Why Not Get Rid of Grades?

“Why Not Get Rid of Grades?” was written by author Daniel Pink. As education moves into an uncertain future, now is the time to reassess our methods and change what no longer serves us.

If you’re looking for continued signs of inflation, bypass your local supermarket and head to Harvard Yard. Twenty years ago, the mean grade-point average for Harvard University undergraduates was 3.41. Today, Harvard’s average GPA has ballooned to 3.8. At America’s oldest university, 79 percent of the grades are now A’s and A-minuses ― a 32 percent increase from 10 years earlier.

 

Down the road in New Haven, Connecticut, grade inflation is equally rampant. In the 2022-2023 academic year, nearly 60 percent of the grades Yale University professors awarded undergraduates were an outright A, not even an A-minus. Only 20 percent of grades in the entire college were a B+ or below.

 

And so, it goes on campuses across America: Last century’s Gentleman’s C has become this century’s Everykid’s A.

 

When nations face hyperinflation, they sometimes resort to what’s called  “redenomination.” They change the face value of the currency, often by lopping off zeroes, or even assign the currency a new name.

 

Why not consider something similar in higher ed and replace letter grades in college?

 

From Mount Holyoke to Mount Rushmore

 

Grades are so pervasive at all ages and stages of American education that we assume they are a natural component of learning. In fact, they are a recent invention. For most of human civilization, people learned perfectly well without letter grades. It was only when education became more democratized (a good thing) that it became simultaneously more systematized (sometimes a less good thing).

 

Grades and rankings emerged gradually through the 18th and 19th centuries, with Mount Holyoke College introducing the first modern letter grades in 1897. Other institutions — including Harvard and Yale, which had experimented with their own grading schemes — followed suit. And by the 1940s, the A-to-F scale became the standard: five letters carved into our schooling edifice the way four presidents are chiseled onto Mount Rushmore.

 

From their inception, grades were designed more for the efficiency of institutions than for the education of individuals. As student populations increased, grades were simple to calculate, easy to administer and convenient to communicate across an expanding education infrastructure. As Jeffrey Schinske and Kimberly Tanner write in their 2017 history of higher education grading, grades have always reflected “the constraints of institutional systems rather than the needs of learners.”

 

The notion that letter grades enhance learning was something that teachers, administrators and parents merely presumed. If every classroom from elementary schools to public universities was assigning grades, they must be a meaningful measure of learning. Besides, rewarding students with an A for doing schoolwork, while threatening them with an F for not doing it, seems like a smart way to motivate youngsters to master algebra or English.

 

But using grades as both a measure and a motivator was an inherently flawed pursuit. For starters, grades are far less consistent and reliable than their simplicity implies. A blood pressure reading will be the same in Austin as in Durham, North Carolina. But a Python coding assignment or an essay on the causes of the Spanish Civil War might receive different grades at the University of Texas than at Duke University. Ample evidence  shows that grading can vary considerably from professor to professor even within a university; that some instructors aren’t even consistent with themselves, assigning different marks for identical work ; and that extraneous factors like penmanship and a student’s attractiveness can affect grades.

 

Le problème, c’est moi

 

More important, the letter system ran smack into Goodhart’s Law, an adage named for British economist Charles Goodhart, which holds that when a measure becomes a target, it ceases being a good measure. Grades began as a tool for assessing learning but quickly became the point of the exercise. For many students, the goal of school isn’t to learn. It’s to get an A.

 

Decades of research, at all levels of education, has demonstrated that grades can promote short-term performance rather than long-term understanding, encourage both superficial studying and outright cheating, and can undermine a student’s intrinsic interest in the material.

Stanford University’s Carol Dweck and other researchers have shown that “performance goals” (earning a high grade) and “learning goals” (mastering material) run on separate tracks. Meeting a performance goal doesn’t necessarily signal that someone has achieved a learning goal.

And if piles of peer-reviewed studies don’t convince you, there’s someone you should meet: Moi. I took French for six years in both high school and college. I received straight A’ss in every class, every semester.

 

I can’t speak French.

 

The reason: I was laser-locked on performance goals (getting an A on Friday’s quiz) rather than on learning goals (speaking French). I could cough up the third person singular subjunctive of irregular verbs on command. But if I ever found myself in Toulouse with a flat tire, I’d remain stuck on the side of the rue.

 

Goodhart’s Law also helps explain the relentless rise in A’s. Grade inflation first appeared in the 1960s, when professors awarded high grades to keep students in school and out of the Vietnam War. Today, the measure has become the target for other reasons. For example, a large portion of undergraduate courses are now taught by part-time temporary lecturers. Those instructors often dole out high grades because their continued employment depends in part on students’ course evaluations, and students give high ratings to lenient graders. Meantime, as tuition has soared, and colleges compete ferociously for parent dollars and student enrollment, high grades have become like swank dorms, gleaming gyms and gourmet dining halls: another amenity to keep customers happy.

 

Replacing rigor mortis with rigor

 

The flaws with grades are not some recent revelation. Thinkers like Alfie Kohn have been critiquing the A-F industrial complex for decades. And in elementary and secondary education, Montessori schools, Big Picture schools, , schools in the Mastery Transcript , and others have abandoned traditional grades.

 

But higher education offers promising territory for reform. For well over half of America’s young people, college operates as the gateway to adulthood. Yet large studies have consistently found that the correlation between college grades and job performance is minuscule. In the world that college students are about to enter, a 19th-century lettering scheme is about as useful in promoting excellence as a quill pen.

 

So, what’s the alternative?

 

At Hampshire College and Evergreen State College, professors provide narrative evaluations of student work rather than letter grades. Sarah Lawrence College assigns grades but places greater emphasis on written descriptions of how well students have mastered six critical abilities. Reed College records grades but doesn’t distribute them directly to students (provided they maintain a strong performance), instead promoting intellectual growth through detailed instructor evaluations and conferences. At Brown University, students can elect to take courses for satisfactory/no credit instead of a grade and can request written “course performance reports” on their work.

 

These reforms undo the current regime’s two main defects. They are measures, not targets. And they prioritize the growth of individuals over the convenience of institutions. They demand vastly more time and money than multiple choice tests and letter-studded transcripts because they regard students as complex individuals, not interchangeable parts. They treat college students the way we treat artists, athletes and scientists: by setting high expectations, demanding rigor, and offering detailed individualized feedback and opportunities to improve.

