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Constructively challenging authority requires the basic habits of mind a liberal education seeks to instill: the ability to frame the essential questions; to think critically, analytically, and ethically about the problems those questions identify; and to respond effectively, creatively, and wisely to the implications of the analysis. It requires not only an ability to appreciate the complexity of a problem but also to identify its essence in order to achieve effective, just, and fair conclusions.

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If the surprise outcome of the recent UK referendum - on whether to leave or remain in the European Union - teaches us anything, it is that supposedly worthy displays of democracy in action can actually do more harm than good. Witness a nation now more divided; an intergenerational schism in the making; both a governing and opposition party torn to shreds from the inside; infinitely more complex issues raised than satisfactory solutions provided. It begs the question 'Was it really all worth it' ?

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Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on.

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When the minds of men slip from realities to fantasies without thinking of the future consequences, then we must ponder. When the hearts of men are entangled with what though might seem great but yet, specious ambitions without pondering over the resulting footprints, then we ought to take precautions. When the hands of men unwittingly and for the sake of self-gratification find the right weapons and dexterity for the wrong purpose, then massacre and cruelties leave indelible footprints of sorrow and bitterness in the hearts of men. We shall always look back to the footprints of yesterday to say had we know if we don__ take a critical look at today__ footsteps. There is always an alternative that is better than good

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...if pride, that plague of human nature, that source of so much misery, did not hinder it; for this vice does not measure happiness so much by its own conveniences, as by the misery of others; and would not be satisfied with being thought a goddess, if none were left that were miserable, over whom she might insult. Pride thinks its own happiness shines the brighter, by comparing it with the misfortunes of other persons; that by displaying its own wealth they may feel their poverty the more sensibly.

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Tell me,' asked Stas, 'what is a wicked deed?' 'If anyone takes away Kali's cow,' he answered after a brief reflection, 'that then is a wicked deed.' 'Excellent!' exclaimed Stas, 'and what is a good one?' This time the answer came without any reflection: 'If Kali takes away the cow of somebody else, that is a good deed.' Stas was too young to perceive that similar views of evil and good deeds were enunciated in Europe not only by politicians but by whole nations.