Podcasts about Horace Mann

This session shares the Franklin (MA) School Committee Policy Subcmte meeting held on Tuesday, April 8, 2025. All 3 members participated, Chair O'Sullivan, members Callaghan, McNeill. Supt Giguere, Ops Director Boisvert, and Dr Rogers representing the Central Office.Quick recap:Supt Giguere sets the stage with some background on how this topic has developed during the redistricting efforts first updated in Dec 2024, then in Jan 2025 to act on the notification to Police, Fire, and DESE on the temporary naming of the new schools operating in the buildings that remained operational in the DistrictSome members of the community have misunderstood the delay in allowing the new middle school community to work to develop their identity “as the Schools doing away with Horace” which was not or ever the case, howeverMercer - Horace Mann is a central source of civic pride and if you wrap the district around H Mann then the community will come alongJ Johnston with the story of H Keller and some of the not so good aspects of her background; Remington was president of Thompson Press and a 20 year SchCmte Member along with other committees in service of the community, definitely worthy of remembering. H Mann you know, he was all for total equality and public education, he wanted teachers trained for their position and not just someone who could do itProposal for the 'campus' i.e. all of the complex including the High school to be designated as such to get ahead of the other conversations so that the Town business doesn't get distracted by this naming convention iitemSubcmte discussion on approval for the Central Office to move forward with the Horace Mann campus and potentially a committee to foster the honoring as it goes forward. So moved, passes 3-0 via roll callTransportation conundrum - previously a bus/busses included a stop on their routes to drop kiddos off at the Y, with the redistricting such could not easily be done; would likely require adding back a bus on a different slot and results in a cost estimated as low as 45K and as high as $85K. Discussion around options but none prevailed and the “conundrum” remainedGiven the timing (needing to close this session to get to the full committee meeting), the topic on a letter to support the alternative funding being discussed within the Legislature was mentioned briefly, Callaghan to add some stats from the Franklin TV deck presented earlier to the draft in hand and review further in another sessionMotion to adjourn, passes 3-0 The recording runs about 54 minutes, so let's listen in.--------------The meeting agenda can be found -> https://ma-franklin.civicplus.com/AgendaCenter/ViewFile/Agenda/_04082025-1668 The Town Council memo as discussed -> https://drive.google.com/file/d/1CCDx8c4zn4ZVUr0EYQy1snpygRVLzxHO/view?usp=drive_link My full set of notes taken during the meeting can be found in one PDF ->https://drive.google.com/file/d/14gUGQ0N6s5bMiGwhbHegsRcxfkZUCirY/view?usp=drive_link -------------We are now producing this in collaboration with Franklin.TV and Franklin Public Radio (wfpr.fm) or 102.9 on the Franklin area radio dial. This podcast is my...

Alex Newman is an award-winning international freelance journalist, author, researcher, educator and consultant. He is senior editor for The New American. He's co-author of Crimes of the Educators, author of Deep State: The Invisible Government Behind the Scenes and author of, Indoctrinating Our Children to Death. He's also founder & CEO of Liberty Sentinel and a national syndicator of radio and TV programs including Behind the Deep State which airs on WVCY Television & vcy.tv.President Trump has made it known that he wishes to shut down the Department of Education. He wants to eliminate the bureaucracy and turn education over to the states. We're told that the workings of an executive order are under way yet others believe we should hit the brakes on this. They say that because the Department of Education was created by Congress, you can't simply eliminate it by the stroke of a pen. Teachers unions have vowed to fight this as well. Is the elimination of this department a step in the right direction or will it bring about even more calamity (or possibly education collapse) to a nation that is suffering from major problems already in the education sector? Such questions are answered as Alex looks at the history of the Department of Education going back to President Jimmy Carter, the establishment of the religion of secular education beginning with people like Robert Owen, Horace Mann and John Dewey; there's discussion about Department of Education Secretary Linda McMahon, parental rights, home schooling and more.Listeners contributed their input on this subject to wrap up the broadcast.

Alex Newman is an award-winning international freelance journalist, author, researcher, educator and consultant. He is senior editor for The New American. He's co-author of Crimes of the Educators, author of Deep State: The Invisible Government Behind the Scenes and author of, Indoctrinating Our Children to Death. He's also founder & CEO of Liberty Sentinel and a national syndicator of radio and TV programs including Behind the Deep State which airs on WVCY Television & vcy.tv.President Trump has made it known that he wishes to shut down the Department of Education. He wants to eliminate the bureaucracy and turn education over to the states. We're told that the workings of an executive order are under way yet others believe we should hit the brakes on this. They say that because the Department of Education was created by Congress, you can't simply eliminate it by the stroke of a pen. Teachers unions have vowed to fight this as well. Is the elimination of this department a step in the right direction or will it bring about even more calamity (or possibly education collapse) to a nation that is suffering from major problems already in the education sector? Such questions are answered as Alex looks at the history of the Department of Education going back to President Jimmy Carter, the establishment of the religion of secular education beginning with people like Robert Owen, Horace Mann and John Dewey; there's discussion about Department of Education Secretary Linda McMahon, parental rights, home schooling and more.Listeners contributed their input on this subject to wrap up the broadcast.

In the latest episode of Skin in the Game VC, hosts Tom Wallace and Saxon Baum sit down with Jenny Friedman, the solo General Partner of Four Acres Capital, to discuss her path into venture capital, investment strategy, and what's happening in today's fast-moving startup world.From Goldman Sachs to Running Her Own VC Fund, Jenny's journey into venture capital wasn't linear. After growing up in New York City, attending Horace Mann, and studying at Penn, she began her career in investment management at Goldman Sachs. But she quickly realized that traditional finance wasn't for her and pivoted to the startup world, joining MiniBar Delivery, a liquor marketplace. This hands-on tech experience gave her the edge she needed to transition into venture capital.While pursuing her MBA at Columbia Business School, Jenny networked relentlessly, eventually landing a role at ENIAC Ventures, a leading seed-stage VC firm. She later joined Supernode Ventures, where she helped raise their first institutional fund. During the pandemic, she took a leap of faith and launched Four Acres Capital as a solo GP, giving her full control over investments and fund strategy. Tune in to hear the full episode. Hosted on Acast. See acast.com/privacy for more information.

#193This is the 7th instalment of our Daily Sevens Season in which we're giving you seven gifts each day over the Xmas period.Today it's quotes.As I was trying to choose, it got too difficult to stick to seven.So  instead I picked seven themes so that I can squeeze in a couple more quotes for you. The seven themes are:MoneyQuote: "The only thing that money gives is the freedom of not worrying about money." - Johnny CarsonHard WorkQuote: "About the only thing that comes to us without effort is old age." - Gloria PitzerEducationQuote: "A child educated only at school is an uneducated child." - George SantayanaKnowledgeQuote 1: "Real knowledge is to know the extent of one's ignorance." - ConfuciusQuote 2: "To pretend to know when you do not is a disease." - LaoziMindsetQuote 1: "The mind is like a parachute. It doesn't work if it's not open." - Frank ZappaQuote 2: "The empires of the future are the empires of the mind." - Winston ChurchillQuote 3: "A mind that is stretched by a new experience can never go back to its old dimensions." - Oliver Wendell HolmesHabitQuote: "Habit is a cable. We weave a thread of it every day, and at last, we cannot break it." - Horace MannKeep It SimpleQuote: "Everything is both simpler than we imagine and more entangled than we can conceive." - GoetheOur investor list is full right now, but we'll be doing more projects in the year ahead.Schedule a callto see if we're a good fit for each other.I'd Like Help With Setting My Goals(Download a Free Comprehensive Cheat Sheet PDF)Leave an honest review of Expat Property StoryJoin our Mailing List to join our WhatsApp  group AND access our 37 Question Due Diligence Checklist AND our 23 Step Guide to Buying Property at Auction AND our Monthly NewsletterFollow Us on InstagramWhat's the one thing you're struggling with in UK propertyDetails of where to meet Expat Property Investors (For FREE):Hong Kong: Pacific Coffee, 2/F, Central Building, Central (1st Saturday each month from 11:30 am)Dubai: Holiday Inn, Science Park (1st Wednesday each month from 7pm)Singapore: The Providore at VivoCity (1st Saturday each month  from 10:30 am)Keywordssuccess, failure, quotes, expat property, podcast, UK property portfolio, Christmas, gifts, review, money, Johnny Carson, freedom, hard work, Gloria Pitzer, property education, property courses, knowledge, Confucius, Laozi, mindset, Frank Zappa, Winston Churchill, Oliver Wendell Holmes, habits, Horace Mann, goal setting, fixed rate return, savings, investment, Goethe.

Gina and Sam sit down with Summer Love and Gabby Mclain, co-presidents of the Black Student Coalition (BSC), a thriving network serving over 500 students across New York and New Jersey. Summer is a senior at the Chapin School. At school, Summer is the DEIB president, student a cappella co-director, member of the speech and debate team, a singer in the rock band, and a student admissions ambassador. Her passion for connection and identity-based social justice work is exemplified in her work as the Co-President and Events Team Leader of the Black Student Coalition. The Black Student Coalition is a student-led group that supports the personal, academic, profesional, and social growth of over 500 Black students attending PWIs across 14 states. Fun fact, Summer is double jointed in both of her hands! Gabrielle McLain, a Senior at Horace Mann School, is Co-President and Newsletter Manager of the Black Student Coalition, a 500-member student-led nonprofit that celebrates culture, connections and community amongst Black high school students at PWIs in the New York tri-state area. In addition to BSC, Gabrielle is President of The Union at Horace Mann, which promotes inclusion and belonging for HM's Black student population. Gabrielle is also a Freshman Orientation Peer Leader, an editor of three student publications, and an afterschool tutor. Gabrielle, a social justice advocate, spent a semester in Washington, DC at The School for Ethics and Global Leadership, where she studied the complexities of geopolitical issues, followed by a summer at Yale Young Global Scholars program in the Solving Global Challenges cohort. Gabrielle is currently a Research and Teaching Assistant for Professor Timothy Adkins-Jones of Union Theological Seminary, where she is researching women's contributions to Bloody Sunday of the Civil Rights Movement and crafting a youth itinerary for the annual commemoration event in Selma, Alabama. In her free time, Gabby likes to bake and spend time with her beloved Lab, Polo. Follow us at @artic.ulating on IG for more of Articulating!

In recent years, the emphasis on STEM education has undoubtedly equipped students with valuable skills for the future. But has this focus come at the expense of other critical subjects, like civics? In today's "Bright Idea" segment, we discuss the current state of civics education in the U.S. with journalist, speaker, and author Holly Korby. Korby, who wrote Building Better Citizens, shares her candid assessment of how well the nation prepares young people to understand their role in democracy, grading the U.S. a C-. Korby points to the writings of Horace Mann, who, in the 1800s, championed public education with a core mission: to produce informed citizens who grasp how government functions. Yet, as Korby highlights, we need to catch up to this fundamental goal today. While states like Massachusetts and Illinois stand out for their robust civics programs, Korby describes the overall picture as a "patchwork system" that varies widely in quality across the country. Despite the challenges, Korby offers hope, outlining actionable steps educators can take to better equip students with the knowledge they need to engage in civic life. We explore these solutions further in Episode 272 of Class Dismissed. Tune in to the Class Dismissed podcast on your favorite app or iTunes to hear Korby's insights. Other Show Notes Cash-Starved Districts Are Turning to Four-Day School Weeks. Will That Harm Students? All Rights Reserved. Class Dismissed Podcast 2017 – 2024 

Join Drac and Wren on an educational adventure as they explore the history and evolution of schools. From ancient civilizations to Horace Mann's modern reforms, our dynamic duo discovers how education systems developed to shape societies.

Join us for an eye-opening conversation with Dr. Irene Daria, a developmental psychologist and author who shares her transformative journey from journalism to becoming a fierce advocate for phonics-based education. Through her latest book, "I Didn't Believe Him," Dr. Daria sheds light on the shortcomings of current reading instruction methods and the emotional toll it takes on children and their families. Learn how her son's struggles with reading led her to uncover the critical flaws in the "balanced literacy" approach, and why systematic phonics instruction is essential for helping millions of struggling readers. Ever wondered why your child's school isn't teaching them to read properly? Dr. Daria recounts her personal experience, revealing the deep frustrations and realizations that come with recognizing the inefficacy of popular educational methods. Discover the historical context behind reading instruction, from early phonics to Horace Mann's whole-word approach, and understand why many children are mislabeled as learning disabled when the real issue lies in how they're being taught. This episode underscores the importance of trusting your parental instincts and advocating for more effective educational practices. Empower yourself with insights into the ongoing debates and legislative changes advocating for the science of reading. Dr. Daria discusses the pivotal role of parental advocacy and community support in transforming reading education. Whether you're a parent, educator, or simply passionate about literacy, this episode offers valuable knowledge and encouragement to ensure children receive the best possible start in reading. Don't miss the chance to learn from Dr. Daria's expertise and become a more informed advocate for your child's education. References: Steps to Reading Website I Didn't Believe Him by Dr. Irene Daria  Steps to Reading Book 1: Short Vowels Steps to Reading Book 2: Blends Steps to Reading Book 3: Diagrams Steps to Reading Book 4: Long Vowels Sold A Story Podcast *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group  Connect and follow along with Janae's Journey on Instagram @janae.daniels Learn more about School to Homeschool

In this enlightening episode of Busted Pencils, Dr. Tim Slekar is joined by Curtis Cardine, the accomplished author behind the newly released book "Horace's Hope: Freedman's Folly, The Purpose and Promise of Common Schools in a Democratic Republic." Together, they delve into the profound legacy of Horace Mann, the pioneer of the American public education system. Curtis shares his extensive knowledge and passion for Mann's visionary principles that continue to shape our educational landscape. Curtis provides an in-depth exploration of Horace Mann's six foundational principles for public education, emphasizing their relevance and importance in today's society. From the critical notion that citizens cannot maintain both ignorance and freedom to the necessity of non-sectarian education provided by well-trained professional teachers, these principles form the bedrock of Mann's enduring legacy. Curtis also sheds light on Mann's early advocacy for mental health reform and emancipation, showcasing his broad humanitarian impact. Listeners are invited to re-examine the current state of public education through the lens of Mann's principles, as Curtis and Dr. Tim discuss the challenges and deviations introduced by modern privatization movements. The conversation extends to Curtis's critique of Milton Friedman's influence on educational choice and the implications for democratic values. This episode is a must-listen for educators, policymakers, and anyone interested in the future of public education. Resources Mentioned: Horace's Hope: Freedman's Folly, The Purpose and Promise of Common Schools in a Democratic Republic by Curtis Cardine

