Michael Gurian

“The boy and the man must be raised to see the possibility of self worth, then meet a few others who provide the vision of a road toward it, then spend a lifetime pursing that worth through action and relationship. One of the great tragedies in human life is to be born a male and not be guided toward the value of a man.”

“Few things give a human being as much spiritual depth as relationship. If we teach effective communication and conflict-resolution skills to our boys from early on, we lay a foundation for spiritual groundedness. This means we must communicate effectively and resolve conflicts with them as much as possible. By our modeling and teaching, they'll gain the skill to go nearly anywhere and relate effectively, with appropriate boundaries, with good skills, and also with an ability to not take it personally when things go wrong.”

“Boys need to learn the value of spiritual solitude. For the soul to grow, it needs those moments of no-stimulation, of wakeful peace. Because we adults don't usually practice enough solitude—because we are always 'doing' things—we often neglect to teach our boys to find solitude”

“As Carl Jung once said, 'When an inner situation is not made conscious, it appears outside as fate.' When our boys become adults, we become their inner situation. We become inner voices they often hear in their work, relationships and spiritual practice.”

“The quickest way to create a boy or man who lacks compassion is to judge and shame his feelings.”

“Adolescent youths cry out for us to help them contextualize their life experiences.”

“We are, in large part, a culture that expects its boys to initiate themselves into manhood. But holistic or even minimal initiation into manhood through relatively unguided self-experimentation is rare. Boys cannot become whole men without men and women making them into men. ”

“Frequently I go to conferences and listen to speakers decry the absent father as somehow a new phenomenon. Though their recriminations against absent or emotionally distant fathers are generally meant to help society, at the same time they are built on a lie that evolution disproves generation after generation. Fathers have often gone to war, or the long hunt on the savannah, or to work in another village or city. But only in the last decade or so have manhood and fathering been trashed completely.”

“Working outward in concentric circles from the single mother's situation, we can easily draw a picture of what a 'good' mother-son relationship needs in order to flourish. In its ideal form, mom would be experiencing physical, material, social, and emotional support from four interdependent sources: an intimate partner who is also attached to the child; a select group of close friends and family; a wider community that supports mom's values and goals; and a maternity-flexible workplace.”

“The culture in which you parent, mentor, or educate boys exhorts them to be individualistic and group-oriented at once, but does not give them a tribal structure in which to accomplish both in balance. It used to be that the tribe formed a boy's character while the peer group existed primarily to test and befriend that character. Nowadays, boys' characters are often formed in the peer group. Mentors and intimate role models rarely exist to show the growing boy in any long-term and consistent way how both to serve a group and flourish as an independent self.”

“Boys must find ways to compete and see themselves as performing well. If they do not, if society does not provide them with these opportunities, they'll compete against society itself, abusing their community and themselves.”

“Boys often need us to give them more time than girls need, and they often need us to connect their feelings to objects in the outside world.”

“A great deal of intellectual intelligence depends on emotional intelligence.”

“Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.”