Some might say that these grade-eliminating methods are appropriate only for certain kinds of colleges: those that, shall we say, have a high granola-to-student ratio.

 

Nonsense.

 

Many innovations that began on what seemed like the hippie fringe have gone mainstream. Think yoga, vegetarianism and solar power. Other critics might deride these methods as “soft.” Nonsense again. What’s soft is letting some students fall through the cracks and giving others empty accolades for meager accomplishments.

 

In education, perhaps more than any realm of American life, the status quo is difficult to dislodge. But this is a starting point because once we pull on the thread of grades, the fabric of college education starts unraveling. Why does college last four years for just about every student in every major at every university? Why do courses run in rigid 15-week segments rather than allowing students to move at their own pace? Why do we segregate learning into discrete subjects when real-world problems span disciplines?

 

If we’re serious about preparing young people for the complexities of the 21st century, a radical shake-up of higher ed is in order. And what better place to begin than with A, B, C?

Pros and Cons of the Letter Grading System

This piece was originally published in The Week US on March 30, 2023. Theara Coleman writes about the Pros and Cons of the Letter Grading System in higher education, and the move away from traditional letter grades by some colleges.

How does the traditional school of thought stack up against ‘un-grading,’ an unorthodox assessment method gaining traction among the nation’s educators?

By Theara Coleman, The Week US

Published March 30, 2023

In an attempt at easing the high school-to-college transition, some U.S. universities have begun implementing unorthodox student assessment methods, reigniting a debate over whether the traditional letter grading system still works. The new trend, called “un-grading,” is a part of “a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen,” NPR reports. Though it existed before the pandemic, un-grading has “taken on new urgency” as of late, “as educators around the country think twice about assigning those judgmental letters A-F to students whose schooling has been disrupted for two years,” The Washington Post wrote last year. Teachers and faculty at Texas Christian University, the University of New Hampshire, and Florida Gulf Coast University, for example, are among the growing group experimenting with some form of un-grading, which might involve allowing students to pick between written and verbal exams and letting them choose how their homework impacts their final score.

To help make better sense of the debate, we’ve outlined a few of the pros and cons of traditional letter grading below:

Pro: Letter grades hold students accountable

Advocates for the conventional grading system say it helps students easily identify “their improvements, mistakes, and areas they can work on,” per Harlem World Magazine. Indeed, a precise scale for performance feedback allows students to discover their strengths and weaknesses and “build self-analytical skills.”

“Things like grades and clear assignments can be enormously useful handrails to help you make your way,” Frederick Hess, director of education policy studies at the American Enterprise Institute, told NPR. Assuming that students are “too fragile” to receive feedback from the teachers “strikes me as missing a pretty significant element of the purpose of higher education,” he added.

Con: Letter grades de-emphasize learning

Critics of the letter grading system say that “students have become so preoccupied with grades, they aren’t actually learning,” NPR summarizes. “Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A, it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at the University of California, Santa Cruz. In fact, Greene added, letter grades “are terrible motivators for doing sustained and deep learning.”

The use of “letter grades as a currency” has “negatively distorted student motivation for generations,” Jack Schneider, professor of education at the University of Massachusetts, wrote for The New York Times “Regardless of their inclination to learn, many students strive first and foremost to get good grades.”

Pro: Letter grades are universally understood

“Grading systems are universal in nature,” Harlem World explained, and using a system that is understood across institutions makes it easier for students to “analyze and figure out where they stand in the world on the basis of their grades.”

Indeed, that the letter grading system is easy to understand is “one clear advantage over other models,” Evan Thompson wrote in a blog for ‘The Best Schools, an education resource website. “Everyone knows what grades mean,” making it “easy for students to understand where they stand in a class or on a particular subject.”

Con: Letter grades perpetuate an unfair system

Champions of un-grading say it addresses “the unfairness of a system in which some students are better ready for college than others,” NPR summarizes. For instance, UCSC’s Greene told NPR, lower-income students are most likely to feel anxiety about grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear,” Greene said.

Letter grades have been used to “justify and to provide unequal educational opportunities based on a student’s race or class,” Alison Yoshimoto-Towery, chief academic officer of the Los Angeles Unified School District, and Pedro A. Garcia, senior executive director of the division of instruction, said om a 2021 letter to principals. In continuing to use the old system, educators “inadvertently perpetuate achievement and opportunity gaps, rewarding our most privileged students and punishing those who are not.”

Pro: Letter grades encourage competition

Letter grades incentivize students to perform well by encouraging them to compete with each other, wrote educator Patricia Willis in a blog for Study.com, an online learning platform. Competitive students “are willing to work hard because they want to be first among their peers.” A pass/fail system, on the other hand, leaves “little incentive for students to work hard.” This can be especially true if students “feel that extra effort makes no difference in the end.”

Con: Letter grades fail to provide room for improvement

“The A-F letter-grading scale offers little room for improvement once the assignment, assessment, or course has concluded,” said Jon Alfuth, senior director of state policy at the education nonprofit KnowledgeWorks, in a letter to the editor at Education Week.

“Just because I did not answer a test question correctly today doesn’t mean I don’t have the capacity to learn it tomorrow and retake a test,” Yoshimoto-Towery told the Los Angeles Times. “Equitable grading practices align with the understanding that as people we learn at different rates and in different ways and we need multiple opportunities to do so.”

The Student: A Short History

This article was written by Michael S. Roth from The Wall Street Journal. Appeared in the May 18, 2024 print edition. Teaching teachers new tricks.

The U.S. has the world’s best universities and, it sometimes seems, the world’s worst students. This is because most universities have two business models. One is research and development in concert with the private sector, and the creation of new patents. The other is keeping young people off the streets and the unemployment rolls, and using other people’s money—parental savings, student loans—to advance programs of indoctrination inimical to most Americans. 

The Student. A Short History

By Michael S. Roth

The first business attracts the cream of the world’s scientists and makes the U.S. the world’s leading innovator. The second is clotted with identity-based tokenism, political extremism, bureaucratic incompetence, intellectual imposture, and students who can’t spell. Not to mention, especially on Ivy League campuses, antisemitism. University presidents pander to the mobs, and professors link arms to defend their protégés. 