Bernie is the real deal school Principal and has so much wisdom to share from his career. And....Bernie is opening up a new school again and we talk about that process, building a team, solving problems and just how to bring a community together! You're going to enjoy this one. Be sure to connect with Bernie on social! LinkedIn - And HUGE thanks to our sponsor today, Horace Mann! Head over to ⁠⁠horacemann.com/TAW⁠⁠ for all the Teacher Appreciation giveaways, virtual events and more! Book Adam for your next event! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠mradamwelcome.com/speaking⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Brand new speaking video ⁠⁠⁠⁠HERE!⁠⁠⁠⁠ Adam's Books: Kids Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JzaoZv⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Run Like a Pirate - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3KH9fjT⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Teachers Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3jzATDg⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Empower Our Girls - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JyR4vm⁠⁠⁠⁠⁠⁠⁠

Become a time billionaire. In this episode of the Get Rich Education podcast, host Keith Weinhold explores the significance of living an extraordinary life, emphasizing the importance of time management and the value of time.  You are here today, gone tomorrow. Gain new perspective on life and death. The show promotes strategies for achieving financial freedom through real estate investing.  A hypothetical scenario examines the potential impact of eternal life on Earth's resources, prompting listeners to consider the implications of unlimited population growth.  The episode offers a blend of motivational content and practical wealth-building advice, with a side of philosophical musing on the nature of time and life's finitude. We listen in to Neil deGrasse Tyson's “Life and Death: A Cosmic Perspective”. Resources mentioned: For access to properties or free help with a GRE Investment Coach, start here: GREmarketplace.com Get mortgage loans for investment property: RidgeLendingGroup.com or call 855-74-RIDGE  or e-mail: info@RidgeLendingGroup.com Invest with Freedom Family Investments.  You get paid first: Text FAMILY to 66866 For advertising inquiries, visit: GetRichEducation.com/ad Will you please leave a review for the show? I'd be grateful. Search “how to leave an Apple Podcasts review”  Top Properties & Providers: GREmarketplace.com GRE Free Investment Coaching: GREmarketplace.com/Coach Best Financial Education: GetRichEducation.com Get our wealth-building newsletter free— text ‘GRE' to 66866 Our YouTube Channel: www.youtube.com/c/GetRichEducation Follow us on Instagram: @getricheducation Keith's personal Instagram: @keithweinhold   Complete episode transcript:   Welcome to GRE! I'm your host, Keith Weinhold. You need to become financially-free so that you have… time to be present and live in the “now”.    You are here today and gone tomorrow. There's not much time to leave your dent in the universe. All that you ever have is now - and that's how it will always be. Today, on Episode 500 of Get Rich Education.   Welcome in… to Get Rich Education. I'm your host, Keith Weinhold.   At times, people tell me something like: “Look at what you're doing. You live an extraordinary life.”    Now, I might reply to that person with something like - “Thanks. I appreciate it. I like to get out and see the world.”   But do you know what's really going on inside my head when someone tells me that I live an extraordinary life?    I'm really thinking, “Well, of course, I do. Don't you? You design your life: So why would you choose anything… else or anything… less… than an extraordinary life?”    Esp. in this world of abundance that we all live in. That's why you have zero reason to live any life that's LESS than extraordinary - if that's what you want.”   Investing for income now is a tool for freedom.   When you're no longer trading your time chiefly for dollars, that's when you can stop living a disembodied existence - when you're living such that your mind and your body are in two different places.    Begin to own your time and truly be yourself.   You need time.   And you don't have much time. That's why, in my experience, it's better to err on the side of being too early over being too late.    Are you truly living… or are you only existing in space and time? I think that deep down… you know. Ask yourself. You already know the answer.   Remember, Episode 1 of this very show is called: “Your Abundance Mindset.”   But if you're thinking in LIMITING ways, here's the good news - the really good news for you.   You don't have to believe everything that you think.    The good news is that… you were born rich. You were born with an abundance of choices. Society stifled that.    You don't have to believe… everything that you think.    Since there's never a "perfect time" to build financial freedom, your conception that it's too early is often just your fear.    As long as you've got a few touchpoints, once you dive in, you'll figure it out.   Old people tend to regret the things they didn't do, or didn't do earlier—not the things they did.   The best reason for becoming financially-free is so that you can buy time and finally start to be yourself.   If you don't want to do it for yourself, do it for someone you love… because there's someone in this world that needs you to be... you.   Since all that you'll ever have is “now”, you need residual income to buy time so that you can spend more of your life present in the “now”.   Now, if you were to ask yourself, what made the most successful leaders in the world successful, was it the capital they had, their technology, the people they knew, or their mindset? Which one of those things was it?   It's their mindset.   See, because if you took away the capital, technology, or friendships from Jeff Bezos or Steve Jobs or Mahatma Ghandi or MLK - whoever you want to use as your leader.   If you took away those elements but they retained their mindset, they would most likely go on to regain everything they've got.   That's why you must deeply explore and consider, what mindset do you have, where did you get your mindset, and what mindset do you need for the decades ahead?   Did you get it from… your parents? If so, I'm sorry to say, that's usually a red flag… and that's where most of us get our mindset from.    But most people never learn differently.   Realize this - and this is a little hard to say. But the truth is hard.    Your parents don't want your success. Isn't that ironic? Your very own parents don't want your success; they want your safety.    They want you to have a stable, safe, say, accounting job, in a cubicle that only gives you two weeks of vacation a year - because it's KNOWN and average.   A ship in harbor is safe; but that's not why ships are built. Some safety is OK. But you weren't built to live a life CENTERED on safety either.   That's not even approaching living your dreams or doing anything ‘extraordinary'.   Most people aren't living their dreams. They're living their fears.   When your parents had you at birth - in the hospital delivery room - they'd be thrilled to know that you'd grow up to live your DREAMS. But on the day-to-day, they've got you living your fears.    Once your parents got “newborn you” home from the hospital, all the way up to adulthood, an overly fragile safety mindset often becomes pervasive… and it stifles dreams.   If you don't take a chance, you don't have a chance. Take the risk or lose the chance.   Don't live below your means; grow your means. It's in your genes… though that probably wasn't part of the mindset of your formative years.   I love my parents. They cultivated the right environment for me. But you'll often find an overabundance of safety from yours - especially from your mother.   Eckhart Tolle said: “Most humans are never fully present in the now, because unconsciously they believe that the next moment must be more important than this one. But then you miss your whole life, which is never not now. That's Tolle.   Alright. But once you've made time, what's next? It's how you arrange your priorities.    We think it's about time management - and it STARTS THERE.    True achievers in life make large blocks of uninterrupted time - notifications off, phone one room away.   But more specifically, it's about your priority management.   For me, I know that I'm going to be living in this same body 50 years from today - just like you will inside yours, so I make FITNESS a priority in life - often at the expense of investing & business opportunity.    That's my take - it doesn't have to be your take. That's an example of priority management.   First, you've got to play a game worth winning. It's been said that one question to establish focus is, ask yourself: Are you hunting antelope or field mice? This… idea is simple (but supremely powerful): A lion is capable of hunting field mice, but the prize wouldn't be sufficient reward for the energy required to do so.  Instead, the lion must focus on the antelope, which does require considerable energy to hunt, but provide a sufficient reward. In whatever you are pursuing, are you hunting antelope or field mice? Are you focusing on the big, weighty, important tasks that will provide sufficient reward for your energy?  Or are you burning calories chasing the tiny wins that won't move the needle? Ask yourself this question from time and time and use your answer to reset as necessary. Always hunt antelope! When it comes to priority management…   … you've got to make time for yourself and create better “nows” for yourself beyond the mandatory loads that you're already encumbered with.    Because you'll still have meal planning, grocery shopping, doctor's appointments, housekeeping, scheduling, meeting, driving…   There's not much leftover discretionary time left over to make you the you that you need to be - whether you're trying to be the best equestrian rider that you can be because you connect with horses…   …you're trying to be the greatest PARENT ever, cleaning up a beloved local creek, coaching your kid's sports team… or maybe you'll move heaven & earth to write that book that you just KNOW that you have inside of you. Get it out there!   But instead, people rationalize away their low quality of life.   If you're working for the weekend, examine your M-F. You're not living in the “now”. If you call Wednesday “hump day”, you're not living in the now.    The good guys are BRAVE enough to risk investment, commitment, marriage, being vulnerable to family members, and all those things that make the non-doers and bad guys envious. Be brave enough to study and then risk boldly.   This is sad. You've probably heard of stats like this before - a Pew survey from last year found that 46% of US workers who receive paid time off from their employer take less time than they're offered. Almost half!   People rationalize away their low quality of life - actually defending living a small, scared, too-safe life.   If you need a push to fire up Google Flights, consider that you will be happier because of it.  That's what the science says: researchers from the Netherlands found that the biggest boost in happiness around vacations came from the simple act of planning one. Then you get to anticipate it. How important is it to build a residual income rather than work more hours? Is working more and working late the answer?   Understand… that twenty years from now, the only people who'll remember if you worked late are your kids.   Instead, become a time billionaire. Let's lean into this and look at what some others say.   Graham Duncan proposed the concept of the Time Billionaire. If you've got a billion seconds worth of wealth, that's 31 years. He said that:   "A million seconds is 11 days. A billion seconds is 31 YEARS… I feel like in our culture, we're almost obsessed, as a culture, with money.  And we deify dollar billionaires in a way...And I was thinking of time billionaires that when I see, sometimes, 20-year-olds—the thought I had was they probably have two billion seconds left.  But they aren't relating to themselves as time billionaires."  That's what Graham Duncan said. The central point here… is that TIME is our most precious asset. No one ever posts pictures of napping on the sofa on social media. But if you're a time billionaire - you might consider that an ostentatious display of time wealth. Ha! When you're young, you are RICH with time. At age 20, you probably have about two billion seconds left (assuming you live to 80). By 50, just one billion seconds remain. But as Graham Duncan pointed out, we don't relate to ourselves as the "Time Billionaires" that we really are. Most of us fail to realize the value of this asset until it is… gone. In his passage called On the Shortness of Life, the stoic philosopher, Seneca, says, "We are not given a short life but we make it short, and we are not ill-supplied but wasteful of it." That's Seneca. To me, being a “Time Billionaire” isn't necessarily about having the actual time, but about the awareness of the precious nature of the time you do have.  It's about embracing the shortness of life and finding joy in ordinary daily moments of beauty. Let me introduce the “Surfer Mentality”. Yeah, the surfer mentality. When a surfer gets up on a wave, they enjoy the present moment, even though they know with certainty that the wave will eventually end.  They fully enjoy THIS wave, with the wisdom and awareness that there are always more waves coming. There are five ways that you can apply this “Surfer Mentality” and have this awareness in your life: (1) enjoy your next wave and embrace the present moment, (2) be strategic about your positioning in between waves, (3) PASS on more waves rather than jumping at the first one that comes your way, (4) always get in the water and stop sitting on the shore, and (5) roll with the punches that life deals you. That's the “Surfer Mentality” Do not become an ostrich. An ostrich will bury its head in the sand to avoid danger. A lot of humans behave the same way when they encounter new information that challenges their existing beliefs or views.    An ostrich cares more about being right than finding the truth. Do not become an ostrich, embrace new information that forces you to change your mind. That, right there, is growth.   A great, actionable way for you to GROW with the time you've created and the priorities that you've outlined is to Do something new that scares you. This is EXACTLY what you did as a kid but that you forgot how to do.    For example, when you were age 11, you swam in water over your head for the first time. It made you rise up, grow, and gain confidence. I can't tell you what grows inside you psychologically, but…   We're operating 200,000 year-old mental software. That's when the modern human brain came into existence.    Our primordial brains are evolutionarily wired to see problems - to detect threats like lions & tigers - and our body still responds to those threats like they are lions.   And today, we don't have to look very hard to find those problems. Just turn on the news or scroll social media and there they are.   And in this environment, it can be easy to let ourselves be yanked around by our circumstances.   When it comes to OTHERS - peers, family, and friends along your life journey…   You have to be strict with yourself but tolerant of others.    That's what the stoic Marcus Aurelius wrote about in his meditations. He has these exacting high standards.    Most people don't have the self-discipline that you do… and it's called SELF-discipline for a reason.    It's not a thing that you get to project onto other people. You don't get to go around insisting that other people follow YOUR standards and your code.    You have to be encouraging and forgiving of other people because they don't have the gift that you have. They don't own the drive that you have. There's even a saying in ancient Rome.    “We can't all be Catos.” If you remember from history, Cato was the influential leader that championed Roman virtues during THEIR empire.   We have to be tolerant, and accepting and encouraging of other people. If this realization is still frustrating to you…   Another way that you can think of this, is that others never signed up to the code and standards that you have.”    Money is a tool for freedom. The best reason to accumulate wealth is to buy yourself freedom from anything you don't want to do, and the freedom to do the things you do want to do. Money is not an end in itself. If you sit on it and never use it, you've wasted your life.    Money CAN absolutely buy happiness. But only so long as you spend it on upgrading and expanding the things that make you happy or in buying time, instead of using it to play status games or on fleeting experiences.    Increase the difficulty. If you're listening to this, then your life is (probably) already on easy mode compared to the global and historical standard. You need to strategically introduce some challenges to keep yourself motivated. Don't ruin yourself, but don't let yourself get too complacent, either.    Investing involves risk. You're going to lose sometimes. The good news is that you don't have to make money back in the same PLACE where you lost it.    If something in your business or life is losing money, you don't have to plug the hole right there at that spot. Often it's easier to make the money back elsewhere.    It's never the right time. Any time you catch yourself saying “oh it'll be a better time later,” you're probably just scared. Or unclear on what to do. There is never a right time for the big things in life: having kids, changing jobs, breaking up, getting engaged, or buying the property.    Err on the side of too early over too late. Related to that point, since there's never a “perfect time,” it's almost always better to do things “too early.” Your conception that it's too early is just your fear, and once you dive in you'll figure it out. Old people tend to regret the things they didn't do, or didn't do earlier. Not the things they did. Bad things happen fast, and good things happen slowly. This is one reason why bad news seems more newsworthy - but it's not actually more important. It's hard-wired within you that money is a scarce resource.  Don't be afraid to commit. You've got to let go of fear about tomorrow and just get on with it.    Uncertainty is a PERPETUAL condition - it's existed in your entire past, and will in your entire future. That's why you feel uncertainty in the present too. Uncertainty only disappears when you die.   We all want to know the future. But the truth is, it's easier to make decisions within your certainty of NOW rather than postpone & speculate about your perpetually uncertain future.   “Life is meant to be lived, not postponed.” Don't get so caught up trying to make a living that you forget to live a life. That's not a life well-lived.   Regretting past decisions is an utter waste of energy. Does the past exist now separate from your own thoughts? Nope… it doesn't even exist.    Coming up - you'll hear ANOTHER voice with a more COSMIC perspective about life and the power of “now” - it includes some sound effects to anticipate.  Then I'll come back in for today's conclusion. I'm Keith Weinhold. It's Episode 500 of Get Rich Education.    LISTEN: Neil Degrasse Tyson: Life and Death - A Cosmic Perspective   That's Neil DeGrasse Tyson on the significance of life, death, and the power of “now”.   Horace Mann said, "Be ashamed to die until you have won some victory for humanity."   Life feels ordinary. But in fact, it's incredible that you overcame tremendous odds to have your… one… precious life.   In order to be born, you needed: 2 parents 4 grandparents 8 great-grandparents 16 second great-grandparents You needed 32 third great-grandparents 64 fourth great-grandparents 128 fifth great-grandparents 256 sixth great-grandparents To be born, you needed 512 seventh great-grandparents 1,024 eighth great-grandparents and 2,048 ninth great-grandparents For you to be born today from 12 previous generations, you needed a total sum of 4,094 ancestors over the last 400 years. Think about what they overcame… to produce you – How many struggles did they have? How many battles? How many difficulties? How much sadness did THEY have?  How much happiness? How many love stories created you? How many expressions of hope for the future? – did your ancestors have to undergo for you to exist in this present moment… The past is history, the future is a mystery, and this moment is a gift. That's why they call this gift, “the present”.   Spend your time where time disappears. Your work should feel like play… your passions should feel like flow… with people that make hours feel like minutes.    The more present you are, the quicker the present goes. That's the paradox.    A full life goes fast. But in the end, time that flies… is time well spent. And a life that flies by… is a life well spent.    At least here on Earth, all you've got is one life and one shot.   You shouldn't fear death. You should fear a life where you could have accomplished more that fulfills your potential and aligns with your soul.   You're here today and gone tomorrow. You've got NOW to go leave your dent in the universe.   There's no time to wait. You now have less time remaining in your life than when you started listening to me today.   All that you ever have is now - always. Don't Quit Your Daydream!

