university

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donotdestroy:

In a society in which nearly everybody is dominated by somebody else’s mind or by a disembodied mind, it becomes increasingly difficult to learn the truth about the activities of governments and corporations, about the quality or value of products, or about the health of one’s own place and economy.

In such a society, also, our private economies will depend less and less upon the private ownership of real, usable property, and more and more upon property that is institutional and abstract, beyond individual control, such as money, insurance policies, certificates of deposit, stocks, and shares. And as our private economies become more abstract, the mutual, free helps and pleasures of family and community life will be supplanted by a kind of displaced or placeless citizenship and by commerce with impersonal and self-interested suppliers…

Thus, although we are not slaves in name, and cannot be carried to market and sold as somebody else’s legal chattels, we are free only within narrow limits. For all our talk about liberation and personal autonomy, there are few choices that we are free to make. What would be the point, for example, if a majority of our people decided to be self-employed?

The great enemy of freedom is the alignment of political power with wealth. This alignment destroys the commonwealth – that is, the natural wealth of localities and the local economies of household, neighborhood, and community – and so destroys democracy, of which the commonwealth is the foundation and practical means.

— Wendell Berry

790788670848385024

donotdestroy:

In a society in which nearly everybody is dominated by somebody else’s mind or by a disembodied mind, it becomes increasingly difficult to learn the truth about the activities of governments and corporations, about the quality or value of products, or about the health of one’s own place and economy.

In such a society, also, our private economies will depend less and less upon the private ownership of real, usable property, and more and more upon property that is institutional and abstract, beyond individual control, such as money, insurance policies, certificates of deposit, stocks, and shares. And as our private economies become more abstract, the mutual, free helps and pleasures of family and community life will be supplanted by a kind of displaced or placeless citizenship and by commerce with impersonal and self-interested suppliers…

Thus, although we are not slaves in name, and cannot be carried to market and sold as somebody else’s legal chattels, we are free only within narrow limits. For all our talk about liberation and personal autonomy, there are few choices that we are free to make. What would be the point, for example, if a majority of our people decided to be self-employed?

The great enemy of freedom is the alignment of political power with wealth. This alignment destroys the commonwealth – that is, the natural wealth of localities and the local economies of household, neighborhood, and community – and so destroys democracy, of which the commonwealth is the foundation and practical means.

— Wendell Berry

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Insights on Education and Revolutionary Impact

While specific statistics on revolutionaries’ educational attainment are scarce, broader data on influential individuals provide some context:​

  • A study of 362 billionaires revealed that approximately 12.2% were college dropouts, indicating that the majority had completed higher education. ​Entrepreneur

This suggests that, although some individuals without formal education have made significant impacts, they are exceptions rather than the norm.​

🧠 Conclusion

The notion that school dropouts predominantly drive revolutions is more myth than reality. While there are notable exceptions, most revolutionaries had some level of formal education. Their influence often stemmed from a combination of factors, including personal conviction, societal context, and available opportunities, rather than solely their educational background.​

By ChatGPT

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donotdestroy:

Can art school teach you to be creative and generate ideas?

Yes, Art school can provide an environment that nurtures creativity and helps you develop the skills to generate ideas. It offers structured guidance, exposure to diverse techniques, and opportunities to experiment with various forms of expression. But it often depends on how creativity is approached in the learning environment. Creativity thrives in settings that encourage exploration, critical thinking, and self-expression. Here’s how schools can foster creativity:

  1. Project-Based Learning
    By working on open-ended projects, students learn to solve problems, think critically, and generate original ideas.
  2. Encouraging Divergent Thinking
    Activities that have multiple solutions, like brainstorming sessions or creative writing, can help students think outside the box.
  3. Exposure to the Arts
    Art, music, and drama classes can nurture imagination and help students express unique perspectives.
  4. Problem-Solving Challenges
    STEM projects, design thinking exercises, or even puzzles can encourage innovative solutions.
  5. Open-Ended Questions
    Teachers who ask “what if” or “how might we” questions inspire students to think imaginatively.

However, fostering creativity requires an environment where failure is treated as part of the process and not something to fear. If a school emphasizes rote learning or rigid conformity, it might stifle creativity. Creativity is also deeply personal, so individuals may need to supplement their education with personal exploration and experimentation.

Do you think your school experience supported creativity, or did you develop it outside of the classroom?

By ChatGPT

774922093607419904

Justice: What’s The Right Thing To Do? Episode 09: “ARGUING AFFIRMATIVE ACTION”

773280430749368321

Can art school teach you to be creative and generate ideas?

Yes, Art school can provide an environment that nurtures creativity and helps you develop the skills to generate ideas. It offers structured guidance, exposure to diverse techniques, and opportunities to experiment with various forms of expression. But it often depends on how creativity is approached in the learning environment. Creativity thrives in settings that encourage exploration, critical thinking, and self-expression. Here’s how schools can foster creativity:

  1. Project-Based Learning
    By working on open-ended projects, students learn to solve problems, think critically, and generate original ideas.
  2. Encouraging Divergent Thinking
    Activities that have multiple solutions, like brainstorming sessions or creative writing, can help students think outside the box.
  3. Exposure to the Arts
    Art, music, and drama classes can nurture imagination and help students express unique perspectives.
  4. Problem-Solving Challenges
    STEM projects, design thinking exercises, or even puzzles can encourage innovative solutions.
  5. Open-Ended Questions
    Teachers who ask “what if” or “how might we” questions inspire students to think imaginatively.

However, fostering creativity requires an environment where failure is treated as part of the process and not something to fear. If a school emphasizes rote learning or rigid conformity, it might stifle creativity. Creativity is also deeply personal, so individuals may need to supplement their education with personal exploration and experimentation.

Do you think your school experience supported creativity, or did you develop it outside of the classroom?

By ChatGPT

765859608487133185

Working in the U.S. isn’t as straightforward as many might think. There are numerous steps, challenges, and legal requirements involved.

The H-1B visa is a non-immigrant visa allowing U.S. companies to hire foreign workers in specialty occupations, such as IT, engineering, and medicine. It emphasizes the competitive nature of the H-1B lottery and the need for proper preparation to ensure compliance with U.S. immigration laws. For further details, you can view the full guide here

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