Democracy requires educated citizens. Government needs competent servants. The education system produces neither in sufficient number. From your local preschool to the Harvard Kennedy School, American education is failing the public. But it was not always this way, and it doesn’t need to be.

Michael S. Roth is the president of Wesleyan University, and his book “The Student” is an instructive and idealistic apologia for the ideals of instruction, from Confucius and Socrates to the clowns and communists of current educational theory. An apologia is not an apology—as medieval students knew; an apologia is a defense or justification—but Mr. Roth’s is welcome anyway.

The means and ends of education, Mr. Roth shows, have always changed to reflect their time and place. He begins with the ancients: Confucius (“harmonious integration”), Socrates (“critical self-awareness”) and Jesus (“renewal through the acceptance of a mentor’s path”). Confucius, Socrates, and Jesus didn’t write anything down, so we must take their students’ word about their pedagogical aims.

Confucius, the son of a nobleman who had lost his social footing, lived in disordered times, and wrote in exile, like Machiavelli but with morals. Confucian educational theory inculcated private virtue (de) in the service of public benevolence (ren). The ideal student is a junzi (learned gentleman), the ideal result a “harmonious collective.”

Socrates was born in 469 B.C., about a decade after Confucius’ death. Unlike many of today’s professors, Socrates was good with his hands and was proud to defend his homeland. “His stonemason father taught his son the family trade, and Socrates fought for Athens against the Spartans in the Peloponnesian War. One student, the soldier-historian Xenophon, depicts Socrates as the practical man who teaches that eupraxia (well-being) comes from successfully completing a challenging task. Another, Plato, depicts Socrates as an ironic trickster, whose irritating questions teach that self-knowledge begins in recognizing your own ignorance.

Athens’s oligarchy executed Socrates for “corrupting the youth.” 

Jesus was also executed for political reasons. He taught, Mr. Roth writes, neither Confucius’ “return to tradition” nor Socrates’ “conversational encounters,” but pursued the “transformative dimension of learning” to the highest level, total rebirth. This method creates disciples and revolutionaries, not students and bureaucrats. Socrates would have appreciated the irony, and Confucius the results, of how Christianity remade education.

Before the modern age, the ideal education was private: small groups of adepts or followers, and tutors in the homes of the wealthy. The university was born in medieval Europe to train staff for the Catholic Church. It was reborn in early modern Europe during the Protestant Reformation and the Enlightenment. As the means of education went public, its ends changed from teaching Christian dogma and training bureaucrats to reviving the Greek “spirit of critique” (” critical thinking,” as educators now call it) and socializing liberal-minded gentlemen. The proto-modern student appears late in the Renaissance. Hamlet (home from Wittenberg U.) is anguished, antagonistic, depressed, pushing thirty and entirely dependent on his parents. Shakespeare, the son of a glover, did not attend any university.

Mass democracy requires mass education, and that, gradually, opened the university to all. The early 20th-century American university was both a finishing school for idlers and a social and professional escalator for women, African Americans, and the children of immigrants. The contradictions in the student body heightened in the decades after 1945. The GI Bill and the removal of racist quotas allowed adult students to study seriously and made university admissions more meritocratic, but “corporatization” and credentialism conformity also intensified.

“The great object of Education,” Emerson wrote, should be “commensurate with the object of life.” He meant the inner life, not social life, or the pursuit of a “vulgar prosperity that retrogrades ever to barbarism.” But, like Ophelia with Hamlet, today’s American student receives mixed messages. One is the Romantic ideal of education as personal liberation; the other is the Enlightenment ideal of ordering society by reason and specialization.

Mr. Roth is alert to these complexities, but he struggles to explain what happened to student identity in the 1960s. Why did the leaders of the freest and most comfortable generation in human history become Trotskyites and Maoists? Why, when the students asserted their Kantian right to educate themselves, did their independent minds all conform to the same repressive political ideologies?

The usual parochial reasons (civil rights, the Vietnam draft, campus curfews, sex-segregated dorms) are insufficient. The rebels of 1968 lost the battle but won the war by retreating to the campus, inducting generations of students into the myth of revolution and sending them on the long march through the institutions. More than the internet, the prime site of radicalization today is the elite private university. As Mr. Roth notes, if the good student is a true believer, there is no place for Socrates’ “ironic skepticism.” A degraded Confucianism endures because the ever-expanding bureaucracy needs managers.

The university has always been a Ship of Theseus, sailing on even as all its original timbers are replaced. It has mutated into the allegorical Ship of Fools, a vessel for vanities. The crew is now cannibalizing itself, like the shipwrecked sailors in Théodore Géricault’s “The Raft of the Medusa” (1819). Salman Khan’s “Brave New Words” suggests it can be refloated on the ocean of artificial intelligence. AI, Mr. Khan believes, can combine the personalized ancient model (“the kind of tutor Aristotle was Alexander the Great”) with the impersonal modern model (“the utopian idea of offering mass public education to everyone”).

Mr. Roth asks if certification by “a teacher (or both)” is “the capitalist version of Confucian harmony,” with teaching reduced to “lessons of conformity;” students should be so lucky. As the founder of the tutoring firm Khan Academy, Mr. Khan has done more than anyone to compensate for the failings of old-school education. He is blunt about the unsustainable inadequacy of a system in which three-quarters of graduating high schoolers “lack basic proficiency in writing” and “a majority of students, even the ones who graduate from high school and then decide to go to college, do not even place into college-level math.”

The alternative ideal, advanced in this readable and cheery view of the academic apocalypse, would grant “every student on the planet” access to “an artificially intelligent personal tutor” that could debate with them, fine-tune their writing, and suggest “new ways of experiencing art and unlocking their own creativity.” It would be enough for them to learn to read and write.

As the fates of Socrates and Jesus teach us, terrible things are often done in the name of the public good. 

Mr. Khan, of the Kahn Academy, recommends that students ask their AI to help “generate a first draft” of essays, but admits that the line between “help” and “cheating” is unclear. He recognizes the need for data protection and “guardrails” to avoid “bias and misinformation” but admits “uncertainty” about how these guardrails should be designed, because AI is a new frontier.

We have already crossed it. While Mr. Khan dreams of a “real, ethical, responsible tutor sitting next to your child when they do anything on the internet,” the emerging reality of this fraternal image is Big Brother, under orders from the Education Department and the American Federation of Teachers. Some teachers get flustered by directing the traffic at drop-off and pickup. They won’t have the time to micromanage the digital education of every child.