"The people who dreamed up this system, the people who implemented this system, the people who reformed this system, to turn it from what it was into what it is today, always had a plan. And that plan always was, from the very beginning, to undermine the christian faith, to undermine the family, to undermine biblical principles, like private property, like the free enterprise system, like the nuclear family, like the purpose of government." - Alex Newman Watch this full interview on our YouTube Channel On the first episode of the Thinking Dad Podcast, host Garritt Hampton and guest Alex Newman, founder of Liberty Sentinel Media, uncover the shocking depths of indoctrination in public schools. Explore the troubling ties between Marxist ideologies and public education, learn about historical experiments that redefined reading instruction with devastating effects, and uncover the global strategy to standardize education. This discussion sheds light on John Dewey's influence, the gradual socialist shift impacting American families, and the strategic role of UNESCO in reshaping global education norms. Learn why the system isn't just failing—it's succeeding at its original purpose. Educate yourself about alternatives like homeschooling and what you can do to fight back against the indoctrination of our youth.  The Thinking Dad Podcast and all of the shows on the Biblical Family Network are only possible because of the generous support of our listeners. Would you consider a one-time or monthly donation to support this important ministry? Alex Newman is an award-winning international journalist, educator, author, speaker, investor, and consultant who seeks to glorify God in everything he does.  In addition to serving as president of Liberty Sentinel Media, Inc, he has written for a wide array of publications in the United States and abroad. He currently serves as a contributor to the Epoch Times, a correspondent for the Law Enforcement Intelligence Brief, foreign correspondent and senior editor for The New American magazine, a writer for WND (World Net Daily), an education writer for FreedomProject Media, a columnist for the Illinois Family Institute, and much more. Check out Alex's books here. Recommended Resources: Indoctrinating Our Children to Death: Government Schools' War on Faith, Family, & Freedom – And How to Stop It, by Alex Newman Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America's Children, by Samuel Blumenfeld and Alex Newman More from Alex Newman on the Schoolhouse Rocked Podcast More on Public Education and School Choice: School Choice: Unmasking the Euphemism (blog post) What About “School Choice” (blog post) Rescuing Our Children: An Urgent Call to Take Back Education (blog post)

I've known Jenny for over a decade now and it was so awesome to talk with her about all things curriculum, leading teams, building capacity in others, favorite leadership book and so much more. Thanks for listening, you're going to enjoy this one! Be sure to connect with Jenny on all the socials! ⁠Twitter/X -⁠ And HUGE thanks to our sponsor today, Horace Mann! Head over to ⁠horacemann.com/TAW⁠ for all the Teacher Appreciation giveaways, virtual events and more! Book Adam for your next event! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠mradamwelcome.com/speaking⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Brand new speaking video ⁠⁠⁠HERE!⁠⁠⁠ Adam's Books: Kids Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JzaoZv⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Run Like a Pirate - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3KH9fjT⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Teachers Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3jzATDg⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Empower Our Girls - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JyR4vm⁠⁠⁠⁠⁠⁠⁠

Mary was so great to talk with about all things curriculum, leading teams, building capacity in others, favorite leadership book and so much more. Thanks for listening, you're going to enjoy this one! Be sure to connect with Mary on all the socials! Twitter/X - LinkedIn - And HUGE thanks to our sponsor today, Horace Mann! Head over to horacemann.com/TAW for all the Teacher Appreciation giveaways, virtual events and more! Book Adam for your next event! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠mradamwelcome.com/speaking⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Brand new speaking video ⁠⁠HERE!⁠⁠ Adam's Books: Kids Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JzaoZv⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Run Like a Pirate - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3KH9fjT⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Teachers Deserve It - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3jzATDg⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Empower Our Girls - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠amzn.to/3JyR4vm⁠⁠⁠⁠⁠⁠⁠

Join host Heather Bernt-Santy and fellow nerd Lizz Nolasco as they explore this quote from an article by Beth Blue Swadener and Shirley Kessler: "Of significance among reconceptualist perspectives is the social, historical and political context of the early childhood curriculum. Underlying this rethinking of curriculum planning is the study of the relationship between what we teach in school and the unequal outcomes of schooling based on social class, race, language or dialect, and gender. According to this perspective, schools are seen not as the equalizer in society, as Horace Mann envisioned, but as a means of reproducing the race, class, and gender inequities which persist in society today."

Look, we get it: the iPad is a magical device. It can quiet even the craziest kid. It can take them into a world of learning and exploration that is literally miraculous. Best of all, most of this content is free!Books on the other hand are not free and they take up so much space. Lugging them around can be a pain. You're a grown-ass person. Do you really have to read about why dragons love tacos again? Or what Frodo is going to do with that stupid ring? And read it with the excited tone of a voice-over actor?Yes. The answer is yes. Your house and your life must be filled with books. Good ones. Silly ones. Annoying ones. Used ones. New ones. Reading is part of the job. “A house without books is like a room without windows,” Horace Mann once said. “No man has a right to bring up his children without surrounding them with books, if he has the means to buy them.”✉️ Sign up for the Daily Dad email: DailyDad.com

The Dean's List with Host Dean Bowen – During my visit to Waterbrook Christian Academy, I observed fifth graders' deep respect for teachers. Speaking with Alex Newman, we explore socialism's impact on American education, led by figures like Horace Mann and John Dewey. This shift from traditional values and individual liberty signifies a profound transformation in our education system's foundations and ideologies.

What philosophies and practice do these award winning educators employ? Two winners, Indiana's Carol Pierobon Hofer and Alabama's Kimberly Johnson are my honored guests..

What philosophies and practice do these award winning educators employ? Two winners, Indiana's Carol Pierobon-Hober and Alabama's Kimberly Johnson are my honored guests..

Welcome to the Paint The Medical Picture Podcast, created and hosted by Sonal Patel, CPMA, CPC, CMC, ICD-10-CM. Thanks to all of you for making this a Top 15 Podcast for 3 Years: ⁠⁠⁠⁠⁠https://blog.feedspot.com/medical_billing_and_coding_podcasts/⁠⁠⁠⁠⁠ I'd love your continued support of this content-rich, value-add podcast to help you succeed in the business of medicine: ⁠⁠⁠⁠⁠https://podcasters.spotify.com/pod/show/sonal-patel5/support⁠⁠⁠⁠⁠ Sonal's 11th Season starts up and Episode 4 features a Newsworthy update on specimen collection fees and travel allowance. Sonal's Trusty Tip and compliance recommendations on the new evaluation and management add-on code 99459. Spark inspires us all to reflect on quantity versus quality based on the inspirational words of Horace Mann. Paint The Medical Picture Podcast now on: Spotify for Podcasters: ⁠⁠⁠⁠⁠https://podcasters.spotify.com/pod/show/sonal-patel5⁠⁠⁠⁠⁠ Spotify: ⁠⁠⁠⁠⁠https://open.spotify.com/show/6hcJAHHrqNLo9UmKtqRP3X⁠⁠⁠⁠⁠ Apple Podcasts: ⁠⁠⁠⁠⁠https://podcasts.apple.com/us/podcast/paint-the-medical-picture-podcast/id1530442177⁠⁠⁠⁠⁠ Google Podcasts: ⁠⁠⁠⁠⁠https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy8zMGYyMmZiYy9wb2RjYXN0L3Jzcw==⁠⁠⁠⁠⁠ Amazon Music: ⁠⁠⁠⁠⁠https://music.amazon.com/podcasts/bc6146d7-3d30-4b73-ae7f-d77d6046fe6a/paint-the-medical-picture-podcast⁠⁠⁠⁠⁠ Breaker: ⁠⁠⁠⁠⁠https://www.breaker.audio/paint-the-medical-picture-podcast⁠⁠⁠⁠⁠ Pocket Casts: ⁠⁠⁠⁠⁠https://pca.st/tcwfkshx⁠⁠⁠⁠⁠ Radio Public: ⁠⁠⁠⁠⁠https://radiopublic.com/paint-the-medical-picture-podcast-WRZvAw⁠⁠⁠⁠⁠ Find Paint The Medical Picture Podcast on YouTube:⁠ ⁠⁠⁠⁠https://www.youtube.com/channel/UCzNUxmYdIU_U8I5hP91Kk7A⁠⁠⁠⁠⁠ Find Sonal on LinkedIn: ⁠⁠⁠⁠⁠https://www.linkedin.com/in/sonapate/⁠⁠⁠⁠⁠ And checkout the website: ⁠⁠⁠⁠⁠https://paintthemedicalpicturepodcast.com/⁠⁠⁠⁠⁠ If you'd like to be a sponsor of the Paint The Medical Picture Podcast series, please contact Sonal directly for pricing: ⁠⁠⁠⁠⁠PaintTheMedicalPicturePodcast@gmail.com⁠⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/sonal-patel5/message Support this podcast: https://podcasters.spotify.com/pod/show/sonal-patel5/support

Conner Prairie's Director of Business Intelligence, Andrew Collins, joins us to discuss funding and oversight for K-12 education. When common school trailblazer Horace Mann began his campaign to establish universal education in the United States, he saw it as the only way to overcome disparities plaguing the country and give every child an equal opportunity and access to quality educational opportunities. However, with public schools faltering on this promise, the recent rise of private charter schools have claimed to offer a similar opportunity as an alternative. Some charter schools succeed at providing this opportunity with an 'atypical' education in an honest way while some fail. Easton, Zoe, and Andrew Collins dive into just how deep the issue has become, who the true victims are, and how we can begin to re-center those who have always deserved a fair shot at achieving their dreams. Our sources:   Baines, Lawrence. “Does Horace Mann Still Matter?” Educational Horizons, Vol. 84, No. 4 (Summer 2006). https://www.jstor.org/stable/42923671    Burris and Cimarusti. “Chartered for Profit: The Hidden World of Charter Schools Operated for Financial Gain.” networkforpubliceducation.org (September 2020- February, 2021) https://networkforpubliceducation.org/chartered-for-profit/    Burris and Cimarusti. “Chartered for Profit II: Pandemic Profiteering.” networkforpubliceducation.org (2021) https://networkforpubliceducation.org/chartered-for-profit-ii-pandemic-profiteering/    Cremin, Lawrence A.“Horace Mann.” Encyclopedia Britannica. (Jul 20, 1998). https://www.britannica.com/topic/Hall-of-Fame-for-Great-Americans    Jason, Zachary. “The Battle Over Charter Schools.” Harvard Graduate School of Education (May 20, 2017) https://www.gse.harvard.edu/ideas/ed-magazine/17/05/battle-over-charter-schools    Newton, Derek. “20,000 More Reasons To Never Go To A For-Profit School.” forbes.com (Dec 9, 2018) https://www.forbes.com/sites/dereknewton/2018/12/09/20000-more-reasons-to-never-go-to-a-for-profit-school/?sh=310767bb30e5   Smith, Casey “Charter schools win in proposed Indiana budget amid public advocacy campaign.” indianacapitalchronicle.com (MARCH 8, 2023) https://indianacapitalchronicle.com/2023/03/08/charter-schools-win-in-proposed-indiana-budget-what-does-that-mean-for-other-public-schools/    TBS Staff. “Guide to For-Profit Colleges: How to Avoid Predatory Schools.” thebestschools.org (September 2, 2022) https://thebestschools.org/resources/for-profit-colleges/#:~:text=For%2Dprofit%20colleges%20have%20earned,report%20much%20lower%20graduation%20rates Further Reading:   https://tjrs.monticello.org/archive/search/quotes?keys=&sort_bef_combine=field_tjrs_date_value+ASC&field_tjrs_categorization_tid%5B%5D=2174&field_tjrs_date_value_1%5Bvalue%5D%5Bdate%5D=&field_tjrs_date_value2_1%5Bvalue%5D%5Bdate%5D=&_ga=2.75063957.660474691.1702336022-1751129134.1702336022   

The Dean's List with Host Dean Bowen – In the heart of American public education, a crisis emerges. Horace Mann's vision clashes with John Jay's ideals, pitting educators against parents. As classrooms become ideological battlegrounds, two opposing narratives form—one viewing children as hostages, the other championing freedom. The fight intensifies as parents across the nation rise, determined to reclaim their children's...

