education

The suggestion that the normal human brain has an almost infinite capacity is important: it means that almost everyone is educable. Given enough time and the right opportunities, everyone can learn anything. It is a sad commentary on the training and teaching profession that so many people feel that they are incapable of learning; surely our teaching and instruction is at fault when we reject someone as a failure. How can we say they have not learned when we have used only a small part of the learner's mental capacity. Mea culpa.

A man is born; his first years go by in obscurity amid the pleasures or hardships of childhood. He grows up; then comes the beginning of manhood; finally society's gates open to welcome him; he comes into contact with his fellows. For the first time he is scrutinized and the seeds of the vices and virtues of his maturity are thought to be observed forming in him. This is, if I am not mistaken, a singular error.Step back in time; look closely at the child in the very arms of his mother; see the external world reflected for the first time in the yet unclear mirror of his understanding; study the first examples which strike his eyes; listen to the first word which arouse with him the slumbering power of thought; watch the first struggles which he has to undergo; only then will you comprehend the source of the prejudices, the habits, and the passions which are to rule his life.

With adequate planning, passion and perseverance, you can achieve the God-given goals.

...whatever God found worth creating we can find worth studying.

One can learn from what is not said.

Narrow behaviourist thinkingpermeates political and social policy and medical practice, thechildrearing advice dispensed by __arenting experts_ and academicdiscourse. We keep trying to change people__ behaviours without a fullunderstanding of how and why those behaviours arise. __nner causesare not the proper domain of psychology,_ writes Roy Wise, an experton the psychology of addiction, and a prominent investigator in theNational Institute on Drug Abuse in the U.S.A.3 This statement seemsastonishing, coming from a psychologist. In reality, there can be nounderstanding of human beings, let alone of addicted human beings,without looking at __nner causes,_ tricky as those causes can be to pindown at times. Behaviours, especially compulsive behaviours, areoften the active representations of emotional states and of specialkinds of brain functioning.As we have seen, the dominant emotional states and the brainpatterns of human beings are shaped by their early environment.Throughout their lifetimes, they are in dynamic interaction with varioussocial and emotional milieus. If we are to help addicts, we must striveto change not them but their environments. These are the only thingswe can change. Transformation of the addict must come from withinand the best we can do is to encourage it. Fortunately, there is muchthat we can do.

The environment acts more strongly upon the individual life the less fixed and strong this individual life may be.

If we are teaching children how to lie,to steal, and to be aggressive, why do schools punish those who lie and steal? and why does the society punish the offender criminal?

Any decent society has to be built on trust and love and the intelligent use of information and feelings. Education involves being able to practice those things as you struggle to build a decent society that can be nonviolent.

You have to stand guard over the development and maintenance of Islamic democracy, Islamic social justice and the equality of manhood in your own native soil.

Education should aim at destroying free will so thatpupils thus schooled, will be incapable throughoutthe rest of their lives of thinking or acting otherwisethan as their schoolmasters would have wished. . . .Influences of the home are obstructive; and in orderto condition students, verses set to music and repeatedlyintoned are very effective. . . . It is for afuture scientist to make these maxims precise andto discover exactly how much it costs per head tomake children believe that snow is black. When thetechnique has been perfected, every government thathas been in charge of education for more than onegeneration will be able to control its subjects securelywithout the need of armies or policemen.

Education is the bane of life, the foundation of society and the liberation of generations.

The fact is, rape is utterly commonplace in all our cultures. It is part of the fabric of everyday life, yet we all act as if it__ something shocking and extraordinary whenever it hits the headlines. We remain silent, and so we condone it_Until rape, and the structures _ sexism, inequality, tradition _ that make it possible, are part of our dinner-table conversation with the next generation, it will continue. Is it polite and comfortable to talk about it? No. Must we anyway? Yes.___o protect our children, we must talk to them about rape

That which we want less of in society should rarely be privatized and that which we want more of often should be.

Fear is a disease of mind we inherit from society.

The biggest form of witchcraft is denying someone information.

Now domestication and sophistication of men by women are the norm and acceptable by society, but they are terrible for manhood.

True education should teach us how to think, how to see the beauty in the midst of ugliness, how to love without judging, how to find opportunity to help, and how to develop a peaceful and nonviolent society.