AI will take over because it is efficient, cheap, and nonunionized: Khan Academy serves more than one hundred million students a year on an annual budget of about $70 million: “equivalent to the budget of a large high school in many parts of the United States.” Mr. Khan believes that teachers won’t be thrown overboard in the name of efficiency, because teaching is an “essential profession.” But if AI will shortly “automate almost any traditional white-collar process,” why should teachers be spared?

The same goes for university students. AI, Mr. Khan writes, can be trained not to favor college applicants by “race, religion, gender, or age”—but it won’t, because that would be political anathema. AI can also detect cheating which is endemic in college papers—but that would be bad for the university business.

Though universities will fight to retain their pre-digital monopolies, the writing is on the whiteboard. Why take out a government-issued mortgage on a traditional credential for a white-collar job that no longer exists? What kind of eupraxia would students get from completing a task in which AI did the demanding work? Anyway, we don’t need more social workers, gender students and Marxist literary theorists. We need plumbers, nurses, and soldiers: people trained to do the jobs that AI cannot yet do. Socrates’ father was right: Stonemasonry is a job for life.

Mr. Green is a Journal contributor and a fellow of the Royal Historical Society.

Copyright ©2024 Dow Jones & Company, Inc. All Rights Reserved. 

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Putting People Ahead of Profits.

Our founder Ron Slee has spent the last several weeks looking at how people make money. These thoughts have led to tonight’s blog post: putting people ahead of profits.

For some time now, those regular readers of our blogs and listeners to our Podcasts have noticed my focus on customer service and customer retention. Many will have seen the thread through our blogs from various Contributors who have focused on the intuitive truth that customer service enhances customer relationships which results in high customer retention and the data analytics that support that position. The question remains why companies don’t address these issues more.

Recently I was told that I needed to refresh the standards for sales per employee in the product support space. This blog will be the start of that refreshing process.

It is hard for me to imagine that it has been almost thirty years since I wrote several documents addressing job descriptions, standards of performance, best practices, and market opportunities. 

What is harder to imagine is that the standards in those documents have not been updated, in any serious manner, to reflect the changes in technology, in the equipment in use in the filled, and in the materials used. More importantly the use of data analytics and machine learning is available through artificial intelligence. My intent is to update each of these documents in 2025.

Significantly for metrics and operating standards I created a business called the Insight (M&R) Institute with a gentleman named Malcolm Phares. Mac during his career had been the VP of Dealer Development for PACCAR and was one of the creators of “Twenty Groups” for the On-Highway Tracking Industry. 

The two of us created Insight to perform the same function but for the heavy equipment world. We had Insight groups for many of the major OEM’s. We developed a very comprehensive series of standards and defined each of them and provide data sources for information in business systems. It finally ended up that we had two hundred standard metrics for parts, service, sales, rental, and administration. There was truly little that we missed. 

We met our Insight Groups, consisting of twelve dealers in each group, three times a year and did best practices with each of the groups. Mac was an incredibly capable man, and I would not have been able to do this work without him. We also developed a “neutralization document.” This allowed us to present material in a manner that allowed the dealers to be able to compare with their peers even though they had differing financial statement and balance sheet policy differences.

In the 2000’s Dale Hanna and I updated the Insight business after I had purchased Mac’s share in Insight. We created The Capital Goods Sages. www.thecaptialgoodsages.com This is an internet-based business which allows subscribing dealers to submit their data to our financial model and receive their results compared to our standards. In this way I am still able to create aggregated results to maintain operating standards for each of the two hundred metrics. 

As my consulting activity moved overseas so did my ability to aggregate standards for different regions in the world. We report back to the subscribing dealers their results with graphics. A frowny face, a smiley face, a green light and orange light, a red light, and a red cross. 

What many businesses missed in the application of standards of performance is that there is a point at which you are getting a number that is too high or too low depending on the measure. Most dealers just keep pushing the performance higher and higher. This is a bit of a trap. The dealers think their performance is off the chart in a metric without realizing that there is an offsetting metric that is involved. For instance, drive up sales per employee and the result is lower customer service. 

This is what caused the title of this blog. Too many dealers are driving up sales per employee and seeing dramatic increases in Net Profit. What they don’t see is that customer retention is going down. We have a dispute with that statement between dealer executives and I often. They tell me that can’t be true when their overall sales revenues have increased year over year.

I agree with that fact completely. However, at the same time as their sales revenues have increased the number of businesses competing in the market has decreased. In a recent blog I noted that in the years 2000 through 2025 that the number of dealerships competing in the construction equipment market has decreased by 75%. From 2000 dealers in 2000 down to five hundred, or less dealers, in 2025.

The Time is Now.

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The Student: A Short History

This article was written by Michael S. Roth from The Wall Street Journal. Appeared in the May 18, 2024 print edition. Teaching teachers new tricks.

The U.S. has the world’s best universities and, it sometimes seems, the world’s worst students. This is because most universities have two business models. One is research and development in concert with the private sector, and the creation of new patents. The other is keeping young people off the streets and the unemployment rolls, and using other people’s money—parental savings, student loans—to advance programs of indoctrination inimical to most Americans. 

The Student. A Short History

By Michael S. Roth

The first business attracts the cream of the world’s scientists and makes the U.S. the world’s leading innovator. The second is clotted with identity-based tokenism, political extremism, bureaucratic incompetence, intellectual imposture, and students who can’t spell. Not to mention, especially on Ivy League campuses, antisemitism. University presidents pander to the mobs, and professors link arms to defend their protégés. 

Democracy requires educated citizens. Government needs competent servants. The education system produces neither in sufficient number. From your local preschool to the Harvard Kennedy School, American education is failing the public. But it was not always this way, and it doesn’t need to be.

Michael S. Roth is the president of Wesleyan University, and his book “The Student” is an instructive and idealistic apologia for the ideals of instruction, from Confucius and Socrates to the clowns and communists of current educational theory. An apologia is not an apology—as medieval students knew; an apologia is a defense or justification—but Mr. Roth’s is welcome anyway.

The means and ends of education, Mr. Roth shows, have always changed to reflect their time and place. He begins with the ancients: Confucius (“harmonious integration”), Socrates (“critical self-awareness”) and Jesus (“renewal through the acceptance of a mentor’s path”). Confucius, Socrates, and Jesus didn’t write anything down, so we must take their students’ word about their pedagogical aims.