Meg reports on the decades of rampant sexual abuse that haunted the prestigious Horace Mann School. Jessica takes a tour of the amber waves of grain that once was Battery Park.Please check out our website, follow us on Instagram, on Facebook, and...WRITE US A REVIEW HEREWe'd LOVE to hear from you! Let us know if you have any ideas for stories HEREThank you for listening!Love,Meg and Jessica

Bill Knapp is in his fifth decade as a top Democratic media consultant and is the first K in the mega-media firm SKDK. In this conversation, Bill talks his NYC roots, the 1980 Senate campaign that launched his professional career, lessons from his mentor & eventual partner Bob Squier, key races in his development as a strategist, the '96 Clinton re-elect, 20 years as part of Mike Bloomberg's political orbit, advice for budding media consultants, and much more. IN THIS EPISODEBill's roots on the Upper West Side of Manhattan…The three prominent figures Bill met as a child in his apartment building…Bill dips his toe into politics at Franklin & Marshall College in rural PA…The 1980 Liz Holtzman Senate campaign changes Bill's professional direction…Bill's intersection with mentor and future business partner, the legendary Bob Squier…Bill talks the legacy of Bob Squier…The US Senate race where Bill established himself as a media strategist in his own right…Bill goes deep inside the 1996 Clinton Presidential Re-election…Bill helps elect Mike Bloomberg Mayor of NYC in 2001…Bill's perspective on the Bloomberg 2020 presidential with a few years' hindsight…How Bill's firm, SKDK, grew to the size of 100+ employees…Bill talks the skillset of his prominent business partner Anita Dunn…Bill's advice to the next generation of political media consultants… AND $15 CPP, Adas, Avenue J, Daniel Barash, Bob Bauer, Belmont Stakes, Joe Biden, Rod Blagojevich, Jim Blanchard, Bill Bradley, Jim Brady, broad shoulders, Quentin Burdick, Jimmy Carter, Pia Carusone, Central Park, Chat GPT, cinema verité, Tony Coehlo, The Communications Company,  the crack epidemic, crusty editors, Jennifer Cunningham, the DSCC, Rich Davis, Joe DiMaggio, David Dinkins, David Doak, Bob Dole, Byron Dorgan, Rahm Emanuel, Carter Eskew, F stops, FIFA, Friday Shabbat, David Garth, Newt Gingrich, Al Gore, Bob Graham, Frank Greer, Hal the Doorman, David Halberstam, Patti Harris, the Hinckley Hilton, Harold Ickes, Independent Network News, Josh Isay, Elena Kagan, Keith Kincaid, Samantha Knapp, Stanley Kubrick, JFK, lashon hara, Joe Lieberman, Horace Mann, Minnesota boys, Damon Miranda, Rick Miranda, Mike Moore, Mike Morey, Dick Morris, Jim Mulhall, New Jersey droughts, Jackie Onassis, Mark Penn, Earl Pomeroy, Mark Putnam, Riverdale, Bob Roe, Hillary Rosen, David Sawyer, Doug Schoen, Kevin Sheekey, Oren Shur, Doug Sosnik, Mark Squier, George Stephanopoulos, David Strauss, Earl Strinden, Ray Strother, technocrats, torturing gaffers, Donald Trump, Bradley Tusk, Verrazzano-Narrows Bridge, VW Karmann Ghia, Otto von Bismarck, War and Peace, Lowell Weicker, Elie Wiesel & more!

Today, there are two stories on Infamous. First, Vanessa talks to Decoder Ring's Willa Paskin about the event of the summer — the Barbie movie — and learns about Barbie's bizarre origin story, how she's evolved since the late fifties, and what's next for the Barbie franchise.  Then, Gabe Sherman returns to talk about a major scandal at one of the most elite private high schools in the country: Horace Mann. This school, where politicians, celebrities and financiers send their kids, turns into a pressure cooker when students, teachers, and the board find themselves in conflict over some disturbing Facebook posts and a teacher's roman à clef. Click ‘Subscribe' at the top of the Infamous show page on Apple Podcasts or visit GetTheBinge.com to get access wherever you get your podcasts. A Campside Media & Sony Music Entertainment production. Find more great podcasts from Sony Music Entertainment at sonymusic.com/podcasts Learn more about your ad choices. Visit megaphone.fm/adchoices Learn more about your ad choices. Visit podcastchoices.com/adchoices

Mike Winther gives a lecture about education at a homeschool convention. Homeschool families take a personal interest in their children's education. He talks about biblical ideas of education. He also talks about some Puritan ideas of education which are consistent with biblical models. This episode is about children of God versus children of Caesar, and it's really about who owns our children. God owns our children, but parents are the caretakers and are held accountable for what they do with their children. This episode is for anyone trying to make sense of how to best educate their children.   You'll Learn: [02:23] Plato was a Greek philosopher. Like many philosophers, he wrestled with the nature of man. Is the nature of man good or evil? [03:04] The judeo-Christian view is that man is born with a sin nature. Plato said that man was essentially good but sometimes does evil. [03:49] Plato's answer to where sin comes from is a learned nature from your parents. We have an evil problem in society, because young people learn evil. [04:57] In Plato's Republic, you find the most honest noble person and make them the Philosopher King with absolute power. The next level of wise people are made the schoolmasters. [06:07] The children are taken away from the parents as soon as they are weaned. [07:43] Fundamental to Plato's Utopia is fixing the educational system. [08:16] Deuteronomy Chapter 6. [10:05] We should always be instructing our children. [11:40] Is it possible to make education an idol? Education is a means to an end, it's not the end itself. [14:06] How much of our future should we mortgage for an education? [16:27] Mike talks about things that the Bible tells us that we shouldn't do. [19:08] Mike talks about the two economic systems in our world and why socialism is biblically wrong. [22:04] What should we teach? The Puritans worked hard to apply scripture to every area of life. [22:30] Cotton Mather had a lot to say about education. [25:13] Reading and writing is secondary to teaching about the savior. [29:14] Serving God first and meeting the needs of others. Our careers and occupations are simply serving others. [30:40] How our worldviews shouldn't be compartmentalized. [36:10] Methodology and the debate about how we teach. The Trivium and the three stages of learning. The grammar stage. The logic stage. The rhetoric stage. [40:55] We should move towards the goal of educating in a Christian environment. [45:38] Mike talks about how the public schools have way more access to your children's mind than you have. [50:08] History shows that people in the past who only had an eighth grade education can speak, read and write better than current students. [50:49] Mike shares quotes by James Carter and Samuel Smith and Horace Mann. [55:16] Your children learn the doctrine of whatever school you put them in. [56:49] Problems in America are educational problems. [57:13] Karl Marx's 10 steps for bringing about communism or socialism. One fundamental aspect is free public education for children in schools. [01:01:15] Don't assume that a Christian college is safe. Give your kids all of the best foundations possible. [01:03:38] Challenge your kids with information.   Your Resources: Books to browse Five Principles By Michael Winther The Republic Cotton Mather The Communist Manifesto

Alex Newman joins Zan for this compelling conversation as they discuss the spiritual crisis in education and the hope of homeschooling. Our Christian heritage as a nation includes Founding Fathers like Noah Webster, who wrote curriculum on all subjects from a biblical basis. That heritage was eroded by men like Robert Owen, Horace Mann, and John Dewey, who believed government-run schools should be secular in nature. Tune in to this episode for a thought-provoking discussion on the importance of prioritizing faith in education. SHOW NOTESzantyler.com/podcast/044-alex-newmanPODCAST SPONSORSpecial Thanks to BJU Press Homeschoolbjupresshomeschool.com CONNECT WITH ZANAsk Zan a question or share your thoughts on this episodezantyler.com/connectAlex Newman | The Spiritual Crisis in Education and the Hope of Homeschooling | Ep. 044

Today's FIRE show: On the beach with uninformed Americans, 'You Will Obey" by Horace Mann, teacher never learned history of education, John Taylor Gratto on education, CIA control of media and editors, 2008 Obama presidency, Renegade at the border, nuclear war is their plan?, Kerry bloodlines and CIA trafficking, Our Movement DJT speech, and more...

Today on the podcast, we get our hands dirty with Claire Goldberg, a proud member of the New York Elite. We chat about her recovery from mercury poisoning and how she was force-fed banana splits as a child. Knock knock. Who's there? This is The Bechdel Test. Follow/Subscribe!Instagram: @thebechdeltest_Shoot us an email at thebechdeltest.podcast@gmail.comCheck out our website: https://thebechdeltest.wixsite.com/thebechdeltest

“A home without books is like a room without windows.” —Horace Mann. And yet, no one buys or read books anymore. Men especially so. Let's talk about it. For more content, go to BillGoldstein.com. Buy the book “Skip the Funeral,” available on Amazon. And give the podcast a rating, write a review, or comment if you an episode idea or a topic suggestion, at Apple Podcasts and PodChaser.com.

Hour 1 * Guest: Dr. Scott Bradley, Founder and Chairman of the Constitution Commemoration Foundation and the author of the book and DVD/CD lecture series “To Preserve the Nation.” In the Tradition of the Founding Fathers – FreedomsRisingSun.com * What Is The Meaning Of Palm Sunday And Why Celebrate it? * USA leads world in weather catastrophes – ABCNews.com * Mortgage rates drop to 6-week low. * The Chinese spy balloon that traversed the United States earlier this year gathered intelligence from multiple sensitive American military sites, according to a new report from NBC News – The State Department previously acknowledged the spy balloon had intelligence-gathering capabilities. * Cover Up: Jan. 6 Kangaroo Court Seals Records For 30-50 Years! * Trump Will Stand Trial In NYC; Americans Unite Over Concerns of Weaponized Justice System. * Grassroots Support for Trump Explodes With Over $4 Million Raised in 24 Hours Since Indictment. * Trump likely will not be handcuffed, the process will take place Tuesday afternoon, Then Trump will return to Mar-a-lago. * Manhattan District Attorney Alvin Bragg confirmed he used federal funds in his investigation – Cristina Laila, TheGatewayPundit.com Hour 2 * Guest: Lowell Nelson – CampaignForLiberty.org, RonPaulInstitute.org * Semiannual General Conference of the Church of Jesus Christ of Latter-Day Saints – ChurchOfJesusChrist.org *Sunday morning: President Nelson discussed civility, dignified dialogue, the value of being a peacemaker, and the use of kind words in communication. * This is important in what we do in the cause of liberty. We want to win our battles for freedom, but we don't want to make enemies in doing so. * Sam, do you believe in confrontational politics? What is the difference between contention and confrontation? In other words, how do you persuade your state representative in a way that engenders mutual respect? * Do not delegate parental responsibility to anyone else. * HB 348 Participation Waiver Amendments – This bill protects public students' right of conscience. * James Madison called conscience the most sacred of all property. We must not teach our students that they must set aside their religious beliefs when they enter the public classroom. * Vouchers are a “School Choice” Trap – Alex Newman, TheNewAmerican.com * He who pays the piper calls the tune. * No Hope for Government “Education” – Paul Dragu, TheNewAmerican.com * Dragu: “Saving our children from government schools is perhaps the most important act of patriotism Americans can take.” * “The architects of government schools, people such as Horace Mann and John Dewey, were socialists who sought to create little socialists who would grow up into big adult socialists and turn America into one big, happy, socialist utopia.” * “The good news is that more than 1.2 million children have been pulled out of American government schools just in the last two years, which has regime propaganda outlets such as The New York Times freaking out.” * Better yet, get your children out of the government indoctrination centers and educate them at home. They can do at home in two hours what they would do at school in six hours. And you can relearn the history, math, and language arts you were never taught when you attended public school. * The Ron Paul HomeSchool Curriculum is available. The Freedom Project Academy is available. There are numerous resources available nowadays at your fingertips. * “Rather than looking to government for help and other people's money, Americans must return to the biblical principle that children are the God-given responsibility of parents–not Caesar. * “Preserving genuine school choice–independent of government money and control–is one of the most important battles in the fight for freedom today. The well-being of the next generation, and therefore the future of America, depends on it.” --- Support this podcast: https://podcasters.spotify.com/pod/show/loving-liberty/support

* Guest: Lowell Nelson - CampaignForLiberty.org, RonPaulInstitute.org * Semiannual General Conference of the Church of Jesus Christ of Latter-Day Saints - ChurchOfJesusChrist.org *Sunday morning: President Nelson discussed civility, dignified dialogue, the value of being a peacemaker, and the use of kind words in communication. * This is important in what we do in the cause of liberty. We want to win our battles for freedom, but we don't want to make enemies in doing so. * Sam, do you believe in confrontational politics? What is the difference between contention and confrontation? In other words, how do you persuade your state representative in a way that engenders mutual respect? * Do not delegate parental responsibility to anyone else. * HB 348 Participation Waiver Amendments - This bill protects public students' right of conscience. * James Madison called conscience the most sacred of all property. We must not teach our students that they must set aside their religious beliefs when they enter the public classroom. * Vouchers are a "School Choice" Trap - Alex Newman, TheNewAmerican.com * He who pays the piper calls the tune. * No Hope for Government "Education" - Paul Dragu, TheNewAmerican.com * Dragu: "Saving our children from government schools is perhaps the most important act of patriotism Americans can take." * "The architects of government schools, people such as Horace Mann and John Dewey, were socialists who sought to create little socialists who would grow up into big adult socialists and turn America into one big, happy, socialist utopia." * "The good news is that more than 1.2 million children have been pulled out of American government schools just in the last two years, which has regime propaganda outlets such as The New York Times freaking out." * Better yet, get your children out of the government indoctrination centers and educate them at home. They can do at home in two hours what they would do at school in six hours. And you can relearn the history, math, and language arts you were never taught when you attended public school. * The Ron Paul HomeSchool Curriculum is available. The Freedom Project Academy is available. There are numerous resources available nowadays at your fingertips. * "Rather than looking to government for help and other people's money, Americans must return to the biblical principle that children are the God-given responsibility of parents--not Caesar. * "Preserving genuine school choice--independent of government money and control--is one of the most important battles in the fight for freedom today. The well-being of the next generation, and therefore the future of America, depends on it."

