Download PDF THE ESSENTIAL CONFUCIUS The Heart of Confucius' Teachings in Authentic I Ching Order A Compendium of Ethical Wisdom by Thomas Cleary

Sinopsis

Confucius worked for the revitalization of culture in its role as a means of cultivating human feelings and maintaining the integrity and well-being of a people. He envisioned a social order guided by reasonable, humane, and just sensibilities, not by the passions of individuals arbitrarily empowered by hereditary status, and warned of the social consequences if men in positions of power considered personal profit and advantage over public humanity and justice. Confucius believed in the regeneration of public and private conscience through education and the influence of unifying cultural ideals. Confucius believed that the conduct of the affairs of a nation would benefit from maximum participation in government by cultivated people whose intellects and emotions had been developed and matured by conscious culture. As an educator, he helped people study a variety of subjects such as history, political science, sociology, literature, music, etiquette, and philosophy to deepen the human understanding. This study, he believed, could help people prepare themselves to take on deliberate social responsibility.

Content 

1. Good people strengthen themselves ceaselessly 
2. Good people support others with enriched virtue 
3. Good people order and arrange 
4. Good people nurture character with fruitful action 
5. Good people enjoy life 
6. When they do things, good people plan first 
7. Good people embrace the populace and nurture the masses 
8. Ancient kings set up myriad realms and associated with their representatives 
9. Good people refine cultured qualities 
10. Good people distinguish above and below and settle the ambitions of the people 
11. The ruler administers the way of heaven and earth and assists the proper balance of heaven and earth, thereby helping the people 
12. Good people are parsimonious with power and avoid trouble; they are not susceptible to material inducements 
13. Good people distinguish things in terms of categories and groups 
14. Good people stop evil and promote virtue, obeying Heaven and accepting its order 
15. Good people decrease what is too much to add to what is too little, assessing things and dealing impartially 
16. Ancient kings made music to honor virtue, offering it in abundance to God; thereby they shared it with their ancestors 
17. Good people go inside and rest when the sun goes down 
18. Good people inspire others and nurture virtue 
19. Leaders draw on limitless resources of education and thought to embrace and protect the people without bound 
20. Ancient kings set up education after examination of the region and observation of the people 
21. Ancient kings clarified penalties and proclaimed laws 
22. Good people clarify governmental affairs without presumptuous adjudication 
23. Those above secure their homes by kindness to those below 
24. Ancient kings shut the gates on the winter solstice; caravans did not travel, the ruler did not inspect the provinces 
25. Ancient kings promoted growth appropriate to the time and nurtured myriad beings 
26. Good people become acquainted with many precedents of speech and action in order to accumulate virtue 
27. Good people are careful about what they say and moderate in eating and drinking 
28. Good people can stand alone without fear and can leave society without distress 

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Download PDF What Great Teachers Do Differently Seventeen Things That Matter Most Second Edition by Todd Whitaker

Sinopsis

Any teacher can fill a bookshelf with books about education. Any teacher can study lists of guidelines, standards, principles, and theories. The best teachers and the worst teachers alike can ace exams in their undergraduate and graduate classes. The difference between more effective teachers and their less effective

colleagues is not what they know. It is what they do. This book is about what great teachers do that sets them apart. Clarifying what the best educators do, and then practicing it ourselves, can move us into their ranks.

This book is not meant to prescribe a narrow set of instructions. Instead, it frames the landscape of school from the perspective of great teachers. What do they see when they view their classrooms and the students in them? Where do they focus their attention? How do they spend their time and energy? What guides their decisions? How can we gain the same advantages? There is no one answer; if there were, surely we’d all have it by now. Education is extremely complex, and so is classroom teaching. But we can work toward understanding what the best teachers do. We can gain insight into how effective we are as educators. Most of all, we can continue to refine our skills. All of us have this in common with the best teachers: No matter how good we are, we still want to be better.

Content

1. Why Look at Great?
2. It’s People, Not Programs
3. The Power of Expectations
4. If You Say Something, Mean It
5. Prevention versus Revenge
6. High Expectations—for Whom?
7. Who Is the Variable?
8. Focus on Students First
9. Ten Days Out of Ten
10. Be the Filter
11. Don’t Need to Repair—Always Do Repair
12. The Ability to Ignore
13. Random or Plandom?
14. Base Every Decision on the Best People
15. In Every Situation, Ask Who Is Most Comfortable and Who Is Least Comfortable
16. Put Yourself in Their Position
17. What About These Darn Standardized Tests?
18. Make It Cool to Care

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