Confucius, the son of a nobleman who had lost his social footing, lived in disordered times, and wrote in exile, like Machiavelli but with morals. Confucian educational theory inculcated private virtue (de) in the service of public benevolence (ren). The ideal student is a junzi (learned gentleman), the ideal result a “harmonious collective.”

Socrates was born in 469 B.C., about a decade after Confucius’ death. Unlike many of today’s professors, Socrates was good with his hands and was proud to defend his homeland. “His stonemason father taught his son the family trade, and Socrates fought for Athens against the Spartans in the Peloponnesian War. One student, the soldier-historian Xenophon, depicts Socrates as the practical man who teaches that eupraxia (well-being) comes from successfully completing a challenging task. Another, Plato, depicts Socrates as an ironic trickster, whose irritating questions teach that self-knowledge begins in recognizing your own ignorance.

Athens’s oligarchy executed Socrates for “corrupting the youth.” 

Jesus was also executed for political reasons. He taught, Mr. Roth writes, neither Confucius’ “return to tradition” nor Socrates’ “conversational encounters,” but pursued the “transformative dimension of learning” to the highest level, total rebirth. This method creates disciples and revolutionaries, not students and bureaucrats. Socrates would have appreciated the irony, and Confucius the results, of how Christianity remade education.

Before the modern age, the ideal education was private: small groups of adepts or followers, and tutors in the homes of the wealthy. The university was born in medieval Europe to train staff for the Catholic Church. It was reborn in early modern Europe during the Protestant Reformation and the Enlightenment. As the means of education went public, its ends changed from teaching Christian dogma and training bureaucrats to reviving the Greek “spirit of critique” (” critical thinking,” as educators now call it) and socializing liberal-minded gentlemen. The proto-modern student appears late in the Renaissance. Hamlet (home from Wittenberg U.) is anguished, antagonistic, depressed, pushing thirty and entirely dependent on his parents. Shakespeare, the son of a glover, did not attend any university.

Mass democracy requires mass education, and that, gradually, opened the university to all. The early 20th-century American university was both a finishing school for idlers and a social and professional escalator for women, African Americans, and the children of immigrants. The contradictions in the student body heightened in the decades after 1945. The GI Bill and the removal of racist quotas allowed adult students to study seriously and made university admissions more meritocratic, but “corporatization” and credentialism conformity also intensified.

“The great object of Education,” Emerson wrote, should be “commensurate with the object of life.” He meant the inner life, not social life, or the pursuit of a “vulgar prosperity that retrogrades ever to barbarism.” But, like Ophelia with Hamlet, today’s American student receives mixed messages. One is the Romantic ideal of education as personal liberation; the other is the Enlightenment ideal of ordering society by reason and specialization.

Mr. Roth is alert to these complexities, but he struggles to explain what happened to student identity in the 1960s. Why did the leaders of the freest and most comfortable generation in human history become Trotskyites and Maoists? Why, when the students asserted their Kantian right to educate themselves, did their independent minds all conform to the same repressive political ideologies?

The usual parochial reasons (civil rights, the Vietnam draft, campus curfews, sex-segregated dorms) are insufficient. The rebels of 1968 lost the battle but won the war by retreating to the campus, inducting generations of students into the myth of revolution and sending them on the long march through the institutions. More than the internet, the prime site of radicalization today is the elite private university. As Mr. Roth notes, if the good student is a true believer, there is no place for Socrates’ “ironic skepticism.” A degraded Confucianism endures because the ever-expanding bureaucracy needs managers.

The university has always been a Ship of Theseus, sailing on even as all its original timbers are replaced. It has mutated into the allegorical Ship of Fools, a vessel for vanities. The crew is now cannibalizing itself, like the shipwrecked sailors in Théodore Géricault’s “The Raft of the Medusa” (1819). Salman Khan’s “Brave New Words” suggests it can be refloated on the ocean of artificial intelligence. AI, Mr. Khan believes, can combine the personalized ancient model (“the kind of tutor Aristotle was Alexander the Great”) with the impersonal modern model (“the utopian idea of offering mass public education to everyone”).

Mr. Roth asks if certification by “a teacher (or both)” is “the capitalist version of Confucian harmony,” with teaching reduced to “lessons of conformity;” students should be so lucky. As the founder of the tutoring firm Khan Academy, Mr. Khan has done more than anyone to compensate for the failings of old-school education. He is blunt about the unsustainable inadequacy of a system in which three-quarters of graduating high schoolers “lack basic proficiency in writing” and “a majority of students, even the ones who graduate from high school and then decide to go to college, do not even place into college-level math.”

The alternative ideal, advanced in this readable and cheery view of the academic apocalypse, would grant “every student on the planet” access to “an artificially intelligent personal tutor” that could debate with them, fine-tune their writing, and suggest “new ways of experiencing art and unlocking their own creativity.” It would be enough for them to learn to read and write.

As the fates of Socrates and Jesus teach us, terrible things are often done in the name of the public good. 

Mr. Khan, of the Kahn Academy, recommends that students ask their AI to help “generate a first draft” of essays, but admits that the line between “help” and “cheating” is unclear. He recognizes the need for data protection and “guardrails” to avoid “bias and misinformation” but admits “uncertainty” about how these guardrails should be designed, because AI is a new frontier.

We have already crossed it. While Mr. Khan dreams of a “real, ethical, responsible tutor sitting next to your child when they do anything on the internet,” the emerging reality of this fraternal image is Big Brother, under orders from the Education Department and the American Federation of Teachers. Some teachers get flustered by directing the traffic at drop-off and pickup. They won’t have the time to micromanage the digital education of every child.

AI will take over because it is efficient, cheap, and nonunionized: Khan Academy serves more than one hundred million students a year on an annual budget of about $70 million: “equivalent to the budget of a large high school in many parts of the United States.” Mr. Khan believes that teachers won’t be thrown overboard in the name of efficiency, because teaching is an “essential profession.” But if AI will shortly “automate almost any traditional white-collar process,” why should teachers be spared?

The same goes for university students. AI, Mr. Khan writes, can be trained not to favor college applicants by “race, religion, gender, or age”—but it won’t, because that would be political anathema. AI can also detect cheating which is endemic in college papers—but that would be bad for the university business.