Today, March 8, is International Women's Day, and to mark the occasion we're bringing you the latest in our special series of the ESG Insider podcast focused on women in leadership. We're talking to Marita Zuraitis, CEO of Horace Mann, a financial services and insurance company that serves U.S. public educators.  Marita tells us how she handles the unconscious bias she has encountered on her path to the C-suite.   “I can't tell you how many times somebody handed me their coat,” she says. “Now we call it unconscious bias, and we talk about making people aware of their unconscious biases. I didn't have a label for it until a lot of the corporate social responsibility and ESG push that we see today.”  Marita also discusses how her company works to promote diversity, equity and inclusion for its workforce and for its customer base, which is 75% women.    "We work really hard to support our very heavily concentrated female customer base,” she says. "Females in our customer base are often the head of household, often working on and controlling the finances in the household, and many of those people are women of color. So concentrating our efforts on financial wellness and financial planning for our sector was something that we thought we could do to get right to the issue of helping females protect what they have today and secure their long-term financial future.”  Diversity in leadership has received increasing attention in recent years from stakeholders in the sustainability world. Investors have pushed for diversity on company boards and management teams, and in some parts of the world, that push has extended to laws and regulations. But the number of women in top roles remains low. Read recent research from S&P Global on women in leadership here: https://www.spglobal.com/esg/insights/featured/special-editorial/women-ceos-leadership-for-a-diverse-future  And here: https://www.spglobal.com/esg/insights/featured/special-editorial/the-path-to-gender-parity  You can listen to previous episodes in our Women in Leadership series here: https://www.spglobal.com/esg/podcasts/women-in-leadership-seventh-generation-ceo-on-importance-of-being-radically-human-   And here: https://www.spglobal.com/esg/podcasts/women-in-leadership-how-norwegian-industrial-ceo-puts-diversity-on-the-agenda   We'd love to hear from you. To give us feedback on this episode or share ideas for future episodes, please contact hosts Lindsey Hall (lindsey.hall@spglobal.com) and Esther Whieldon (esther.whieldon@spglobal.com).   Photo source: Horace Mann Copyright ©2023 by S&P Global    DISCLAIMER    This piece was published by S&P Global Sustainable1, a part of S&P Global.   By accessing this Podcast, I acknowledge that S&P GLOBAL makes no warranty, guarantee, or representation as to the accuracy or sufficiency of the information featured in this Podcast. The information, opinions, and recommendations presented in this Podcast are for general information only and any reliance on the information provided in this Podcast is done at your own risk. This Podcast should not be considered professional advice. Unless specifically stated otherwise, S&P GLOBAL does not endorse, approve, recommend, or certify any information, product, process, service, or organization presented or mentioned in this Podcast, and information from this Podcast should not be referenced in any way to imply such approval or endorsement. The third party materials or content of any third party site referenced in this Podcast do not necessarily reflect the opinions, standards or policies of S&P GLOBAL. S&P GLOBAL assumes no responsibility or liability for the accuracy or completeness of the content contained in third party materials or on third party sites referenced in this Podcast or the compliance with applicable laws of such materials and/or links referenced herein. Moreover, S&P GLOBAL makes no warranty that this Podcast, or the server that makes it available, is free of viruses, worms, or other elements or codes that manifest contaminating or destructive properties.    S&P GLOBAL EXPRESSLY DISCLAIMS ANY AND ALL LIABILITY OR RESPONSIBILITY FOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, CONSEQUENTIAL OR OTHER DAMAGES ARISING OUT OF ANY INDIVIDUAL'S USE OF, REFERENCE TO, RELIANCE ON, OR INABILITY TO USE, THIS PODCAST OR THE INFORMATION PRESENTED IN THIS PODCAST. 

What's up, good people! On this episode of SossTalk, I sit down with my cousin James Washington Aka Boom Boom! Only fitting to call him that because of his playing days at Capital High School. Talking about his time there and going through the timeline that led him to want to coach the youth. Now at Horace Mann teamed up with his brother Jamar Washington. They look to help out Coach Lee in many ways this coming fall. Also, we have a talk about the NBA and the history of players that played before this era today. We get into some NFL as well. I hope you guys enjoy this one. Especially the WV folk. We have a nice discussion on who belongs on the Mt.Rushmore of WV HS football players of All Time! Hope you enjoy this episode! --- Support this podcast: https://anchor.fm/soss-talk/support

The college system needs to be reformed. How it's funded needs to be changed what a college major looks like needs to change and we're really missing an apprenticeship period after or during high school. More trades, less pointless college majors. Colleges compensation should come from students first five years of income post school so they'd have to produce students that are capable of getting or creating jobs. Apprenticeships are an important part of whats missing in education. Like when someone goes to the seminary, it helps you to discern if a career is for you so you dont waste 4-5 years of college on it and you walk away with skills or a career Our modern education system comes from Austria-Hungry who's purpose was creating soldiers, then was very influenced by the Industrial Revolution that really needed workers; It also doesn't create entrepreneurs that make the world go round. No entrepreneurs, no jobs to get. solving eduction is a big part of fixing the country and if you ask James Lindsay its also whats churning out Marxist Ideologues too.  The American Education System Where did it come from? Nineteenth Century austro-hungarian empire for military service https://link.springer.com/article/10.1007/s11698-018-0180-6 In the US, not long after the public school system starts with Horace Mann in, MA– the Industrial revolution is spinning up at the same time. Department of education founded in 1979, most money goes to grants and loans, but also handles accreditations and curriculum  https://en.wikipedia.org/wiki/United_States_Department_of_Education 1950s 5% ($500 a semester) went college, jumps to 21% in 1970, then 37% in 2022 https://sites.lib.jmu.edu/sc-interviews/2020/03/30/women-in-college-during-the-1950s/#:~:text=Barbara%20Anderson%3A%20Well%20in%20the,that%20college%20was%20very%20inexpensive. https://www.census.gov/content/dam/Census/library/publications/1970/demo/p20-207.pdf https://kamerpower.com/how-many-college-students-in-the-us-2022/ According to a 2018 study by CNBC,5 nearly 40% of college grads take a career after graduation that does not require a degree. In addition, nearly 1 in 5 graduates are still working in a career that does not require a degree ten years after graduation.It was also found that business majors have a 47% and education majors have a 50% chance of being underemployed, whereas engineering majors only have a 29% chance and computer science majors only have a 30% chance of being underemployed. Those statistics not only make you consider when and if you need to go to college; they also make you take a second look at the career you are choosing before college. https://www.cnbc.com/2018/06/25/why-your-first-job-out-of-college-really-really-matters.html https://www.washingtonpost.com/news/wonk/wp/2013/05/20/only-27-percent-of-college-grads-have-a-job-related-to-their-major/ 25 most common jobs https://www.indeed.com/career-advice/finding-a-job/most-common-jobs-in-america Average student loan debt: https://educationdata.org/average-student-loan-debt#:~:text=The%20average%20federal%20student%20loan,them%20have%20federal%20loan%20debt Wokeness- Paulo Friere, through Catholic Liberation theology in colleges of education: https://www.jeremyryanslate.com/the-marxification-of-education-how-marxism-and-liberation-theology-made-their-way-into-education-feat-dr-james-lindsay/ How do we handle education differently?  College: 15% upfront, 15% of your income your first 5 years out of school Apprenticeships are missing discernment (seminary) School choice/vouchers, give people whether in rural or cities a choice, would make public schools have to be better and make private schools have to be better Get woke teachers fired Close the Dept. of Education, let it go back to the states and governors add real-life skills classes: civics, money management, home ec, etc.  Check out our YouTube Channel: Jeremyryanslatebiz See the Show Notes: www.jeremyryanslate.com/1068 Unremarkable to Extraordinary: Ignite Your Passion to Go From Passive Observer to Creator of Your Own Life: https://getextraordinarybook.com/  Sponsors: MyPillow: Use the promo code: CYOL to get up to 60% off https://www.mypillow.com/ Parasite Control: Detox today at  bravetv.store/cyol

The college system needs to be reformed. How it's funded needs to be changed what a college major looks like needs to change and we're really missing an apprenticeship period after or during high school. More trades, less pointless college majors. Colleges compensation should come from students first five years of income post school so they'd have to produce students that are capable of getting or creating jobs. Apprenticeships are an important part of whats missing in education. Like when someone goes to the seminary, it helps you to discern if a career is for you so you dont waste 4-5 years of college on it and you walk away with skills or a career Our modern education system comes from Austria-Hungry who's purpose was creating soldiers, then was very influenced by the Industrial Revolution that really needed workers; It also doesn't create entrepreneurs that make the world go round. No entrepreneurs, no jobs to get. solving eduction is a big part of fixing the country and if you ask James Lindsay its also whats churning out Marxist Ideologues too.  The American Education System Where did it come from? Nineteenth Century austro-hungarian empire for military service https://link.springer.com/article/10.1007/s11698-018-0180-6 In the US, not long after the public school system starts with Horace Mann in, MA– the Industrial revolution is spinning up at the same time. Department of education founded in 1979, most money goes to grants and loans, but also handles accreditations and curriculum  https://en.wikipedia.org/wiki/United_States_Department_of_Education 1950s 5% ($500 a semester) went college, jumps to 21% in 1970, then 37% in 2022 https://sites.lib.jmu.edu/sc-interviews/2020/03/30/women-in-college-during-the-1950s/#:~:text=Barbara%20Anderson%3A%20Well%20in%20the,that%20college%20was%20very%20inexpensive. https://www.census.gov/content/dam/Census/library/publications/1970/demo/p20-207.pdf https://kamerpower.com/how-many-college-students-in-the-us-2022/ According to a 2018 study by CNBC,5 nearly 40% of college grads take a career after graduation that does not require a degree. In addition, nearly 1 in 5 graduates are still working in a career that does not require a degree ten years after graduation.It was also found that business majors have a 47% and education majors have a 50% chance of being underemployed, whereas engineering majors only have a 29% chance and computer science majors only have a 30% chance of being underemployed. Those statistics not only make you consider when and if you need to go to college; they also make you take a second look at the career you are choosing before college. https://www.cnbc.com/2018/06/25/why-your-first-job-out-of-college-really-really-matters.html https://www.washingtonpost.com/news/wonk/wp/2013/05/20/only-27-percent-of-college-grads-have-a-job-related-to-their-major/ 25 most common jobs https://www.indeed.com/career-advice/finding-a-job/most-common-jobs-in-america Average student loan debt: https://educationdata.org/average-student-loan-debt#:~:text=The%20average%20federal%20student%20loan,them%20have%20federal%20loan%20debt Wokeness- Paulo Friere, through Catholic Liberation theology in colleges of education: https://www.jeremyryanslate.com/the-marxification-of-education-how-marxism-and-liberation-theology-made-their-way-into-education-feat-dr-james-lindsay/ How do we handle education differently?  College: 15% upfront, 15% of your income your first 5 years out of school Apprenticeships are missing discernment (seminary) School choice/vouchers, give people whether in rural or cities a choice, would make public schools have to be better and make private schools have to be better Get woke teachers fired Close the Dept. of Education, let it go back to the states and governors add real-life skills classes: civics, money management, home ec, etc.  Check out our YouTube Channel: Jeremyryanslatebiz See the Show Notes: www.jeremyryanslate.com/1068 Unremarkable to Extraordinary: Ignite Your Passion to Go From Passive Observer to Creator of Your Own Life: https://getextraordinarybook.com/  Sponsors: MyPillow: Use the promo code: CYOL to get up to 60% off https://www.mypillow.com/ Parasite Control: Detox today at  bravetv.store/cyol

According to Merriam-Webster, the word indoctrinate originated in the 17th century. It meant "to teach," as it comes from docēre, the Latin word for teaching. But by the 19th century, the meaning shifted to signify teaching someone to uncritically accept a particular group's ideas, beliefs, and opinions. The key word is "uncritically." This is supposedly why public schools and their teachers are now called indoctrinators. They are accused of pushing a liberal agenda about race, gender, equality, and history but refusing to let students express opinions that may contradict what is being taught. People who have differing opinions about those topics accuse schools of indoctrination. For example, parent groups have demanded books whose subject matter they don't approve of be removed from libraries and have had schools closed over history lessons they found offensive. And for the most part, schools have complied with parents' demands. This then begs the question, "Who's indoctrinating whom?" If schools bend to the wishes of a few parents, can those parents be accused of trying to indoctrinate others by removing information they disagree with? Aren't schools, by their very nature, indoctrination machines? That is how public schools were designed to be from their conception. (One could also say the same for private religious schools, too, right?) Horace Mann, the man behind the idea of public education, was a lawyer and member of the House of Representatives in 1827. He felt very strongly that a successful nation needs a population educated in basic literacy and a common set of public ideals. Well, someone has to decide what basic literacy entails and what public ideals need to be taught. Today, as long as people feel comfortable with the decisions about what the common set of public ideals are (curriculum), there is no "indoctrination." But as soon as somebody takes issue with a topic or point of view that is contrary to their own, cries of "indoctrination" begin to fly at school board meetings or at political rallies where a candidate can grab votes by jumping on the "indoctrination wagon." Today many teachers cringe at topics that might be controversial and try to avoid or gloss over them to keep from potentially "stepping in it." However, tough topics are at the heart of critical thinking. Being able to analyze multiple sides of an issue and form opinions is part of what schools should be helping students to do. These are skills that help students learn how to problem solve. Students need to learn how to have cogent discussions on current relevant issues with people who may have opposing views. They must practice the art of compromise so that all sides have a seat at the table. However, if students feel they are being shut down or feel they cannot share their points of view, then there IS a problem, but the issue is with the instructor, not the entire system. In today's episode, we discuss whether or not indoctrination really is an issue in today's classrooms, how to tell if there's a problem, and what can be done. You'll get to hear why Jen was accused of "indoctrination"

