What is biologic assay

What is costoclavicular line

Carl Rogers recently said this very thing about missing the boat. He said,

You know that I don't believe that anyone has ever taught anything to anyone. I question the efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.

That's all you can do - you can't force anybody to eat, no matter what. No teacher has taught anything to anyone. People learn themselves. If we look at the word "educator," it comes from the Latin "educare," meaning to lead, to guide. That's what it means, to guide, to be enthusiastic yourself, to understand yourself and to put this stuff before others and to say, "Look how wonderful it is. Come on and join me in eating of it." Remember the line from Auntie Mame, "Life is a banquet and most damned fools are starving to death." So I begin to wonder, and it's become easier because more people like Silberman are making this statement and I don't sound so weird anymore.

Sorokin, a great sociologist, in the introduction to his book, The Ways And Power of Love, makes this statement,

The sensate minds, our minds, emphatically disbelieve in the power of love. It appears to us something illusionary - we call it self-deception, the opiate of a people's mind, idealistic thoughts and unscientific illusion. We are biased against all theories that try to prove the power of love in other positive forces in determining human behavior and personality, in influencing the course of biological, social, moral, and mental evolution, in affecting the direction of historical events, in shaping social institutions and cultures.

Then he proceeds to show us with scientific studies that it is so.

What a shame it all you believe exists is what can be shown statistically. I feel very sorry for you indeed if you are ruled only by what you can measure, because I'm intrigued by the unmeasurable. I'm intrigued by the dreams, not only by what is here. I don't give a damn what is here. I can see it. That's fine, measure it if you want to spend your life measuring it, but I am concerned with what is out there. There is so much that we don't see, we don't touch, we don't feel, we don't understand.

We assume that reality is the box we've been put in, and it's not, I assure you. Open the door sometime and look outside and see how much there is. The dream of today will be the reality of tomorrow. Yet, we've forgotten how to dream.

Buckminster Fuller was on our campus recently and this marvelous old man stood before us with just a little microphone - no notes, no blackboard, no audio-visual aids - and talked to us, enthralled an audience of three or four thousand for three hours and fifteen minutes nonstop. He said wonderful things about hope and about the future, and his last line was, "I have great hope for tomorrow. And my hope lies in the following three things - Truth, Youth, and Love." And he took off his little mike and walked off the stage. Truth, Youth, and Love. That will be our hope for tomorrow.

I think that people are beginning to look at this thing called love. And they are doing it unabashedly now. They are saying, "Maybe we have to return to this." Silberman says, "Affect is what is lacking. Schools are joyless and mindless places that are strangling children and destroying creativity and joy." They should be the most joyful places in the world because, you know, learning is the greatest joy. To learn something is fantastic because every time you learn something you become something new. You can't learn anything without having to readjust everything that you are around the new things that you've learned. So I'd like to talk to you for a little while about what I believe to be the loving human being. I could say the loving teacher, but I don't like that. You know, you are not only a teacher, you are a human being. Children can identify with people, with human beings. They have great difficulty identifying with teachers. When you start behaving like a teacher in a role, you find yourself saying all kinds of things you wish you hadn't said.