Though universities will fight to retain their pre-digital monopolies, the writing is on the whiteboard. Why take out a government-issued mortgage on a traditional credential for a white-collar job that no longer exists? What kind of eupraxia would students get from completing a task in which AI did the demanding work? Anyway, we don’t need more social workers, gender students and Marxist literary theorists. We need plumbers, nurses, and soldiers: people trained to do the jobs that AI cannot yet do. Socrates’ father was right: Stonemasonry is a job for life.

Mr. Green is a Journal contributor and a fellow of the Royal Historical Society.

Copyright ©2024 Dow Jones & Company, Inc. All Rights Reserved. 

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How We Teach – How You Learn

Our founder, Ron Slee, is back this week with a blog post that goes straight to the heart of our mission here at Learning Without Scars: How We Teach – How You Learn.

I have taught for many decades. During that time, I was primarily in classrooms, although sometimes it was in swimming pools, or tennis courts or golf courses. Not only did the venue change but also the age group of students changed. From infants who were taught to be able to swim and survive when on the water from the age of six months old to senior citizens who were afraid to swim. However, primarily I was in classrooms or lecture halls or auditoriums. A typical class size ranged from twenty-four students at round tables to several hundred. 

I started teaching in the 1960’s so a lot of time has been involved in teaching and trying different methods to get students to “get it.”

I have always been interested in learning and understanding and not memorizing. I still want to be able to reconstruct my learning years and years later. If I don’t understand something, will I be able to remember it?

Which brings me to the specific subject of this blog. I want you to learn – to understand. So, I will never tell you the answer. I will ask questions of you. I will coax you into working it out on your own. I found out years later that this was called the “Socratic” way of teaching.

The Socratic method is a dialogue between individuals based on asking and answering questions. This method, attributed to the ancient Greek philosopher Socrates, aims to probe, and examine beliefs, leading participants toward a deeper understanding of truth and coherence.

Here’s how it works – the following comes from a google search.

Questioning Common Beliefs. 

The Socratic method begins with commonly held beliefs. Socrates engages in dialogue with others, questioning these beliefs to uncover inconsistencies and contradictions.

Internal Consistency and Coherence. 

Through a series of questions, Socrates scrutinizes beliefs for internal consistency (whether they hold up logically) and their coherence with other beliefs. The goal is to bring everyone closer to the truth.

Midwifery of Understanding.

 Socrates likens his method to midwifery, helping interlocutors develop their understanding in a way analogous to a child developing in the womb.

Pedagogical Contexts.

  1.  Modified forms of the Socratic method are employed today in various educational contexts.

In summary, the Socratic method is a powerful tool for critical thinking, encouraging self-examination and intellectual growth. 

As Socrates famously said, “I know that I know nothing,” emphasizing the importance of questioning and seeking behavior. 

I am sure I drove my students crazy. I used textbooks but never followed the sequence of the textbook. The students, conscientiously, would ask at the end of a lecture what the section or pages were going to be that I would cover in the next class. They wanted to be prepared. I never told them. In fact, I used to jump around in the book deliberately so that they could not prepare. I wanted them to listen to the lesson. I wanted them to have to think.

That caused me problems as a student. I didn’t want to memorize, and it cost me. In High School I took Latin and Geometry. There are certain things you do have to memorize. Like Theorems in Geometry. Like words in a new language. I got 38% in the first semester in both. The family wasn’t happy. So, I lost some privileges. Like weekends at the lake. 

I spent the next three months with my grandmother. She worked my proverbial off. I completed the year with a 76% average. So, I learned a valuable lesson. One size doesn’t fit all.

Anyone who has been in a classroom with me knows how I work. I wander through the room. Watching everyone. I can see when people get it and when they are lost. I keep talking until I see the lights go on in everyone’s eyes. That really turns my crank. I still teach. Not every month like I used to but enough to know that things in the learning world are still the same. Once you get someone into a learning environment, they are subject to their teachers. They care about learning only if the teacher cares about teaching. 

All our subject specific classes cover five plus hours. They have around twenty segments. Class segments and Support Material Segments. Each segment has a quiz at the end. The student must achieve a 60% score on the quiz to proceed to the next segment. We start every class with a pretest to determine the knowledge and skill level of each student before they start. We end every class with a final assessment. The students must achieve an 80% score to earn a certificate. 

We are in the lifelong learning business. Learning is hard. It requires desire and discipline. If every person were to strive to be the best that they could be they would be learning every day.

The Time is Now.

Audio Tracks

 

French

 

Polish


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Ho’oponopono

Learning Without Scars’ founder, Ron Slee, is back today with a blog post on Ho’oponopono, the Hawaiian Principle of 100% Responsibility.

Seneca, one of the most important Roman Stoic philosophers, said “Luck is what happens when preparation comes across opportunity. Thomas Edison said his work was 90% perspiration and 10% inspiration. Louis Pasteur among many others felt the same way.

In every case I suggest it is much more important to be ready when opportunity comes to you more than anything else. That leads me to thinking about our lives and our work. How much of our lives is under our control? As someone who is known to be a control freak this is a nasty question. 

In Hawaii we are a society that is further away from any other on the planet. It is 2500 miles to the nearest population center of any kind. Our culture has a lot of different influences. From Asia, the Americas, Oceania obviously. But there are others that cause us to wonder. It seems that using language as our tool on determining origins the Hawaiian people originally came from the middle east. That too follows ancient historical thinking.

But let us go back to Ho’opononpono and one of its foundations which is the principle of 100% responsibility. The kahunas, the priests of our culture, state that each human being is 100% responsible for their own reality. That it is useless to blame other people. We are not victims unless we choose to be victims.

Ho’opononpono says that if you don’t like your reality then you must change it. Desmond Tutu, the archbishop for South Africa had a saying that I go back to often. “If it is to be it is up to me.” In other words, we control our own destiny.

That brings me to Learning Without Scars and our purpose for being. We are here to help people identify their individual potential both personally and professionally. We are here to open your Ho’oponopono and let you take control of your destiny, of your future. 

There is a problem with this line of thinking though, isn’t there?

This is a challenging work. Learning and developing and growing as a person are demanding work. For most of us it is too much work.