Education is a battleground for the hearts and minds of the future. The Church Education System of the Church of Jesus Christ of Latter-day Saints was founded in 1980, but the history of education in Mormonism is far more complex. We do a deep dive into how the CES started and the sordid pasts of the various educational institutions attached to the Church at some point. There's also a tangential deep dive into seminary and the legal sphere of “released time” classes carving out exemptions where religion can be taught in public schools. Then we discuss the modern battlefield of public education by reviewing the 2012 documentary, The Revisionaries, focused on public school text books and the fight at the Texas Board of Education. We round out with a quick overview of the best news of our lifetime, recommendations by the Jan 6th Committee to criminally indict the former POTUS for the violent insurrection at the federal capitol building in January 2021.   CES history links: https://en.wikipedia.org/wiki/Church_Educational_System#cite_ref-E2014_3-2 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2184&context=etd&httpsredir=1&referer= https://www.churchofjesuschrist.org/church-education/about/ces-administration?lang=eng https://www.mormonwiki.com/Church_Educational_System https://mormonfaq.com/mormon-culture/about-education https://www.dialoguejournal.com/articles/the-founding-of-the-l-d-s-institutes-of-religion/ https://files.eric.ed.gov/fulltext/ED606970.pdf https://en.wikipedia.org/wiki/Horace_Mann https://en.wikipedia.org/wiki/Joseph_T._Kingsbury#cite_note-10 https://www.meforum.org/campus-watch/8306/aaup-1915-declaration-of-principles https://www.aaup.org/sites/default/files/files/University%20of%20Utah%20-%20December%201915.pdf https://archive.unews.utah.edu/news_releases/1915-a-year-that-changed-governance-tenure-and-academic-freedom-at-the-university-of-utah/ http://ldspioneerarchitecture.blogspot.com/p/blog-page.html https://contentdm.lib.byu.edu/digital/collection/EoM/id/5597 https://releasedtime.org https://www.mtsu.edu/first-amendment/article/884/released-time#:~:text=Released%20time%20programs%20allow%20for,hours%20to%20receive%20religious%20instruction. https://mtsu.edu/first-amendment/article/435/everson-v-board-of-education https://www.npr.org/2022/10/27/1131880548/football-coach-prayers-reinstated#:~:text=Bremerton%20High%20School.-,His%20practice%20of%20praying%20on%20the%20field%20sparked%20a%20court,religious%20expression%20in%20public%20schools.&text=The%20coach's%20insistence%20on%20praying,victory%20on%20religious%20freedom%20grounds. https://www.churchofjesuschrist.org/study/general-conference/1992/10/to-be-learned-is-good-if?lang=eng   CES Purges:  https://www.deseret.com/1995/3/30/19167147/feminist-club-at-byu-loses-its-voice-for-now  https://universe.byu.edu/1996/03/14/voice-leader-chats/  https://universe.byu.edu/2001/06/01/feminist-voice-active-at-byu/  https://www.nytimes.com/1993/10/02/us/as-mormon-church-grows-so-does-dissent-from-feminists-and-scholars.html  https://www.sltrib.com/religion/2022/11/28/byu-i-instructors-fired-failing/  https://newsroom.churchofjesuschrist.org/article/ecclesiastical-leader-questions-new-ces-hires    MOGP: Revisionaries (2012): https://www.imdb.com/title/tt2091398/?ref_=nv_sr_srsg_1  FInd where it's streaming: https://www.justwatch.com/us/movie/the-revisionaries    Happy news: Jan 6th committee filed report https://www.npr.org/2022/12/21/1144489935/january-6-committee-full-report-release https://apps.npr.org/documents/document.html?id=23515535-jan-6-select-committee-final-r   Other Appearances:  Come see us on Aron Ra's YouTube channel! He's doing a series titled Reading Joseph's Myth BoM. This link is for the playlist:   https://www.youtube.com/playlist?list=PLXJ4dsU0oGMKfJKvEMeRn5ebpAggkoVHf    Email: glassboxpodcast@gmail.com  Patreon: https://www.patreon.com/GlassBoxPod  Facebook page: https://www.facebook.com/glassboxpodcast Twitter: https://twitter.com/GlassBoxPod  Instagram: https://www.instagram.com/glassboxpodcast/  Merch store: https://www.redbubble.com/people/exmoapparel/shop Or find the merch store by clicking on “Store” here: https://glassboxpodcast.com/index.html One time Paypal donation: bryceblankenagel@gmail.com 

Our conversations with astrophysicist Brian Keating Ph.D. are always wide-ranging, topical, and a little spicy (served with a side of bad puns). Today's conversation begins amidst the 5-week University of California Graduate Student Union strike, where Brian was unable to communicate with his graduate research assistants without a picket line being crossed. The discussion moves back to familiar territory from our prior encounters: imposter syndrome, winning and losing prestigious awards, and whether it's more charitable to donate anonymously or influence others to do so publicly.https://BrianKeating.com/listhttps://twitter.com/DrBrianKeating------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book Skip the Line is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltucher.com/podcast.------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe  to "The James Altucher Show" wherever you get your podcasts: Apple PodcastsStitcheriHeart RadioSpotifyFollow me on Social Media:YouTubeTwitterFacebook ------------What do YOU think of the show? Head to JamesAltucherShow.com/listeners and fill out a short survey that will help us better tailor the podcast to our audience!Are you interested in getting direct answers from James about your question on a podcast? Go to JamesAltucherShow.com/AskAltucher and send in your questions to be answered on the air!------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book, Skip the Line, is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltuchershow.com------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe to "The James Altucher Show" wherever you get your podcasts: Apple PodcastsiHeart RadioSpotifyFollow me on social media:YouTubeTwitterFacebookLinkedIn

Our conversations with astrophysicist Brian Keating Ph.D. are always wide-ranging, topical, and a little spicy (served with a side of bad puns). Today's conversation begins amidst the 5-week University of California Graduate Student Union strike, where Brian was unable to communicate with his graduate research assistants without a picket line being crossed. The discussion moves back to familiar territory from our prior encounters: imposter syndrome, winning and losing prestigious awards, and whether it's more charitable to donate anonymously or influence others to do so publicly.https://BrianKeating.com/listhttps://twitter.com/DrBrianKeating------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book Skip the Line is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltucher.com/podcast.------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe  to “The James Altucher Show” wherever you get your podcasts: Apple PodcastsStitcheriHeart RadioSpotifyFollow me on Social Media:YouTubeTwitterFacebook

