A Quote by Cornel West

Collaborating with the musical genius of our time in some ways with Prince himself - late, great Gerald Levert,all these are forms of singing education, what the Greeks call paideia,that deep education to get us to shift from superficial things to serious things, to shift from bling-bling to life and death to justice and pain and joy, those fundamental, elemental things that we must come to terms with as we make our moves from our mother's womb to the tomb.
As a Christian, I got something the world didn't give me, the world can't take away, so I find joy that can never be reduced to anything. So I come into classroom on fire. I'm on fire for learning. I'm on fire for education, a paideia in the deepest sense of paideia, trying to get young people to shift from the superficial to the substantial, the shift from the bling-bling to letting freedom reign in their minds and hearts and souls.
You have a bout with death, things that touch your mortality, when that happens, all that bling-bling gets thrown away because all you've got is you and God.
A successful unification of quantum theory and relativity would necessarily be a theory of the universe as a whole. It would tell us, as Aristotle and Newton did before, what space and time are, what the cosmos is, what things are made of, and what kind of laws those things obey. Such a theory will bring about a radical shift - a revolution - in our understanding of what nature is. It must also have wide repercussions, and will likely bring about, or contribute to, a shift in our understanding of ourselves and our relationship to the rest of the universe.
There's more to life than having things: a Rolls-Royce, a big house, bling bling.
The principal task is to put spiritual foundations under both our child's life and our own. This triggers a shift in the elemental way in which we relate to our children, with the result that their behavior automatically falls in line as they become aware of, and true to, who they really are. Behavioral changes are an outgrowth of a shift in the relationship.
We break down every element of the game, shift by shift and within the shift. And maybe sometimes we are over-the-top on that, but love our detail on the staff and how we do things.
Today we have a weakness in our education process in failing to understand the natural associations between the disciplines. We tend to study all our disciplines in unrelated parallel lines. This tends to be true in both Christian and secular education. This is one of the reasons why evangelical Christians have been taken by surprise at the tremendous shift that has come in our generation.
No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.
Education is either from nature, from man or from things. The developing of our faculties and organs is the education of nature; that of man is the application we learn to make of this very developing; and that of things is the experience we acquire in regard to the different objects by which we are affected. All that we have not at our birth, and that we stand in need of at the years of maturity, is the gift of education.
Fashion and music are two great artistic forms that can be molded by the youth culture - our taste and our passion for evolving things in our limited time on earth allows us to look at things with fresh eyes.
We urgently need a paradigm shift in our concept of the purposes and practices of education. We need to leave behind the concept of education as a passport to more money and higher status in the future and replace it with a concept of education as an ongoing process that enlists the tremendous energies and creativity of schoolchildren in rebuilding and respiriting our communities and our cities now, in the present.
The real dividing line between things we call work and the things we call leisure is that in leisure, however active we may be, we make our own choices and our own decisions. We feel for the time being that our life is our own.
Our nation's commitment is to provide a quality education to every child to serve the public common good. Accordingly, we must shift the paradigm to think of education funding as investments made in individual children, not in institutions or buildings.
The education of our people should be a lifelong process by which we continue to feed new vigor into the lifestream of the Nation through intelligent, reasoned decisions. Let us not think of education only in terms of its costs, but rather in terms of the infinite potential of the human mind that can be realized through education. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our Nation.
When we come into the present, we begin to feel the life around us again, but we also encounter whatever we have been avoiding. We must have the courage to face whatever is present - our pain, our desires, our grief, our loss, our secret hopes our love - everything that moves us most deeply.
As children, we looked up to our maids and our nannies, who were playing in some ways the role of our mothers. They were paid to be nice to us, to look after us, teach us things and take time out of their day to be with us. As a child you think of these people as an extension of your mother.
This site uses cookies to ensure you get the best experience. More info...
Got it!