Let me digress for a moment. Dr Gail Matthews, of the Dominican University of California conducted a major study of “The Impact of Commitment, Accountability and Written Goals on Goal Achievement.” She found that writing down our goals increases the percentage of achieving those goals in a major way. It seems that psychologically when we write down our goals it is as though we are signing a contract with ourselves. So, let’s provide you with a simple little exercise now. Choose an area of your life in which you would like to correct something. Select from this list: 

  1. Love and Relations
  2. Money and Finance
  3. Goals and Work
  4. Health
  5. Learning and Personal Growth.

Now write down several phrases with the first thing that comes to your mind about one of the above list. 

I would like you to select Learning and Personal Growth.

Don’t worry about the order. Next look at what you have written and create at most three specific goals or actions. They must be positive. Put that piece of paper on your refrigerator. 

The Ho’oponopono means to correct an error. That makes sense, doesn’t it? Given that we are 100% responsible for our life if there is something we are unhappy with we must correct the mistake that got us to where we are now. However, that means that we must accept the reality that WE are 100% responsible for it.

This is one of the most critical elements of this process. Until you accept, you’re responsible, it will be difficult for you to change. Deep down everything depends on us and we must stop making excuses or blaming circumstances and get to change our lives. Here comes something that I understand and believe in. From this point on it has nothing to do with being lucky. It becomes a personal choice.

One other observation please. 

The easiest person in the world to lie to is your reflection in the mirror – AND – that is the last person in the world you should ever lie to.

We are never victims unless we allow ourselves to be victims. When I say this, I am speaking of our choices – not situations involving crime. Whatever your job is, your career, you can control your outcome. You can be open to learning. You can go back to school. You can ask for help. You can go to counselling. You have many opportunities. It is a matter of making a choice.

You can apply this principle of one hundred percent responsibility to all aspects of your life. Start with the premise that everything is created in your mind before it becomes reality. SO. Change the way you think and act. It will change your reality.

In Hawaii this is called “cleaning.” We will continue to repeat the same painful episodes and circumstances because they are all coming from our subconscious.

To overcome the subconscious, Hawaiian’s, use a string of four expressions: Forgive me, I’m sorry, I love you, Thank you. You must accept it is your responsibility and when you do you have to forgive yourself deep in your subconscious for the choices you have made that got you to where you are today.

Try it. You will be surprised. It works.

The Time is Now. 

This blog was provoked by a book with the title “Maneki Neko” by Nobuo Suzuki. For me it is a follow up to the book Ikigai. This book covers the Japanese Secret of Good Luck and Happiness, it is a terrific read.

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He Who Stops to Ponder…

In this week’s bonus blog, a friend of Ron’s in Hawaii sent him the text below. Please read on for “He Who Stops to Ponder…”

He who stops to ponder and think will generally come out ahead.

When Gandhi was studying law at University College, London, a Caucasian professor, whose last name was Peters, disliked him intensely and always displayed prejudice and animosity towards him. Also, because Gandhi never lowered his head when addressing him, as he expected, there were always arguments and confrontations.

One day, Mr. Peters was having lunch at the dining room of the University, and Gandhi came along with his tray and sat next to the professor. The professor said, “Mr. Gandhi, you do not understand. A pig and a bird do not sit together to eat.”  Gandhi looked at him as a parent would a rude child and calmly replied, “You do not worry professor. I will fly away,” and he went and sat at another table. 

Mr. Peters, reddened with rage, decided to take revenge on the next test paper, but Gandhi responded brilliantly to all questions. 

Mr. Peters, unhappy and frustrated, asked him the following question. “Mr. Gandhi, if you were walking down the street and found a package, and within was a bag of wisdom and another bag with a lot of money, which one would you take?”  Without hesitating, Gandhi responded, “The one with the money, of course.”  Mr. Peters, smiling sarcastically, said, “I, in your place, would have taken wisdom, don’t you think? Gandhi shrugged indifferently and responded, “Each one takes what he doesn’t have.”

Mr. Peters, by this time was beside himself and so great was his anger that he wrote on Gandhi’s exam sheet the word “idiot” and gave it to Gandhi. Gandhi took the exam sheet and sat down at his desk trying very hard to remain calm while he contemplated his next move.  A few minutes later, Gandhi got up, went to the professor, and said to him in a dignified but sarcastically polite tone, “Mr. Peters, you signed the sheet, but you did not give me the grade.”

Wit always wins over anger.

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Changes in Learning

Today, our Founder Ron Slee writes a blog post on the many changes in learning. He also makes a few grumbles about how his family gives him a hard time!

It has been some time since I wrote a blog on employee development. It is unusual for me not to be sharing my thinking with someone, in some cases anyone. I have been confronted on two fronts recently: My daughter Caroline who is a teacher in the desert in Southern California and my granddaughter who is pursuing her master’s degree in Hawaii.

Both love to provoke me. I can’t imagine why. 

My granddaughter was excited to share a book they are using in one of her classes this semester – “The Narrative Gym.” It is about Communications. It is an amazing read and a more amazing subject to be teaching students in a master’s program. Of course, communication is one of the keys to life. We are social animals after all. COVID set us back somewhat in the communications area. Working from home is another example of how we reacted, or perhaps responding is a better way of saying it. Many businesses found that they could redesign their work. I know many people started to redesign their lives. 

My daughter recently suggested another book – “Ruthless Equity: Disrupt the Status Quo and Ensure Learning for ALL students.” Talk about a powerful book. Many of us have become tired of the status quo when either protecting it or attacking it seems to be tearing apart everything that we have believed to be true. This book restores my soul. “All men are created equal” but then everything we do stresses the inequalities.

At Learning Without Scars we are aiming to help everyone identify their individual potential. That is an extremely difficult thing to do. People’s eyes glaze over when I talk about it. What I am trying to do though is provoke people to think. To think about everything and anything that they do. You know how envious I am of the Japanese societal approach to Kaizen. Make everything you do better every day. This is a view of work that in my mind allows people to become more engaged as people in what they do. They can CHOOSE how to do their job. They can CHOOSE to make their lives better by how they do their job. In the world that I grew up in, that was not the primary goal. Let me show you how this is done. Let me tell you what I just showed you. Then let me tell you again what I showed you. Now you try. I will be here to help so don’t worry. But just do it. Do it my way. Then practice it and get better at it. Make fewer mistakes and do it faster. Now you are doing the job. Just keep on doing it.