Many of the problems modern teachers are facing aren't new, so we're going back in time to find out how our education system became a system that teachers are currently fleeing. Come to find out, modern teachers inherited low pay, limited respect, and a system that strips communities of their cultural traditions. In this episode, hear how Indian Boarding Schools and the American Industrial Revolution have left traces on modern education, and how these traces are contributing to teachers' decisions to leave education.   Music:  Theme Song By Julian Saporiti “Sonata No.13 in E Flat Major, Op. 24 No. 1-II. Allegro, Molto, e Vivace” by Daniel Veesey is in the Public Domain. “Railroad's Whisky Co” by Jahzzar is Licensed under a CC BY-SA license. “Ugly Truth” by HoliznaCC0 is in the Public Domain. “Upsurge” by Jonah Dempcy is  a  CC BY-NC license. “Green Lights”  by Jahzzar is licensed under a CC BY-SA license. “Pizz” by Andrew Christopher Smith is licensed under a CC BY-NC-SA Transcript: I had a band teacher once hold me after class and force me eat a beef and bean burrito. He sat in front of me on the piano bench to make sure that I ate it. I was a freshman, in the middle of the high school wrestling season, and I was cutting weight for my first varsity tournament – where I'd end up getting my lips knocked off. My teacher, Mr. Duran, was short, wiry, wore jeans with a braided leather belt and a button-down shirt. He had round-framed glasses, combed his hair to the side, and more than once told me to listen to the greats like Chick Webb and not just the white guys that made it on the radio.  He was in his 30th year of teaching, and he was not shy about giving advice. While I ate the burrito, Duran talked about playing baseball in college and how abruptly a life of sports could come to an end but how long a life of music could last. This was mature guidance, albeit, guidance that I see more value in now than I did then. Duran would garnish each class with stories that worked to guide us towards being kind human beings. There were days in Jazz band where he would sit in the center of the tiered room, legs crossed, saxophone neck strap still on, and tell us about his past. When Mr. Duran was in college at the University of Northern Colorado in the 1960s, the Count Basie Orchestra went through town and stopped at the university. UNC was known for its jazz programs and one of Basie's saxophone players dropped out and they needed a replacement. Count Basie was one of the most influential musicians from the Swing Era – he was like a swing minimalist. Duran jumped at the opportunity. He got to travel and play with the band and experience life as a musician – more specifically as a musician of color. One time he and a buddy from the orchestra went into a diner and were refused anything more than water. Duran was Mexican and his friend was Black, and it was the middle of the 1960s. In protest, they sat in the big window of the diner for 3 hours, sipping their water, putting themselves on display for anyone who walked by. I love that story – this man, my teacher, saw inequity and faced it with defiance. Duran's lessons were eye-opening. I didn't realize that those stories served as parables on ethics and kindness until I became a teacher and started telling stories of my own to serve the same ends. Duran used his history to help us become better humans. And isn't that why we turn to history? Well, today, we're going to take a lesson from Duran and examine the history of education in the U.S. And because the history of education is tremendous, we have to narrow it down. So we'll focus on two aspects of history that set precedents for modern education, for the current system from which modern teachers are exiting.. We are going to start with Indian Boarding Schools, and then we'll take a look at the American Industrial Revolution. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 2: “Inheritance” Caskey Russell:  I'm going crabbing this weekend. I own a boat with my brothers. And yeah, we go out and catch crab. And there'll be salmon season soon. So I kind of got back into the ocean style lifestyle. This is Caskey Russel. I got to catch up with him over a zoom call this summer. He is the Dean of Fairhaven College at Western Washington University. He grew up in Washington and is from the Tlingit tribe. I know Caskey because he taught for 17 years at the University of Wyoming, he was a dean of American Indian Studies, and he was my thesis chair and educational guide when I was at the university. Some of Caskey's research for his PhD program dug into the history of Indian Education, specifically Indian boarding schools. Caskey Russell: My grandmother and her brothers, aunts and uncles, all went to Chemawa Indian School, in Salem. And it was a mixed bag. If you are asking yourself, wait, who's this Caskey guy and what do Indian Boarding Schools have to do with teachers quitting? Here's how. We know that historical atrocities leave a trace on modern institutions, so we need to recognize that Indian boarding schools have left their mark on modern education. They are a  part of the system of inequity modern teachers have inherited. Indian Boarding Schools are an example of the deculturalization that has occurred in education. One of many. Attempts to strip communities of their cultures happened with just about everyone in this country at some point that didn't fit into the male, able-bodied, straight, white, Anglo Saxon Protestant category. Traces of these inequities remain in education, deculturalization still happens, and teachers working towards inclusion in a system that was based on exclusion often run into roadblocks – think book bans or accusations that teachers are trying to indoctrinate kids - and these roadblocks are pushing teachers out of education. So to better understand the inequities in modern education, this thing that is frustrating teachers to the point of quitting, we need to look at where some of those attempts at deculturalization originated. We need to look at Indian Boarding Schools. And we need to listen to someone like Caskey.  Caskey Russell: They liked the sports. They like some of the music, but my uncle Stanley Pradovic, I remember he said, “I used to dream of feasts, seafood feasts that they had in Alaska.” And  my grandmother was able to keep the Tlingit  language because she didn't go to boarding school, but her brothers did not.  You step back and look at the whole system and how destructive and just kind of the cultural genocide aspect. My grandmother would say she didn't know her brothers because when she was born, her brothers were gone away from her earliest memories. And so she didn't get to know her brothers right away. It did break families up. And I was just chatting with my mom last night. My mom said the other family had no control over what it was determined for them. And again, not having control over that seems to be the key to it, nor having input in the education nor valuing…and then having a different model, different cultural notion of success. And then the military and the Christianization, all that together, just adds problem on top of problem, instead of being empowering and enlightening, that really becomes conforming, sort of thing. What happened to Caskey's family was a result of centuries of efforts to deculturalize tribes. Early European colonizers of the US  set a precedent of trying to assimilate tribes into a single monolithic culture. Colonizers disregarded tribal traditions and languages and failed to see that tribes already valued education for their youth. So the assumption that public education started with Horace Mann in 1837 is an assumption that values eurocentric education over the public education that was already in the Americas.  Part of this is because the purposes of education differed. Many Native communities saw educating children as a means to pass on generational knowledge and teach children how to be a successful part of the community. 17th-century Plymouth settlers specifically saw education and literacy as a method to keep Satan away. Children needed to be able to read so they could read the Bible. A pilgrim minister explained: “[There] is in all children, though no alike, a stubbornness, and stoutness of mind arising from natural pride, which must, in the first place, be broken and beaten down; that so the foundation of their education being laid in humility and tractableness, other virtues may, in their time, be built thereon” (42). But tribes did not beat down their children, did not read the Bible, and were able to survive and thrive in what Pilgrims saw as wilderness. So Pilgrims worked to impose their educational priorities onto tribes as a way to cast out Satan, and ultimately gain control of Indigenous people. This effort to assimilate and control only compounded over the next few centuries By the 19th century, congress was also making efforts to deculturalize and assimilate tribes. Thomas Jefferson who had a big role in the removal of Native Americans from their lands also had a One Nation idea when it came to Native Americans – an assumption that required assimilation through education. In 1816, Jefferson explained the value of education: “Enlighten the people generally and tyranny and oppressions of body and mind will vanish like evil spirits at the dawn of day. Although I do not, with some enthusiasts, believe that the human condition will ever advance to such a state of perfection as that there shall no longer be pain or vice in the world, yet I believe it susceptible of much improvement, and most of all in matters of government and religion; and that the diffusion of knowledge among the people is to be the instrument by which it is to be effected” (101)). Jefferson believed a democratic, not a moral education which was what kids were getting at the time, was essential to democracy and he's right, but his One Nation idea required a monolithic ideal that did not value other cultures. He wanted tribes to conform to his image of being American. This focus on conformity was baked into the American educational philosophy. The Civilization Act of 1819 saw Thomas McKenney, the first head of the Office of Indian Affairs begin a process of Native American deculturization  – they created a tribal school system run by white missionary teachers hoping to gain control of tribes through the power of education and assimilation. When Andrew Jackson became president in 1829, he saw some of the educational progress made by tribes as dangerous to America's goals of gaining control of lands.   So, in 1830, America passed the Indian Removal Act, which brutally uprooted tribes and relocated them. Thirty years later, the Indian Peace Commission began reservation schools or day schools. But again, the cultural genocide that all of these acts and efforts had hoped for weren't as effective as the government Wanted. This is when the government stepped in again. Paired with the Dawes Act of 1877 that worked to split reservation lands into private property began the start of the boarding school movement in 1879. Each step was a process working towards killing cultures in an attempt to control land, people, and ideas – all largely through some form of education. The start of the boarding school experiment can  be attributed to Captain Richard Henry Pratt. Caskey Russell: Pratt actually had a number of prisoners of war under his charge at St. Augustine, Florida. Besides being given military uniforms, they would teach them. And so the way he sold the first  boarding schools was that instead of being at war with natives, you can educate them. The US could educate them, and kind of eradicate native culture through educating towards whiteness. Caskey explained that the thought was that education would help the government avoid the expenses of war. Caskey Russell: So there are a group of Plains Natives that were transported to St. Augustine, that was his kind of first experiment. And then he was able to go to Congress and get some money. And he took them to The Hampton Institute and eventually to the Carlisle Indian Industrial School So Pratt's experiment led to the establishment of the Carlisle Indian Industrial School in Pennsylvania in 1879. This was around the same time that Pratt made a famous statement to congress: Caskey Russell: He says to Congress, “You have heard Sherman say the only good Indian's a Dead Indian. I would agree with this one kind of difference that you can kill the Indian save the man.” That's what education can do. That's the motto. And so, there was based on military kind of military boarding school style, and they opened up across the country. And they were often religiously affiliated, and religious institutions given  them control of them. Which, you know, was another part of the boarding schools was the religious education, the eradication of tribal cultures, tribal religions, and the inculcation of Christianity, the various sects of Christianity across the country. Each step taken by congress, in the name of education, was an effort to prioritize one culture over others, one idea of success over others - often through religious means, because again, early education was morality based. And they did this through legislation and through educational policy. Even though many of these efforts are pretty old, we still feel the educational effects of prioritizing a single culture or single idea of success.. Elizabeth Smith, a veteran teacher of 20 years who teaches on a reservation still sees this today.  Elizabeth Smith: Even though I can count on my hand, the number of students that I've taught that have graduated and have a white culture, sort of experience with what would be known as success, quote, unquote   Caskey sees this idea in what is tested or valued as a bottom line in public education. These are things that dismiss differentiated cultural values. Caskey Russell: Did the schools reward students let's say for instance, this the schools Wind River  reward students for knowing the traditional clan system,  speaking Arapaho or Shoshone for knowing traditional ways, whether it's kind hunting, traditional use of land, traditional plants respond medicine, knowing being prepare, or being an apprentice for ceremony, none of that none of that culturally important stuff that was really important to Native people, especially young people they could dream of, you know, I'm going to fulfill these goals, these roles, these social roles one day, none of that's important, it seems like an American school system, right? When you're going to take the SAT or the ACT, are they going to value the hours you spent with your grandparents trying to learn the language or learning stories or learning traditional ways? Of course not. This is a part of the inheritance of modern education, something teachers have to grapple with consistently. How can we educate students to be a part of a community that through legislation or policy doesn't seem to value all traditions and cultures within that community? Or how to reach a measure of success that isn't culturally misaligned or based on morality? Caskey Russell:A handful of them might be successful in kind of the white American ideal. But that's not the only measure of success, nor is it maybe a healthy measure of success, right, for Native people. It would be wonderful to let other ideas of success, community success, success as a human being within a community flourish in the school setting. This question of how to honor a diverse spectrum of students lands on teachers in the classroom. Though legislators and school boards may make efforts to dictate what can and can't be taught in the classroom, the reality is it's teachers and administrators who are working with kids – and kids from a wide spectrum of communities who have often been forced into a specific, standardized idea of success, which might not be culturally conscious. This is exactly how Indian boarding schools started, they forced kids from diverse tribes into a standardized idea of success initially using arguments for morality to do so. We recognize this as bad now, so why are forms of it still happening?   A big concern of some of the teachers who have decided to leave teaching was the start of limits and  restrictions about what can and can't be taught in the classroom. Many of these limits originate from argument about morality that are backed by religious groups that want to dictate what is happening in the classroom. Think of Mr. Wacker from last episode who is still frustrated with the banning of Toni Morrison's The Bluest Eye for moral arguments or Mr. Atkinson who felt his curriculum being squeezed by people who didn't appreciate class conversations about varying cultural perspectives on current events.  And, as we saw with the history of Native American education, this is not new – even though many founding fathers, who were deists themselves, advocated for the separation of church and state and were adamant that education focus on democratic values rather than religious values. John Adams wrote to his wife Abigail:  “I must study Politicks and War that my sons may have liberty to study Mathematicks and Philosophy. My sons ought to study Mathematicks and Philosophy, Geography, natural History, Naval Architecture, navigation, Commerce and Agriculture, in order to give their Children a right to study Painting, Poetry, Musick, Architecture, Statuary, Tapestry and Porcelaine.” John Adams does not reference education and say study the Bible. And fellow former president James Madison did not mince words in a letter that pushed against church use of government land, which would later include schools: “The purpose of separation of church and state is to keep forever from these shores the ceaseless strife that has soaked the soil of Europe with blood for centuries.” And these beliefs worked their way into legislation with the inclusion of the Establishment Clause in the First Amendment, which Thomas Jefferson said was “A wall of separation between the church and state.” And though we know Jefferson's view of education wasn't very inclusive, if we combine this idea of the separation of church and state with a modern inclusive reading of Jefferson's thoughts that education is to “Educate and inform the whole mass of the people. They are the only sure reliance for the preservation of our liberty,” We get a pretty good idea that education is a means to inform a free-thinking, diverse population that has different belief systems.  The founders knew the danger of letting religion seep its way into government - they just broke free of a country that allowed that to happen. So to have a system of education that would inform the whole mass of people without perpetuating the deculturalization we saw with the Indian Boarding schools, which have their origins in religious schooling, that system would need to accommodate the diversity of that mass of people.  This means that teachers would need the trust of the public and  freedom to use their expertise to do their jobs, which would likely include selecting a wide range of materials to accommodate a diverse student population. This freedom and trust is not something being granted to modern teachers. There is currently a trend of parents, legislators, and school board members criticizing teacher efforts to support diverse student needs, often through moral critiques. Which stems from a lack of trust and the same morality based fear that sparked early deculturalization efforts in the United States. So, this isn't new. This is another part of what teachers have inherited from previous generations of educators, a lack of professional respect that translates to a lack of autonomy in the classroom, low pay, and a smattering of other things that are driving teachers from their jobs. Here's Elizabeth again: Elizabeth Smith: And let me clarify, you know, when I say I love teaching, I do love teaching. To say that I love where I'm at right now, no, I do not. I am not satisfied with the way my job is going. I'm not satisfied with the way I feel inside every single day coming home from work. It's like a battlefield. It is intense. It is stressful. My family has noticed it and made comments on it, you know, and I don't have the patience to deal with my own children. And what am I going to do if I don't do this? I've got 20 years of expertise invested in this. And I've spent a lot of time learning how to do the things that I do and I enjoy improving it. As of now, she is planning on staying in education. And all of those 20 years have been spent teaching on reservations. She attributes this in part to why she loves her work so much, why she's planning on staying. There is a different level of respect that she sees in these schools and a higher level of appreciation, which goes a long way. But this doesn't mean that there still isn't a lack of professional trust or respect that she feels from being a teacher.  Elizabeth Smith: There's so much micromanaging and so many expectations that are put on us that are really insulting, actually, to our intelligence and to our professionalism. And I understand that there are teachers who are unaware of the ways that they're doing things are unprofessional and unintelligent. So I get the admin has to make some allowances and come up with some plans for how to deal with teachers that are not as aware of themselves and their skills as they should be, you know, so I understand that but the blanket statements.. To address where these blanket solutions may originate from, we are going to take another look at history through a little different lens than what we've been using so far.  When I asked teachers about what pushed them out of education, they echoed Elizabeth's frustrations. Lack of respect was a major reason people left. But this is not new, like the history of inequity in education, the lack of professional respect has been a thread through public education's history. So we are going to pull on that thread and look at the tradition of not valuing or respecting teachers.   Stephanie Reese: As a teacher, you're going to be marginalized, and you're not going to be taken seriously. Ron Ruckman: I think a lot of administrators, They just don't have any idea there, and they don't really think of us as professionals, you know, they don't really think of us as being able to do our job. Christie Chadwick: As a teacher, we're managing all these expectations. And I think that that's not acknowledged by the general population. Teachers want to be seen as professionals. This came up in interviews in reference to being trusted to make decisions about curriculum, in being more autonomous, and in getting paid better. When thinking about why teachers have inherited a lack of professional respect in the present, it might have to do with the American Industrial Revolution: Colby Gull: We were built on an industrial model. Get them in, stick the widget on him and get him out the other side of the door. Right. And that's just not how humans work. This is Colby Gull, he is the managing director for the Trustees education Initiative in the College of Education at the University of Wyoming. Colby has been a teacher, a coach, a principal, and a superintendent. He's run the educational gamut. And he points out that the structure of education does not necessarily promote the growing and sharing of ideas. Colby Gull: And we live in now the idea economy. And we're still not teaching in the idea economy. We're teaching in the industrial economy where you buying and selling goods. But our economy now is based on ideas and sharing of ideas and debating and discussing, and I don't know, people make a lot of money with their ideas.  And this structure of education, this factory style model, which looks similar to the military approach seen with Indian Boarding Schools, started and gained popularity during the American Industrial Revolution at the end of the 19th century. Along with this more industrial model the precedent for the amount of respect teachers received was set. I see several ways in which history has handed down a dismissive attitude toward teachers.  As Common Schools gained popularity in the mid-19th century, young women were also moving to cities for better economic opportunities. And these women were hired as teachers in droves because they could be paid substantially less than men. This compounded since teaching was seen as respectable employment for women - it matched the stereotype that women were naturally nurturing. Both the image of teachers as nurturers and the trouble with pay is consistent with what we see today.  Here's Stephanie Reese, a former PE teacher who left education and became the general manager of Blacktooth Brewing Company. Stephanie Reese: Absolutely money matters. I was in so much debt. You know, with loans, whether they're student loans, or just credit card, or whatever it is, I had a lot in college, had a lot while I was teaching. and teaching just doesn't give you that opportunity.. And  level increases are a fucking joke. Unless you've been in, you've been in I call it like, like you've been in the pen. You've been in for 34 years, you've given one kidney, you have four degrees, master's degrees, preferably doctorate even better, and you've given up your will to live, and those those things will give you more money. Part of the consistently poor pay has to do with the hierarchical structure in education. After the Civil War, the first iteration of the department of education was created, in order to track what the nation's schools were doing. So there was an expectation for the availability of public schooling. Once the American Industrial Revolution hit towards the end of the 19th century, factory jobs boomed. More people flocked to cities meaning there were more kids and more of a need for teachers. With more men transitioning to better paying factory jobs, even more women were moving to the classroom. The large number of women serving as teachers was accepted at a time when women weren't given many professional opportunities. Administrative roles – principals, superintendents, and the like – were held by men. And many high school positions were still held by men. So a hierarchy that prioritized male control and male decision making was very clearly in place. Mark Perkins, a former teacher and administrator and current parent and professor of Educational Research methods at the University of Wyoming, points out that this hierarchy has remained even if the original gendered reasons for its creation haven't. Mark Perkins:  I think there's a power hierarchy. And I don't think that teachers have been empowered enough to express their professional expertise. I think that teachers are approached as a service industry. And so, we want teachers to parrot curriculums. We want them to be experts in their content, as long as their expertise doesn't contradict with our preconceived notions of reality. So I think there's a sociological phenomenon that goes on in schools.  I think it's a common phenomenon. The system of becoming an administrator in some cases  was once based on seniority. So the most senior teacher would inherit the role of principal. This changed when a degree was required to become a principal or superintendent, which also prevented women from gaining access to these administrative positions by making them require a degree because women weren't often able to access such an education. So these days, some administrators are in the position without having had a tremendous amount of time in education, which can make administrator impact or insight into the classroom difficult. Ron Ruckman, who just left teaching after 23 years, explains that the lack of experience can be glaringly obvious for some administrators who are disconnected from the teachers. Ron Ruckman:  You know, and then there's other administrators that just don't want to have anything to do with your classroom, you know, and they want to make decisions, but they don't want to, they don't communicate with you or ask you things. There's a lot of that especially in rural districts. We've spent so much time and money in this district doing initiatives and buying products. And, you know, I can't imagine how much money we've just wasted, you know, buying stuff that, you know, on, based on a good salesman that convinced somebody that they needed it. Whereas had they come and asked us would have been like, no, no, that that would be a really dumb thing to do. That's not going to work. You know, but there's just that kind of an apt idea that teachers really are, you know, don't really know what they're what, you know, they don't really know anything other than their subject. And we're, we're pretty smart. Most of us, you know. (Beeping) This was perfect timing. That beeping was for a fire. Ron is the Battalion Chief for the Pinedale fire department - he has a lot of roles in his community because he is intelligent and capable and because of not being respected for being intelligent and capable, he quit teaching to pursue the other things he's good at.  Some of the ways teachers are not seen as capable has to do with how education is standardized. In the late 19th century, as cities got larger and more and more kids were put into schools, urban schools started to split students into grade levels. Around this time and into the early 20th century, there was a development of what historian David Tyack (Tie-yak) described as the One Best System of education – this saw a focus on specific, easily assessed, and easily sequenced subjects of study. This also did more to highlight non-academic items like good attendance, behavior, and willingness to follow directions, which all aid in creating people who would fit into an industrial economy. This structure was useful when more and more students were placed into a class. And by the early 20th century, politicians and administrators were seeing schools as being a solution to the nation's woes. Traces of these industrialized values are very present in modern classrooms, and it makes Allison Lash, who taught art in New York City and Austin, Texas, sad at what she sees. Allison Lash: A friend of mine had said one thing about why he's doesn't like education is just that you go to school to learn how to work, basically, to get you ready to go out in the world and work. And that's sad. Like, I just want to live. I don't want to worry about working and how to make money and pay your school loans and your bills. It used to bother me that kids would get rewarded for being in school every day. And it's all about money. It's all about how many kids are in their seats every day for the school district to make money. And it was sad, it was sad that kids would win awards for like, being their everyday awards. Like who really cares? They're totally ignoring mental health and even if the kid is sick, you stay home. It's really sad when you go into elementary school and you see the kids quiet and lined up in a line and like “shhhhh,” and I remember teaching that and  I know that I guess order is not wanted, and I don't know if needed is even the right answer. Teach kids to be a good person. The rise of industry during the American industrial revolution also saw a rise in unions and strikes. Because teachers were mostly women, and many of the strikes of the time were more militant and potentially violent, women were less likely to take part in strikes and efforts to gain better pay. This was not helped by the fact that men held leadership positions in education, so they did not make efforts to better the work environments of teachers because these men just weren't affected. The  National Education Association, which was founded in 1857, wasn't just for teachers, so administrators, men, were also in charge of Union happenings. It wasn't until 1910 when Ella Flagg Young was elected as the NEA president that the union started taking more steps to help teachers. But the difficulty in changing and revising educational structures is still present. Chris Rothfuss, a parent and Wyoming State Senator and member of the Senate Education committee, knows this all too well. While we have a coffee in Laramie, Wyoming, Chris explains that change may require a cultural shift inspired by younger generations .  Chris Rothfuss:  I think a large part of the reason why we develop into what we are really is the way this country industrialized and grew and had a middle-class work ethic through the mid-20th century, that shaped a lot of the way things are done. And the philosophy about why things are done, the way they're done, where there is a common viewpoint that I think is handed down from generation to generation that if you just work hard, put your nose to the grindstone, that you will be successful, and things will go your way, and you'll have a good life. I think part of what's changing that, is that this emerging generation is realizing that while that may have been true, a lot of what allowed that to be true, was frankly, taking on debt that is generational debt and handing that debt down to the next generation. So effectively exploiting the future for the benefit of the present. This younger generation isn't enthused about that as they're learning more about it, and rightly so. And they don't see a path to a traditional life as being what they aspire to. A potential reason for major shifts not having occurred in the past might have to do with economic uncertainties. For every economic depression and war to occur in the 20th century, money was pulled from education to help the war or economic problems, but that money was not necessarily given back to education. Teacher pay was often cut when other unionized jobs like factory work was not cut because there was an assumption that teachers, being mostly women, would not need to support their families. During WWII, when more women went to work in factories, those women who were still teaching saw how much better the pay was for the women who went to work in factories. The impact of war and economic troubles also resulted in  a more factory-like structure in the classroom. This was often a result of trying to accommodate a larger student population with less resources, and it was also an easier way to measure student achievement. This created an educational structure that overwhelms teachers, which makes best practices more difficult and stretches teachers thin. Molly Waterworth, who just left teaching this year after 8 years in the classroom, explains the reality of being overwhelmed as a teacher.   Molly Waterworth:  The reality is that if you have 150 kids, there's no way that you're going to grade all of their work in seven and a half hours that you have with them during the day. There's no way. It's just a mathematical impossibility.  The truth is, teachers have inherited being paid poorly, being overworked, and not being treated with respect. Sadly, much of this is associated with the trend of women in the profession within a patriarchal society. And the teaching profession is still dominated by women. The NEA reports that about 3 quarters of teachers are women, and teachers still get payed about 74% of what equivalent degreed professions earn.  So, teachers are leaving education, but the reasons they are leaving are a result of problems that have been percolating since the start of public education in the United States. Efforts at deculturalization seen with the Indian Boarding Schools have left an impact and pattern on modern education, just like the treatment of women and industrialization of education has left an impact on how teachers are currently treated.  This does not mean that public education needs to end, but like any inheritance, we need to acknowledge and deal with the problems. We need to see that there have been attempts to address inequity in education with efforts like Brown v Board in 1954, Title IX in 1972,  and the disabilities act of 1975. But continuing to return to a standardized, one-size-fits-all approach that matches an industrial structure of education just does not work – it doesn't value teacher expertise, nor does it meet the students with unique cultural backgrounds or needs where they are. And because teachers have been tasked with addressing these inequities with limited freedom and trust and resources, many are calling it quits. This needs to change – teachers need to be able to disclaim this inheritance for their sake and for the sake of their students.  Next time, we will look at how the perception of teachers might be influenced by pop-culture.  TEASE: “Robin Williams isn't going to do that.” That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Tennesee Watson. Voice Acting by Rory Mack, David Whisker, Rick Simineo, and Markus Viney who also offered editing help. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Elizabeth Smith, Caskey Russell, Stephanie Reese, Ron Ruckman, Molly Waterworth, Christy Chadwick, Colby Gull, Mark Perkins, and Allison Lash for taking time to sit down and chat with me. This dive into history was greatly aided by two books: American Education: A History by Wayne J. Urban and Jennings L. Wagoner, Jr. and Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States by Joel Spring……This podcast is funded in part by the Fund for Teachers Fellowship.

