Do you want to achieve something or do you just want to make money?” asked a nearby man in a white shirt to another man in a striped shirt. I waited for the answer as I slowly walked past them. “Why is it an either or question?” the man in the striped shirt finally murmured philosophically under a sip of beer. They both stood there looking at each other in thought.
It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.
We, Equality 7-2521, were not happy in those year in the Home of the Students. It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them. The Teachers told us so, and they frowned when they looked at us.
Rejection is an opportunity for your selection.
Wolf's wool is the best wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves' surliness, the student studies voluntarily, refusing to be less than individual. He "gives his opinion and then rests upon it"; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much.
Psychologically speaking, far from being worthless, a system is indeed necessary, for any kind of human endeavor. A structure aids in the mind’s endeavor of learning. But the moment the mind becomes dependent on the system and starts trusting the system more than the internal faculties of the mind, the very element of education fades away from the system.
Now the common human perception about the purpose of academic institutions, is that, they are meant to put a stamp of approval on the students, so that later on the students can show off their stamp in order to make a living. The parents invest money to get the stamp, and the child uses that stamp to make more money. Where is the element of education in this whole process!
The methodical implementation of modern human faculties that allow us human beings to transcend the physical limits of biological evolution is Education. However, today, the term education has become somehow synonymous with economic benefits and due to the primeval craving for security, it has disgracefully lost its very core of transcendence into the unknown. Thus, the very evolutionary seeds that gave birth to the method known as education have gone almost extinct in the modern industrialized system of soulless competition and regurgitation. Hence emerged the reason for me to get to the root of its quite unofficially accepted problems, and to concoct the thought processes that would make necessary amendments to the perceptual errors of what I call the three major nodes of education system, which are the teachers, the students and the parents.
If education were the same as information, the encyclopedias would be the greatest sages in the world.
The system that aims at educating our boys and girls in the same manner as in the circus where the trainer teaches the lion to sit on a stool, has not understood the true meaning of education itself. Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.
The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.
Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.
Education enables the humans to achieve their fullest mental and physical potential in both personal and social life.
The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.
Mr. Klamp laid down the law. No tardiness, no talking above 40 decibels, no untied shoelaces, no visible undergarments, no eating, no chewing gum, no chewing tobacco, no chewing betel nuts, no chewing coca leaves, no chewing out students (unless Mr. Klamp was doing the chewing out), no chewing out teachers (unless ditto), no unnecessary displays of temper (unless ditto), no unnecessary displays of affection (no exceptions), no pets over one ounce or under one ton, and no singing, except in Bulgarian. I began to think Mr Klamp wouldn't be so bad...
Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that s not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus teh struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.
I spent half my childhood trying to be like my dad. True for most boys, I think. It turns with adolescence. The last thing I wanted was to be like my dad. It took becoming a man to realize how lucky I’d been. It took a few hard knocks in life to make me realize the only thing my dad had ever wanted or worked for was to give me a chance at being better than him.
The teacher should be like the conductor in the orchestra, not the trainer in the circus.
Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.
The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.
Will this be in the examination, Mr Hecker?" was the limit of my students' interest in any given subject. If it was going to be in the test they took notes, if it was not going to be in the test they did not take notes. Their silent, depthless stares were unnerving. I told myself that they were not stupid - for how could the final attainment of thousands of years of human progress be stupid?
An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.
School in itself is a microcosm of society. These kids bring a lot of baggage with them, and as teachers with 30 plus kids in your classroom you have to take the time to get to know them, and not just see them as people you have to teach. And if they want to learn they will learn, and if they don’t want too then too bad. But you have to see them as your surrogate children. Charles Chuck Mackey, former vice principal and coach of R. M. Bailey Pacers…
The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.
Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this.Cling to your faith.Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment.Don't use what fuels them; all lower-energy.Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without.Let's each focus on becoming 'The President of Our Own Life.Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in.The system is doing what they've been created to do.Are you? Am I? Are we—collectively?Let's get to work.No more drifting through life without your higher-self in complete control of your mind.Awaken—fully. Activate—now. Put your frustrations or concerns into your work.Don't lose sight. There is still—a higher plan.Let's ride this 4 year energetic-wave like the spiritual gangsters that we are.This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do.Toxic energy is so not a game.Toxic energy and low vibrations are being collectively acted out on the world stage.Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage.So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom.Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally.In closing and most importantly,the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self.Will this defeat and destroy us?Or will it awaken us more and more?Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as)that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily.Stay woke my friends—let's get to work.
