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The Testing Industry – Schooling/Propaganda
EDUCATION – EXPERIMENTAL INDUSTRY – COURSE AREA: – What is skill? Why should people operate within a society that adheres to spiritual norms? The book Emotional Intelligence is a good example of EQ rather than IQ. Kaoru Yamamoto of the University of Colorado explains that all of our teachers are giving, coaching and taking tests as if they were studying. He rightly identifies the pitfalls of maintaining or creating effective learning by turning the process into force-feeding unwilling students without authority and without charisma. Most teachers know they are nothing more than “glorified babysitters” and don’t want to be held accountable. Regurgitation takes care of the test, which does not take care of the actual value. They have many good arguments on all sides of the issue because the premise is so flawed.
Some sociologists note that during the Industrial Revolution, workers punched the clock and sought to obey the orders of their bosses and their assistants, making a very good point about the purpose of education in our new history. The homogenization of memorization as the key to learning is worse than the lack of evidence. It is not clear whether linear logical processes or memory skills play a role in the development of the personality of productive people. Indeed, with wrist- and wristwatch-sized databases now accessible to almost any knowledge network, we have good reason to limit these skills. Forgetting this important point, we must understand what education and teaching are really meant to achieve. Common sense alone dictates that a high priority should be placed on increasing the interest in learning and the lifelong joy it can provide.
The teaching of cooperative and social integration skills in education is well developed and should be given more support. In Canada, the word “cooperative” is used, but the goal of learning styles (see H. Gardner’s work on 8 different learning styles now.) and personality differences are not known by teachers who are considered to be cooperative. Rapid learning means some kind of teamwork between teachers, students, and parents. More important is the group dynamic in the student’s goals and core values of interacting with each other. For another person in the group to see the benefits of spatial creativity and learn what is most important is a beneficial creative outcome rather than a goal set by someone outside the group. Rather than a homogenization of hypocritical and unquestioning pablum with frequent biased and self-serving criticisms, we need support for a compassionate diplomacy and purposeful ethics with pure added value.
There is rarely a celebration of relevant new approaches that seek new perspectives without feeling black and white answers, and seem to be judged by how well we imitate the character, or how well we imitate the dominant “press.” How do we maintain the desire to explore that is born of the basic human courage to know something more than the personal? When does it become valuable to know how to cope with other life skills like sex, sensory development, and how to heal each other? The old emphasis that individuals enjoy each other as different personalities will disappear in the maze of peers and social structures. Can people learn to read and communicate at different times in their lives? Recent studies show that men learn math later and better than women. Language and communication engage the young brain more fully and should be focused on before the age of seven. Bardic schools knew these things, and employed young men as jesters and directors early in the process.
Physiologically, we can say that there are 350,000 neural connections, and most people atrophy to the point that they only use half of them. What if? It’s not about extracting data – it needs to be aggregated and inferred. Perhaps we support the lack of criticism because of anti-racist or authoritarian religions seeking faith-filled “followers.” Perhaps it’s because the feudal lords’ armies wanted hateful, macho killers; And parenting has become a bastion of power rather than parenting FOR children. Children are not the property of their parents as entitled and important members of clans, clans, or larger social units. These things were known in pre-Christian times when women were not the property of men (the code of Hammurabi and the biblical baby factories are valid).
Although the eight core competencies for different learning styles, both physiological and neurophysiological, may vary, each of us can learn to enhance all of these traits and appreciate other strengths and weaknesses. Instead of competing against each other, creating a brotherhood is a great alternative to building character rather than fixed fences and obstacles to overcome. If a person at the end of five years of school still wants to learn, but has learned little, that is better than a person who has learned “reading, writing, arithmetic” but thinks he knows all he needs. There were beginning stages of lifelong learning and spiritual growth (and still are for Indigenous Australians; so are many others). Besides seeing what a person can do; We need to determine what to do. It is difficult to make decisions about what we should do from a remote control center. In addition to teaching ethics (which is sorely lacking, especially in comparative secularism), we must foster or enable goals in addition to building career-oriented skills. There is reason to believe that students learn to read, write, or compete without a structure to ensure this. Technology allows students to learn much of what they are taught at a different time, free from the sense of right, wrong, or ridicule.
Do I think we should create movement between groups and groups as the primary focus of cooperation and mutual assistance? I believe that music and performance not only provide an environment for language learning and communication, but also improve self-esteem. Do I encourage jargon and minimize early writing initiatives that lead to failure with irrationally structured thinking? Do I stop writing until after the age of eight, when the person feels that they can do anything and their brain is fully developed? Do I have multiple schools where students choose what and when to study? And at the end of a certain period of time, should I challenge them to see how much they can do as a unit, group or school against another unit? If I wanted all these things and looked “primitive” because the ancient Celts did it, what would I say to those who laughed?
I would say that these schools teach specific memorization techniques rather than memorizing unimportant data. This resulted in skills rather than marks in some of the history-related tests that were often promoted. With this skill, memory was almost never a problem, and knowledge was rarely lacking in people’s daily lives, so there was no shortage of trifles. I would say that the disciplined use of a musical instrument, the creative desire to perform in dance, song or other performing arts and crafts have created secure citizens who feel they can and do contribute to their communities. What do they say when I tell them that clans teach group responsibility, which makes it impossible for a child to emotionally blackmail a loving parent through the family; Did it lead to legitimate and respectable behavior? How do they respond when I explain that worship is real and that I inspire people to learn about the ever-increasing insights that spirit has to offer?
How would they respond when I challenged them to find a more egalitarian, nurturing group that truly valued women’s contributions, recognized that they were biologically superior, or at least equal, to men? Yes, women are more resilient, don’t faint when hurt, and are better diplomats because they use all their brains and don’t get too caught up in their egos. Endurance was key among warriors. Child-rearing was shared among the entire family, and a woman could be the leader in all spheres, rather than a caretaker or an ornament.
Obviously, they couldn’t teach more gifted scholars and teachers than the Druid hierarchy. We continue to learn or rediscover what they knew. “Lost chords” and harmonies, or the healing practices of shamans and dream dancers, are worth exploring. We must rekindle our appreciation for all the majesty of nature, love, and beauty that we have lost through the service of macho models of greed and power. It must be considered against the Celtic beliefs of the current power-oriented churches.
HOW AND WHEN DID WE GO WRONG?
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