Has the American Public Education System Failed Us? The answer is a resounding YES! But it's not that simple. The systems of teaching and advancing students dates back to the 8th, Century AD under King Charlemagne and reinvented by Horace Mann in the 1800s, when our country needed to prepare farm workers for factory work...moving from seasonal work, to punching a time clock. But today, as we use our intellect more and more to get work done, our school system is still preparing our youth for an outdated world. If the future of work is about quantum calculations, robotics and AI, and working in space, has the American education system kept pace with our students? "We've discovered that soft skills, such as communication, success principles, emotional intelligence and leadership skills are the skills that determine life-long success in every profession." And yet, they are not taught in public school or college. So, Manny Wolfe started the Advantage Education Academy, to address this gap in skill set, focusing on combining modern academic achievement with leadership skills. Brad and Manny discuss the history of education, the work of Charlotte Thomson Iserbyt, who wrote the book The Deliberate Dumbing Down of America, and of course, how to get back on track to be competitive with the rest of the world. Watch on YouTube: https://youtu.be/Lag2gE2gqVg About Manny Wolfe: In his life he has gone from being an addict and small time criminal, living outside the law, to building a multi-million dollar construction company, becoming an international bestselling author of the Memoir, The Tao of the Unbreakable Man, Manny Wolfe is teaching people all over the world how to grow their expert businesses using simple lead generation tools and social media, speaking internationally about branding and marketing and now he's squaring up with what he considers to be a broken public education system. www.AdvantageEducation.academy About your Awakened Nation Host, Brad Szollose: Fueled by the passion to ignite game-changing conversations, award-winning author Brad Szollose created Awakened Nation®—a podcast dedicated to deeper conversations with today's cutting edge entrepreneurs, idea makers and disruptors, bestselling authors, activists, healers, spiritual leaders, professional athletes, celebrities, politicians and rock stars...conversations that take a deep dive into the extraordinary. This podcast will challenge your beliefs and make you think. Think Art Bell meets Joe Rogan. --- Support this podcast: https://anchor.fm/awakenednation/support

Merriam-Webster's Word of the Day for November 7, 2022 is: serendipity • sair-un-DIP-uh-tee • noun Serendipity is luck that takes the form of finding valuable or pleasant things that are not looked for. // We found the restaurant by pure serendipity, rather than careful research, but it turned out to be the best deal in town. See the entry > Examples: “One of the things I find so fascinating about New York Times Cooking is that reading one recipe often leads me to another, and the serendipity leads me to make something entirely different from what I had intended to make when I logged on.” — Sam Sifton, The New York Times, 2 Oct. 2022 Did you know? The word serendipity did not come about by luck; rather, it was intentionally coined by 18th century author Horace Walpole, who was eager to share a happenstance discovery he had made while researching a coat of arms. In a letter to his friend Horace Mann he wrote: “This discovery indeed is almost of that kind which I call Serendipity, a very expressive word, which as I have nothing better to tell you, I shall endeavor to explain to you: you will understand it better by the derivation than by the definition. I once read a silly fairy tale, called ‘The Three Princes of Serendip': as their highnesses travelled, they were always making discoveries, by accidents and sagacity, of things they were not in quest of ...” Walpole's memory of the tale (which, as luck would have it, was not quite accurate) gave serendipity the meaning it retains to this day.

Guido W. Imbens, along with David Card and Joshua Angrist, shared the 2021 Nobel Prize in Economics for “methodological contributions to the analysis of causal relationships”. In 2017 he received the Horace Mann medal at Brown University. An honor shared by your host Professor Brian Keating. He is The Applied Econometrics Professor of Economics at the Stanford Graduate School of Business since 2012, and has also taught at Harvard University, UCLA, and UC Berkeley. He holds an honorary degree from the University of St Gallen. He is also the Amman Mineral Faculty Fellow at the Stanford GSB.  Imbens specializes in econometrics, and in particular methods for drawing causal inferences from experimental and observational data. He has published extensively in the leading economics and statistics journals. Together with Donald Rubin he has published a book, "Causal Inference in Statistics, Social and Biomedical Sciences”. He is a fellow of the Econometric Society, the Royal Holland Society of Sciences and Humanities, the Royal Netherlands Academy of Sciences, the American Academy of Arts and Sciences, and the American Statistical Association. He holds an honorary doctorate from the University of St. Gallen. In this episode, Professor Imbens give his lecture on his Nobel Prize-winning thesis. See the video with the slides here: https://youtu.be/X632K3n8PPI 00:00:00 Intro 00:04:23 Origin of the book Causal Inference in Statistics, Social and Biomedical Sciences 00:10:23 Define what you mean by the credibility revolution and what does it take to create a revolution in economics? 00:15:50 Are we in a “reproducibility crisis” in science and what can we do about it? 00:20:18 How should education and pedagogy be changed to meet the credibility challenge? 00:27:40 What is a day in your life like? 00:34:48 How has winning a Nobel Prize impacted you? 00:43:30 Guido's Nobel Prize Thesis Lecture Begins: The Critical Concepts in Causality 00:43:50 Guido's academic journey. 00:47:50 Correlation is not causality 00:53:00 Statistical traditions 00:55:30 Econometrics 01:05:00 Examples 01:38:22 End of lecture slides    01:38:00 Final four existential questions. 01:39:25 What would you put in your ethical will? 01:45:23 What is the greatest accomplishment in your field that should be preserved for posterity? 01:50:00 What have you changed your mind about? 01:54:25 What advice would you give your younger self to go into the impossible? Learn more about your ad choices. Visit megaphone.fm/adchoices

Guido W. Imbens, along with David Card and Joshua Angrist, shared the 2021 Nobel Prize in Economics for “methodological contributions to the analysis of causal relationships”. In 2017 he received the Horace Mann medal at Brown University. An honor shared by your host Professor Brian Keating. He is The Applied Econometrics Professor of Economics at the Stanford Graduate School of Business since 2012, and has also taught at Harvard University, UCLA, and UC Berkeley. He holds an honorary degree from the University of St Gallen. He is also the Amman Mineral Faculty Fellow at the Stanford GSB.  Imbens specializes in econometrics, and in particular methods for drawing causal inferences from experimental and observational data. He has published extensively in the leading economics and statistics journals. Together with Donald Rubin he has published a book, "Causal Inference in Statistics, Social and Biomedical Sciences”. He is a fellow of the Econometric Society, the Royal Holland Society of Sciences and Humanities, the Royal Netherlands Academy of Sciences, the American Academy of Arts and Sciences, and the American Statistical Association. He holds an honorary doctorate from the University of St. Gallen. In this episode, Professor Imbens give his lecture on his Nobel Prize-winning thesis. See the video with the slides here: https://youtu.be/X632K3n8PPI Connect with me:

Some of you may remember the song written in 1907 called, School Days. A popular part of the song went like this---School days, school days,-Dear old Golden Rule days.-Readin' and 'riting and 'rithmetic,-taught to the tune of the hick'ry stick.--The education system has come a long way since those days as students today are being heavily indoctrinated in socialism, critical race theory and sex education on steroids with new definitions of what is male, female, marriage and family. Is all this by accident or by design---Joining Jim to provide answers was Alex Newman. Alex is an award-winning international freelance journalist, author, researcher, educator and consultant. He's senior editor for The New American and contributes to other publications as well. He is author of Crimes of the Educators and Deep State- The Invisible Government Behind the Scenes. He is Founder of Liberty Sentinel.--Alex began by noting that the United Nations believes that education, brainwashing and public schooling are critical mechanisms by which they will bring their New World Order agenda to fruition. You can see this in the U.N.'s international agreements. It's been going on for over a century and is getting progressively worse.--He then discussed the people and history behind public education and how these people set it up with the specific purpose of turning children away from God, the Bible, Christ and those principles that our nation was founded upon. This includes socialist Robert Owens, Horace Mann -who wanted the Bible out of the classroom- and John Dewey, the man responsible for religious humanism.

"Education... is a great equalizer of conditions of men—the balance wheel of the social machinery," stated school reformer Horace Mann in 1848. "Math is the great equalizer," preached Jaime Escalante, Edward James Olmos' character, in the 1988 film Stand and Deliver. "The best anti-poverty program around is a world-class education," announced Barack Obama during his 2010 State of the Union address.   This message is everywhere, pervading political speeches, Oscar-bait films, think-tank papers, and everything in between. The key to economic upward mobility—we're endlessly told, is education—a societal building block that is, or at least should be, accessible to every child, no matter their race, gender, or income level. It's a seductive, seemingly unassailable conceit, suggesting that we live in a meritocracy where second chances and generational wealth-building are possible, even probable, with a few simple tools.   But is there any truth to this idea? There's a growing body of evidence showing that education level does not, in fact, necessarily translate to higher wages. Which raises the questions: Why has the idea that education is the ultimate anti-poverty tool persisted? Whose interests are served in its continuation? And who, in turn, pays the price?   On this episode, the Season Six premiere of Citations Needed, we detail and debunk the widespread conventional wisdom that education is the rising tide that lifts all boats, looking at the ways it reinforces themes of individualism and personal responsibility; obscures systemic issues like racism and worker exploitation in the labor market; and ultimately keeps people entrenched in, rather than liberating them from, poverty and low-wage work.   Our guest is Lake Forest professor Cristina Viviana Groeger.

In part one of what will be sizable series, Ellie and Carrie introduce the obscene world of Manhattan private schools, using Caitlin Flanagan's 2021 Atlantic article to guide their discussion. Recalling their educational experience, namely at Spence in this episode, is not so simple: these institutions made them who they are by cultivating their creativity, instilling in them a curiosity for the world around them, and igniting in them a love of learning (hey, Carrie still remembers her declensions). On the other hand, the very existence of these elite institutions runs counter to the sisters' vision of a just society in which education--excellent education--is a right, not a privilege. But to quote Flanagan, "the god of private schools is money." Other topics include the cutthroat game of preschool admissions, Ellie's chronic masturbation as a child, and--at the end of the episode--a dip (or perhaps a cha cha?) into Knicker Bocker. More to come on that front in next Friday's episode. You know you love me. XOXO. talk about their idyllic memory

In a remarkably short span of time, American children went from laboring on family farms to spending their days in classrooms. The change came from optimistic reformers like Horace Mann, who in the early 1800s dreamed of education, literacy, and science spreading throughout all levels of American society. But other supporters of universal education had darker motives. They feared the influx of Irish Catholic immigrants and thought they'd bring their papist ideas to the young republic. Only compulsory education could break these European children of their Catholic ways and transform them into obedient, patriotic Americans with a Protestant outlook in their worldview if not in their theology.This episode explores the origins of compulsory education, from the Protestant Reformation (and how it was used as a weapon in the religious arms races of sixteenth-century Europe), Prussia's role as the first nation with universal schooling, how America adopted compulsory K-12 education, and whether modern-day schools are actually based on a factory from the 1800s.