The schoolroom clock was worn raw by stares; and you couldn't look up at the big Puritanical face of it and not feel the countless years of young eyes reflected in it, urging it onwards. It was a dark, old spirit that didn't so much mark time as bequeath it.
He’d no longer be a grade-motivated person. He’d be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside. He’d be a free man. He wouldn’t need a lot of discipline to shape him up. In fact, if the instructors assigned him were slacking on the job he would be likely to shape them up by asking rude questions. He’d be there to learn something, would be paying to learn something and they’d better come up with it.Motivation of this sort, once it catches hold, is a ferocious force...
I tell my students, 'When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.
The past is your teacher. The present is your opportunity. The future is your reward.
That’s why we must continue to support godly men and women who have dedicated their lives to Christian principles and to continuing those ideas in our offspring. Professors’ worldviews influence whatever they teach, from humanities to basic sciences, and what they think about God cannot be hidden from their students.
[The Church] has lived through its early travails and has now come to accept an easier way of life. It is content to carry on its painless program with enough money to pay its bills and a membership large enough to assure its future. Its members now look to it for security rather than for guidance in the battle between good and evil. It has become a school instead of a barracks. Its members are students, not soldiers. They study the experiences of others instead of seeking new experiences of their own.
Students didn't even read books anymore, thought Arthur. They dispensed with design and layout and cover art and illustrations and reduced reading to nothing but a stream of text in whatever font and size they chose. Reading without books, thought Arthur, was like playing cricket without dressing in white. It could be done, but why?
And if she liked and trusted the person who asked, she would add that yes, it was kind of a lot to deal with: her outward affect was bright and capable, and that was no illusion, but equally real was the yawning pit of exhaustion inside her. She just felt so tired sometimes. And because of everything her parents asked of her, she was ashamed of being tired. She could not, would not let the pit swallow her up, as much as she sometimes wanted it to.
Needless to say, that meant that the Braekbills student body was quite the psychological menagerie. Carrying that much onboard cognitive processing power had a way of distorting your personality. And to actually want to work that hard, you had to be at least a little bit screwed up.
I had all kinds of answers ready for the commissions that called me in and asked me what had made me become a Communist, but what had attracted me to the movement more than anything, dazzled me, was the feeling (real or apparent) of standing near the wheel of history. For in those days we actually did decide the fate of men and events, especially at the universities; in those early years there were very few Communists on the faculty, and the Communists in the student body ran the universities almost single-handed, making decisions on academic staffing, teaching reform, and the curriculum. The intoxication we experienced is commonly known as the intoxication of power, but (with a bit of good will) I could choose less severe words: we were bewitched by history; we were drunk with the thought of jumping on its back and feeling it beneath us; admittedly, in most cases the result was an ugly lust for power, but (as all human affairs are ambiguous) there was still (and especially, perhaps, in us, the young), an altogether idealistic illusion that we were inaugurating a human era in which man (all men) would be neither outside history, nor under the heel of history, but would create and direct it.
Tell me, who in this life, were never guided in course of their realization of their goal?
We can all rise to a higher divine-self with encouragement.
So often we quit on the first failure. We must persistent long enough to achieve success.
To all the students - no school report card can tell you weather you can achieve your dream or not. Know your purpose, know your dream, know your vision, stay focused, do your job and do not listen to anyone including your report card. Don’t let the board results or rankings bother you. Do what you are passionate about, work harder, do better but don’t let your mark sheet tell you anything.
My usual instruction to students when they are preparing to write their examinations is "think before you answer the questions". I am convinced that some multiple choice answers could be so close that you might not know the very one that answers the question correctly! Such is life. To choose your suitable dreams, you must think well!
I have seen many phases of life; I have moved in imperial circles, I have been a Minister of State; but if I had to live my life again, I would always remain in my laboratory, for the greatest joy of my life has been to accomplish original scientific work, and, next to that, to lecture to a set of intelligent students.
25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react:• They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems.• They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be.• They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses.• Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.
You share the same destiny as everyone else, the same history, the same hardship, the same rot, the same Tram beer, the same dog kebabs, the same narrative as soon as you come into the world. You start out baby-chick or slim-jim or child-soldier. You graduate to endlessly striking student or desperado. If you've got a family on the trains, then you work on the trains; otherwise like a ship you wash up on the edge of hope - a suicidal, a carjacker, a digger with dirty teeth, a mechanic, a street sleeper, a commission agent, an errand boy employed by for-profit tourists, a hawker of secondhand coffins. Your fate is already sealed like that of the locomotives carrying spoiled merchandise and the dying.
