education

Seeking knowledge is mandatory for every human being, as the quest for truth is the true purpose of living. We are given an entire lifetime to collect and assemble truths. Truths are acquired only when we learn to filter all information, including those valuable lessons and insights gained from our own personal experiences, through our conscience. And as we near death, the knowledge in our hearts at the end must match the knowledge which was put in our hearts in the very beginning. All else is irrelevant.

Like taking a breath, learning was the simple and extraordinary result of being alive.

I believe that life is all about perception and timing. That good things come to those who act and that life__ about more than collecting a paycheck. I believe that the only person you__e destined to become is the one that you decide to be. That if you try hard enough you can convince yourself of anything. That having patience doesn__ make you a hero nor does it make you a doormat. I believe that not showing love proves you__e weak and belittling others doesn__ make you strong. That you are never as far away from people as the miles may suggest. That life__ too short to read awful books, listen to terrible music, or be around uninspiring people. I believe that where you start has little impact on where you finish. That sometimes the best thing you can do is walk away. That you can never be overdressed or overeducated. I believe that the cure for anything is salt water; sweat, tears, or the sea. That you should never let your memories be greater than your dreams. And that you should always choose adventure.

Persistence is the source of great strength.

Often we read to strengthen our beliefs but not to think.

Adversity tests the limit of our strength.

WISDOM is the STRONGEST weapon you could EVER acquire in your LIFETIME.

Keep working while grace abound.

With diligent practice, you will be an expert.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It__ a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don__ have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

I believe the perception of what people think about DID is I might be crazy, unstable, and low functioning. After my diagnosis, I took a risk by sharing my story with a few friends. It was quite upsetting to lose a long term relationship with a friend because she could not accept my diagnosis. But it spurred me to take action. I wanted people to be informed that anyone can have DID and achieve highly functioning lives. I was successful in a career, I was married with children, and very active in numerous activities. I was highly functioning because I could dissociate the trauma from my life through my alters. Essentially, I survived because of DID. That's not to say I didn't fall down along the way. There were long term therapy visits, and plenty of hospitalizations for depression, medication adjustments, and suicide attempts. After a year, it became evident I was truly a patient with the diagnosis of DID from my therapist and psychiatrist. I had two choices. First, I could accept it and make choices about how I was going to deal with it. My therapist told me when faced with DID, a patient can learn to live with the live with the alters and make them part of one's life. Or, perhaps, the patient would like to have the alters integrate into one person, the host, so there are no more alters. Everyone is different.The patient and the therapist need to decide which is best for the patient. Secondly, the other choice was to resist having alters all together and be miserable, stuck in an existence that would continue to be crippling. Most people with DID are cognizant something is not right with themselves even if they are not properly diagnosed. My therapist was trustworthy, honest, and compassionate. Never for a moment did I believe she would steer me in the wrong direction. With her help and guidance, I chose to learn and understand my disorder. It was a turning point.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61)

Seven Rules Formulated for Teaching Arithmetic:1) Consider the situation the pupils faces.2) Consider the response you wish to connect with.3) Form the bond; do not expect it to come by miracle.4) Other things being equal, form no bond that will have to be broken.5) Other things being equal, do not form two or three bonds when one will serve.6) Other things being equal, form bonds in the way that they are required later to act.7) Favor, therefore, the situations which life itself will offer, and the responses which life itself will demand. (p. 101)

Education delivered by a strict councellor, and recieved with great pains would never brighten the future of any student.

What are the purposes of examinations anyhow? Are they to increase our educational attainment? Or are they instruments used to bring suffering and humiliation and deep hurt to a person who is trying so hard to succeed?

Premature independence is the daughter of conceit.