculum of the Aa Aa," fortified by steady persistence in practical
personal exploration, will enable this Voice of the Silence to become a
Sayings_of_Sri_Ramakrishna_(text), #Sayings of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
contemplation of epic heroes and heroines. And it was perhaps the artist in him that led him to revolt
against the dull routine of the school and its curriculum of stereotyped studies, and to show a special
dislike for exact sciences like mathematics. But his keen intellectual powers and prodigious memory
Talks_With_Sri_Aurobindo_1, #unset, #Sri Aurobindo, #Integral Yoga
its depths.
SRI AUROBINDO: Yes, he wants to include Yoga in the educational curriculum.
A queer affair, this European mind!
Talks_With_Sri_Aurobindo_2, #Talks With Sri Aurobindo, #Sri Aurobindo, #Integral Yoga
Others have given hopeful answers. He wants to make the study of religion
also apart of the curriculum.
SRI AUROBINDO; If he wants to make The Life Divine a text-book for the
The_Act_of_Creation_text, #The Act of Creation, #Arthur Koestler, #Psychology
society by the time he reaches adolescence, should then be made to
continue his curriculum by re-capitulating some of the decisive episodes,
impasses, and turning points on the road to the conquest of knowledge.
--
majority of geniuses seem to have done rather badly in the normal
school curriculumoften including the very subject on which later
on they were to leave their mark^ 'In his student days Einstein had
The_Coming_Race_Contents, #The Coming Race, #Nolini Kanta Gupta, #Integral Yoga
are constantly changing our programmes
and curriculums, everyday remodelling old
institutions and founding new ones. Even