I thought, Dad.Could I go to Vietnam for you?Dad, I could do it. I could do it for you. I could go to the places you fought. I could find the bits and pieces of your heart and soul left behind. If I bring them back, would it heal your pain?Dad, you gave me life. You made possible every good thing in my life. Why do you insist on fighting your nightmares and memories and monsters alone?You don’t have to do it alone, Dad. I could help you fight.Dad, you know what?I’ll be back before you find out so you don’t have to be afraid. I’m going to Vietnam.
Students of media are persistently attacked as evaders, idly concentrating on means or processes rather than on 'substance'. The dramatic and rapid changes of 'substance' elude these accusers. Survival is not possible if one approaches his environment, the social drama, with a fixed, unchangeable point of view - the witless repetitive response to the unperceived.
Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.
By the time these students enter the workforce, many of the jobs they will apply for ill be in industries that don't even exist yet. That's a hard future to prepare someone for. Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.
If we can recognize what makes us unique and how we can positively impact our students, then we can make teaching much more meaningful and learning much more rewarding—essentially, a transformative experience for our students.
If we can recognize what makes us unique, and how we can positively impact our students, then we can make teaching much more meaningful and learning much more rewarding—essentially, a transformative experience for our students.
He went to work in this preparatory lesson, not unlike Morgiana in the Forty Thieves: looking into all the vessels ranged before him, one after another, to see what they contained. Say, good M’Choakumchild. When from thy boiling store, thou shalt fill each jar brim full by-and-by, dost thou think that thou wilt always kill outright the robber Fancy lurking within—or sometimes only maim him and distort him!
Farmers base their livelihoods on raising crops. But farmers do not make plants grow. They don't attach the roots, glue on the petals, or color the fruit. The plant grows itself. Farmers and gardeners provide the conditions for growth. Good farmers know what those conditions are, and bad ones don't.
With great enthusiasm and determination you will master the art in your field.
It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.
The single problem plaguing all students in all schools everywhere is the crisis of disconnection. Meaningful Student Involvement happens when the roles of students are actively re-aligned from being the passive recipients of schools to becoming active partners throughout the educational process.
Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about ‘making students happy’ or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.
As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential.
The only thing I knew for sure is I hadn’t slept in ten years. Not really. I’d been fighting my own monster since nine months after 9/11. I had regrets. I had pain that I still can’t find words to describe. But sooner or later you have to make a choice. Maybe fate or luck or God had a plan for me in Jakarta that was greater than an educational leadership conference, a few papers and a book deal. If Vietnam was for Dad, then maybe Jakarta was for me. Indira says I shouldn’t discount that it was Allah’s plan. The way I see it, Allah’s plan is what started my war.
I hadn’t gone to Andover, or Horace Mann or Eton. My high school had been the average kind, and I’d been the best student there. Such was not the case at Eli. Here, I was surrounded by geniuses. I’d figured out early in my college career that there were people like Jenny and Brandon and Lydia and Josh—truly brilliant, truly luminous, whose names would appear in history books that my children and grandchildren would read, and there were people like George and Odile—who through beauty and charm and personality would make the cult of celebrity their own. And then there were people like me. People who, through the arbitrary wisdom of the admissions office, might share space with the big shots for four years, might be their friends, their confidantes, their associates, their lovers—but would live a life well below the global radar. I knew it, and over the years, I’d come to accept it.And I understood that it didn’t make them any better than me.
Japanese universities have a chair system that is a fixed hierarchy. This has its merits when trying to work as a laboratory on one theme. But if you want to do original work you must start young, and young people are limited by the chair system. Even if students cannot become assistant professors at an early age they should be encouraged to do original work....Industry is more likely to put its research effort into its daily business. It is very difficult for it to become involved in pure chemistry. There is a need to encourage long-range research, even if we don't know its goal and if its application is unknown.
My students tag tables, walls, and chairs because their greatest fear is that no one will ever remember them. They do not believe they can give impassioned speeches, rally people in protest, paint masterpieces. They think they will die, small and forgotten, and it dictates their every action.
Think before you click. If people do not know you personally and if they cannot see you as you type, what you post online can be taken out of context if you are not careful in the way your message is delivered.