That is what I rejected in my early thirties when I started in the consulting world. I knew there were better ways to do things. 1980 when I opened R.J. Slee & Associates in Edmonton, Alberta was also when America was invaded by the Continuous Improvement Revolution. Total Quality Management arrived. Edward Deming and Joseph Duran brought their thinking back to America from Japan where they had been implementing it.

For a long time, I have used a tool I developed called “Five Things” that is aimed directly at the Continuous Improvement objectives. I ask people to list five things that they would like to change about their job that would make things easier for them personally. Then five things that they do that are a real pain to do. Finally, five things that they would like to change in their work to make things better for the company. Normally I do this in a group setting. We then take the individual items and put them on a flip chart, a blackboard or a screen so everyone can see them. You can imagine their surprise when many had the same thoughts. Not just that but their true shock at how many were on all three lists. So, something that would make their lives at work better, eliminate something that is a pain for them to do and at the same time is beneficial for the company. Of course, my questions are always the same. If that is true, then why haven’t we already addressed it?

I have a request please. Go get either of these books. Better still get both. Read them and think about the concepts and positions taken. Then send me an email with your thoughts. Let’s have a mini book club in the ether. Online.

In the meantime, for those of you who haven’t subscribed to our quarterly newsletter there is still time. The last one was published October 1st. You can subscribe at www.learningwithoutscars.com

At Learning Without Scars we offer one hundred and thirty-eight Workforce Development classes. That is six hundred and eighty hours of learning. It provides sixty-nine academic credits.

At Learning Without Scars we offer twenty-eight Technical Schools classes. That is five hundred and sixty hours of learning. It provides fourteen academic credits.

At Learning Without Scars we offer two lecture series covering twenty hours of lectures which produces two academic credits.

That is one hundred and sixty-eight classes, which is one thousand two hundred and sixty hours of learning.

To say we have been busy with product development is a serious understatement. Not only are we interested in helping you identify your potential, but we also provide you with learning tools to help you achieve it. All the best in your pursuits.

The time is now. 

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Friday Filosophy v.03.10.2023

Ron Slee shares quotes and thoughts from comedian Steve Wright in Friday Filosophy v.03.10.2023.

Steven Alexander Wright (born December 6, 1955) is an American stand-up comedian, actor, writer, and film producer. He is known for his distinctly lethargic voice and slow, deadpan delivery of ironicphilosophical and sometimes nonsensical jokesparaprosdokiansnon sequitursanti-humor, and one-liners with contrived situations. 

Wright was ranked as the 15th Greatest Comedian by Rolling Stone in its 2017 list of the 50 Greatest Stand-up Comics. His accolades include the Academy Award for Best Live Action Short Film for starring in, writing, and producing the short film The Appointments of Dennis Jennings (1988) and two Primetime Emmy Awards nominations as a producer of Louie (2010–15). He is known for his supporting role as Leon in the Peabody Award–winning tragicomedy web series Horace and Pete.

 He graduated from Emerson in 1978 and began performing stand-up comedy the following year at the Comedy Connection in Boston. Wright cites comic George Carlin and director and former standup comic Woody Allen as comedic influences. 

In 1982 executive producer of The Tonight Show Peter Lassally saw Wright performing on a bill with other local comics at the Ding Ho comedy club in Cambridge, a venue Wright described as “half Chinese restaurant and half comedy club. It was a pretty weird place.” Lassally booked Wright on NBC‘s The Tonight Show Starring Johnny Carson, where the comic so impressed host Johnny Carson and the studio audience that less than a week later Wright was invited to appear on the show again. 

By then Wright had firmly developed a new brand of obscure, laid-back performing and was rapidly building a cultlike following and an onstage persona characterized by an aura of obscurity, with his penchant for non sequiturs and impassive, slow delivery adding to his mystique. The performance became one of HBO’s longest-running and most requested comedy specials and propelled him to great success on the college-arena concert circuit. 

Numerous lists of jokes attributed to Wright circulate on the Internet, sometimes of dubious origin. Wright has said, “Someone showed me a site, and half of it that said I wrote it, I didn’t write. Recently, I saw one, and I didn’t write any of it. What’s disturbing is that with a few of these jokes, I wish I had thought of them. A giant amount of them, I’m embarrassed that people think I thought of them because some are really bad.”[

After his 1990 comedy special Wicker Chairs and Gravity, Wright continued to do stand-up performances, but was absent from television, doing only occasional guest spots on late-night talk shows. In 1999 he wrote and directed the 30-minute short One Soldier, saying it’s “about a soldier who was in the Civil War, right after the war, with all these existentialist thoughts and wondering if there is a God and all that stuff.” 

  • Whenever I think of the past, it brings back so many memories.
  • I went to a restaurant that serves ‘breakfast at any time’. So, I ordered French Toast during the Renaissance.
  • Experience is something you don’t get until just after you need it.
  • A lot of people are afraid of heights. Not me, I’m afraid of widths.
  • When I die, I’m leaving my body to science fiction.
  • Be nice to your children. After all, they are going to choose your nursing home.
  • A clear conscience is usually the sign of a bad memory.
  • I installed a skylight in my apartment… the people who live above me are furious!
  • I was walking down the street wearing glasses when the prescription ran out.
  • It doesn’t matter what temperature the room is, it’s always room temperature.
  • For my birthday I got a humidifier and a de-humidifier… I put them in the same room and let them fight it out.
  • I live on a one-way street that’s also a dead end. I’m not sure how I got there.
  • On the other hand, you have different fingers.
  • If you were going to shoot a mime, would you use a silencer?
  • I was trying to daydream, but my mind kept wandering.
  • I look like a casual, laid-back guy, but it’s like a circus in my head.
  • Do Lipton employees take coffee breaks?
  • Babies don’t need a vacation, but I still see them at the beach… it ticks me off! I’ll go over to a little baby and say ‘What are you doing here? You haven’t worked a day in your life!’
  • Is it weird in here, or is it just me?
  • I went to a general store, but they wouldn’t let me buy anything specific.
  • I had a friend who was a clown. When he died, all his friends went to the funeral in one car.
  • I have the world’s largest collection of seashells. I keep it on all the beaches of the world… perhaps you’ve seen it.
  • I used to work in a fire hydrant factory. You couldn’t park anywhere near the place.
  • I was a peripheral visionary. I could see the future, but only way off to the side.
  • I intend to live forever. So far, so good.

The Time is Now.

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