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61 " Finally, the work of the minister tended to be judged by his success in a single area - the saving of souls in measurable numbers. The local minister was judged either by his charismatic powers or by his ability to prepare his congregation for the preaching of some itinerant ministerial charmer who would really awaken its members. The 'star' system prevailed in religion before it reached the theater. As the evangelical impulse became more widespread and more dominant, the selection and training of ministers was increasingly shaped by the revivalist criterion of ministerial merit. The Puritan ideal of the minister as an intellectual and educational leader was steadily weakened in the face of the evangelical ideal of the minister as a popular crusader and exhorter. Theological education itself became more instrumental. Simple dogmatic formulations were considered sufficient. In considerable measure the churches withdrew from intellectual encounters with the secular world, gave up the idea that religion is a part of the whole life of intellectual experience, and often abandoned the field of rational studies on the assumption that they were the natural province of science alone. By 1853 an outstanding clergyman complained that there was 'an impression, somewhat general, that an intellectual clergyman is deficient in piety, and that an eminently pious minister is deficient in intellect. "
― Richard Hofstadter , Anti-Intellectualism in American Life
62 " LikedFollowingMessageMoreContact Us..StatusPhoto / VideoOffer, Event +.Write something....1 Draft Created Saturday, November 5 at 4:05pm. See draft..The Year of “AlphabetizationIn the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor.A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution.It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%.By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter. "
― Hank Bracker
63 " I regard monotheism as the greatest disaster ever to befall the human race. I see no good in Judaism, Christianity, or Islam -- good people, yes, but any religion based on a single, well, frenzied and virulent god, is not as useful to the human race as, say, Confucianism, which is not a religion but an ethical and educational system. "
― Gore Vidal , At Home: Essays 1982-1988
64 " The Blue Mind Rx StatementOur wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans.The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters.Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more.Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety.We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies.•Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits.•All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy.•Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both.•Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support.•Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water. "
65 " Nothing cuts a neural route faster through the brain then a pinch of pain. Periods of unhappiness penetrate and scar the brain. Experiencing intense periods of unpleasantness incites us to grow. If we can bunt the destructive forces of extreme pain and embrace its forceful impact for its educational value, experiencing profound pain causes us to appreciate the pleasure of simply living in the moment, enjoying each blade of grass in nature’s glorious bouts of beauty. "
66 " FUN + Learning = The Best Educational Experience "
― Tamara L. Chilver
67 " Adding FUN to learning creates the best educational experience possible. "
68 " There is a succession of experiences which together constitute the educational and developmental ripening of the learner, according to the Sufis. People who think that each gain is the goal itself will freeze at any such stage, and cannot learn through successive and superseding lessons. "
― Idries Shah , A Perfumed Scorpion
69 " 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
70 " Film is the greatest educational medium the world has ever known. "
71 " The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted. "
72 " Political indoctrination was geared towards producing activists. The propaganda image of the ideal child was a precocious political orator mouthing agitprop. Communism could not be taught from books, educational thinkers maintained. It had to be instilled through the whole life of the school, which was in turn to be connected to the broader world of politics through extra-curricular activities, such as celebrating Soviet holidays, joining public marches, reading newspapers and organizing school debates and trials. The idea was to initiate the children into the practices, cults and rituals of the Soviet system so that they would grow up to become loyal and active Communists. "
― Orlando Figes , The Whisperers: Private Life in Stalin's Russia
73 " The most influential of all educational factor is the conversation in a child's home. "
74 " All the games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot to be happy, how to take pleasure in little things and last, but not least, how to dream "
― Michael Ende , Momo
75 " I can't think of one great human being in the arts, or in history generally, who conformed, who succeeded, as educational experts tell us children must succeed, with his peer group...If a child in their classrooms does not succeed with his peer group, then it would seem to many that both child and teacher have failed. Have they? If we ever, God forbid, manage to make each child succeed with his peer group, we will produce a race of bland and faceless nonentities, and all poetry and mystery will vanish from the face of the earth. "
― Madeleine L'Engle , A Circle of Quiet (Crosswicks Journals #1)
76 " There is nothing innate, immutable or inevitable about boys or girls doing particularly well or badly in different subjects. Girls in Shanghai outperform western boys in math, the same boys that outshine the girls in the US. The variable factor is the educational system, the society and the parents. "
― Jamie Le Fay , Beginnings (Ahe'ey, #1)
77 " If little else, the brain is an educational toy.The problem with possessing such an engaging toy is that other people want to play with it, too. Sometime they'd rather play with yours than theirs. Or they object if you play with yours in a different manner from the way they play with theirs. The result is, a few games out of a toy department of possibilities are universally and endlessly repeated. If you don't play some people's game, they say that you have " lost your marbles," not recognizing that, while Chinese checkers is indeed a fine pastime, a person may also play dominoes, chess, strip poker, tiddlywinks, drop-the-soap or Russian roulette with his brain. "
78 " A meritocracy is a system in which the people who are the luckiest in their health and genetic endowment; luckiest in terms of family support, encouragement, and, probably, income; luckiest in their educational and career opportunities; and luckiest in so many other ways difficult to enumerate — these are the folks who reap the largest rewards. The only way for even a putative meritocracy to hope to pass ethical muster, to be considered fair, is if those who are the luckiest in all of those respects also have the greatest responsibility to work hard, to contribute to the betterment of the world, and to share their luck with others. "
― Ben S. Bernanke
79 " In fact, the teenager's concept of " square" (f the term is still in use), when they talk about their parents, is almost identical to the concept of " cultural deprivation" as it is used by educational bureaucrats. In both cases it reflects an extremely self-centered and rigid way of looking at the world. Fortunately, with teenagers, it's a phase they grow out of. "
80 " The traumatic stress field has adopted the term “Complex Trauma” to describe the experience of multiple and/or chronic and prolonged, developmentally adverse traumatic events, most often of an interpersonal nature (e.g., sexual or physical abuse, war, community violence) and early-life onset. These exposures often occur within the child’s caregiving system and include physical, emotional, and educational neglect and child maltreatment beginning in early childhood- Developmental Trauma Disorder "
― Bessel van der Kolk