But the compulsive overachievement of today's elite college students - the sense that they need to keep running as fast as they can - is not the only thing that keeps them from forming the deeper relationships that might relieve their anguish. Something more insidious is operating, too: a resistance to vulnerability, a fear of looking like the only one who isn't capable of handling the pressure. These are young people who have always succeeded at everything, in part by projecting the confidence that they always will. Now, as they get to college, the stakes are higher and the competition fiercer. Everybody thinks that they are the only one who's suffering, so nobody says anything, so everybody suffers. Everyone feels like a fraud; everybody thinks that everybody else is smarter than they are.
All over the world there are students, teachers and parents that face serious challenges every day. They need help with real problems that have life-altering consequences—and a group of intelligent professionals brought together to advise and educate stakeholders in need of help ought to be able to do so without behaving like a middle school drama queen.
Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.
How?' Irene enquired. She'd decided a while back that Socratic reasoning was a good idea, because (a) it got students thinking for them selves, (b) sometimes they came up with ideas she hadn't thought of, and (c) it gave her more time to think while they were trying to find answers.
As students grow more and more accustomed to assuming materialism and naturalism in their academic work, the concept of creation by God gradually tends to become less real to them. It is not so much that any single finding undermines their faith; rather, the day-to-day practice of thinking in naturalistic terms about academic subjects makes it awkward to think differently when it comes to religion.
It hapens very often that parents think they are worred about the progress a boy is making. they do not realise that all boys are numskulls with o branes which is not surprising when you look at the parents really the whole thing goes on and on and there is no stoping it it is a vicious circle.
The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What's being taught, really is a lifestyle. The students are developing healthy habits, skills, and a sense of fun, along with a knowledge of how their bodies work. Naperville's gym teachers are opening up new vistas for their students by exposing them to such a wide range of activities that they can't help but find something they enjoy. They're getting kids hooked on moving instead of sitting in front of the television.
I did not know of any single soul who succeed in life without a mentorship.
People have been fighting and dying over religion for thousands of years. I could understand that fear. It creeps up on you a bit more when you’re alone in a foreign land. You certainly worry about it more when you walk the same streets as violent people that harbor a clear hatred of your beliefs and values. The reality is some Muslims in the world would kill me for being Christian, just as some Christians in the world would kill Maya, Gita, Farid and Ridwan for being Muslim. Nowadays news outlets and social media have reified that fear. It keeps some people focused and aware. It paralyzes others. It blinds some of us. That’s what happened to me. It’s why I felt the whole world shake. Twice.
I look at my students and have no trouble picturing just how successful they should be, if only we could remove them from the impetuses that brought them to the facility. If we could move them away from gangs. If we could get them into a rehab that stuck. If we could take them from people who abuse their trust, safety, and bodies.
I’m not sure I ever met an American teacher in Korea that hadn’t volunteered at an orphanage at least once—even our resident idiot could be surprisingly decent on occasion—but I’ve also visited foreign countries where children are taught hatred. I’ve seen it up close and personal. It’s antithetical to everything I believe in as a teacher. The mandate for all teachers is to instill hope, not fear and hatred.
It’s not that I had more important things to do or that I didn’t want to help with whatever problems were interfering with her students being successful—rather, it’s this horrible truth that life has taught me: misplaced hope is the most devastatingly painful thing you can give someone.
Indira was surrounded by people who had given up hope, who blamed their own misery on the influence of Christianity and western cultures, and yet, literally in the midst of squalor, her family had created a place of real beauty. It really makes you stop and think. Uncle Google should be spitting out eight hundred million things American schools have done right. The fact things are so screwed up makes no sense. If you believe Uncle Google, then we’ve done the exact opposite from Indira’s family—in the land of hope and plenty we’ve created a place that’s ugly. We have so much. Can things really be so bad? Maybe we can’t fix our schools because as individuals we’ve never truly been broken. Or maybe Chinese lanterns make everyone wax philosophical.
The first ring glowed in the distance, lit up by consumerism that was brought to Jakarta courtesy of western cultures and Christian nations, and it influenced impoverished Muslims in the third ring, who wore Manchester United tee shirts with 'Rooney' on the back, twisting further the attitudes and perceptions of those who were bent already toward radicalism.
It was only a couple of chickens. Real chickens. The kind that walk around clucking and pecking. Which is what they were doing. Only no one else seemed to care, or even notice. This is normal? Obviously I had a little hiccup reading my notecards. Understandable. I was talking to forty orphans who had to share a dirt floor with two chickens. No one in college had ever prepared me for this scenario.
