All Sisyphus' silent joy is contained therein. His fate belongs to him. His rock is a thing. Likewise, the absurd man, when he contemplates his torment, silences all the idols. In the universe suddenly restored to its silence, the myriad wondering little voices of the earth rise up. Unconscious, secret calls, invitations from all the faces, they are the necessary reverse and price of victory. There is no sun without shadow, and it is essential to know the night. The absurd man says yes and his efforts will henceforth be unceasing. If there is a personal fate, there is no higher destiny, or at least there is, but one which he concludes is inevitable and despicable. For the rest, he knows himself to be the master of his days. At that subtle moment when man glances backward over his life, Sisyphus returning toward his rock, in that slight pivoting he contemplates that series of unrelated actions which become his fate, created by him, combined under his memory's eye and soon sealed by his death. Thus, convinced of the wholly human origin of all that is human, a blind man eager to see who knows that the night has no end, he is still on the go. The rock is still rolling.
The predatory situation Einstein observes is one of extreme alienation among all classes; “All human beings, whatever their position in society, are suffering from this process of deterioration. Unknowingly prisoners of their own egotism, they feel insecure, lonely, and deprived of the naïve, simple, and unsophisticated enjoyment of life. Man can find meaning in life, short and perilous as it is, only through devoting himself to society.” Einstein believed that devotion should take the form of a socialist economy that promotes both the physical wellbeing and the political rights of everyone. But he did not presume to know exactly what such an economic future would look like, nor how it might come into being. Read his full essay, "Why Socialism?" here .
Teachers or counselors can reinforce taught concepts in spontaneously arising situations (Knaus, 1974, 1977a, 1977b, 2004; Knaus & Haberstroh 1993). For example, asking a student to use a coping skill in a problem situation, when the student does not know the skill, is generally impractical. On the other hand, once the student has learned and practiced an REE concept, promptinga student to use a tested coping strategy, can prove productive. This application prompting method shows students that they truly do have choices in how they respond to problem situations, and can experience a sense of reward from applying a new REE taught skill.