“If you’re not seeing God move in your life right now, one of two possibilities must be considered. Either your requests are not God’s best and will probably not be answered the way you’d like or it must not be the right time. If God were to answer that prayer the way you are hoping, it could interfere with his ideal plan for you.”
“Eventually my rejection of authority spilled into self-indulgence and self-destructiveness, and by the time I enrolled in college, I'd begun to see how any challenge to convention harbored within it the possibility of its own excesses and its own orthodoxy. I started to reexamine my assumptions, and recalled the values my mother and grandparents had taught me. In this slow, fitful process of sorting out what I believed, I began silently registering the point in dorm-room conversations when my college friends and I stopped thinking and slipped into can't: the point at which the denunciations of capitalism or American imperialism came too easily, and the freedom from the constraints of monogamy or religion was proclaimed without fully understanding the value of such constraints, and the role of victim was too readily embraced as a means of shedding responsibility, or asserting entitlement, or claiming moral superiority over those not so victimized.”
“When the number of factors coming into play in a phenomenological complex is too large scientific method in most cases fails. One need only think of the weather, in which case the prediction even for a few days ahead is impossible.”
“Mark Twain once said that if the first thing you do each morning is to eat a live frog, you can go through the day with the satisfaction of knowing that that is probably the worst thing that is going to happen to you all day long. Your”
“The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.”
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