I must endure, fighting the temptation simply to become slack-jawed like most of my school 'peers' (they wish!), who will themselves into a collective, vacant, trancelike state for the duration of each class. (Although I sometimes secretly envy their ability to empty their minds completely for a full fifty minutes, reanimating only at the sound of a bell, like Pavlov's dogs...)
On the first day of a college you will worry about how will you do inside the college? and at the last day of a college you will wonder what will you do outside the college?
One of the ironies of college is that the impossibility of reading your way out of the modern predicament is something you learn about, as a student, by reading. Part of the value of a humanistic education has to do with a consciousness of, and a familiarity with, the limits that you’ll spend the rest of your life talking about and pushing against.
Cope? Adapt? Uh, no. These are military kids. They roll with it. I once asked a new student, 'See any familiar faces?' She pointed out various kids and replied, 'Seattle, Tampa, Okinawa, New Jersey.' For military dependents school is literally a non-stop revolving door of old and new friends.
Sami and I had exactly one day together in the old world. On Tuesday the jihadists came to our front door and knocked down our buildings. Our new world was hijacked planes, anthrax, and Afghanistan. Then we had snipers inside the Beltway. Then came Iraq. With every military action we were told reprisals were not just probable, but a foregone conclusion. An intelligence officer with a fancy PowerPoint briefed teachers on ‘our new reality.’ He called us ‘targets.’ He said ‘get used to it.’ He told our Webmaster ‘get off your ass’ and remove bus routes/stops from the school’s website. Johnny Jihad would find that information especially helpful if he decided to plow through our kids one morning as they stood half-asleep waiting for the school bus.
For the first time in a decade I felt a voice rising from deep inside my soul. It cried out ‘what will you be today?’ and I heard ‘relentless’ booming from the rafters inside an old gym as Sami and a group of young men chased dreams and trophies while their fathers went to war.
I’m sure the driver was a great guy and all he wanted was to drive me to my hotel—but he was a complete stranger to me and the truth is that being vigilant isn’t a part-time job, it’s not about being nice to people, it’s about reality. I made a terrible mistake once, believing the monsters that want to hurt us are easily labeled and identified, rather than walking and hiding amongst us. That’s my reality.
Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.
As calls rang out the world over for new treaties and organizations to be established with the intent of preventing future wars, America and her allies took a more realistic approach to the problem—we maintained allied military bases across Europe and Asia and we stationed troops in these foreign territories on a permanent basis. We weren’t invaders or conquerors and for sure we had no intention of being an empire. We were liberators. That’s all. But having fought and sacrificed so much and for so long, the pragmatic thing to do was to follow this simple philosophy: it’s great to have dialogue, it just works a lot better when you have a strong military strategically placed and ready to act around the globe.
They were worried about keeping military families strong. They were worried about the stress and strain of prolonged military service and how it would affect our military readiness the next time a Hitler-wannabe reared his ugly head. As they made a list of pros and cons for sending families overseas, they never imagined that DOD schools would be the best possible solution to nearly every problem they could envision. The most unpredictable phenomena occurred. The DOD literally created a culture of kids whose life experiences were so rich, yet so different from where they’d come from, that as they grew in years the people they most related to, the people they most wanted to be around, were other military kids who had the same shared experience. Military kids became military members—and they’ve kept us strong, our families, armed forces, our country, all of us.
I use to think being a warning was not meant to be apart of anyone's life purpose. However, how could you teach anything in life, without the deepest understanding of what not to do? Personally, I don't want someone offering advice, unless they have been to hell and back with a map and a compass.
Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.
We obviously don’t live in a perfect world. If we did, then my dad would never have volunteered for Vietnam so he could use the GI Bill to pay for college, Uncle Google would have more important things to do than searching for eight hundred million reasons why our schools suck, and I wouldn’t be at an education leadership conference in Jakarta because there’d be no need for it … right?
It was a common complaint amongst the Arts students that their library was in dire need of refurbishment. To call the old building shabby chic was being kind. It didn’t have automated stacks or self-service machines like the Management and Sciences library the other side of campus and the carpets and bookcases looked like they were probably the Victorian originals. But on days like this one, where the springtime sunshine streamed in through the high windows and set the dust motes dancing, Harriet sincerely felt that those BSc lot could stuff their vending machines and state of the art study pods. The Old Library was clearly suited for those who had poetry in their souls, rather than numbers in their heads.