Why Schools Don't Educate

[PheroQuirk]

Why Schools Don’t Educate - The Natural Child Project

@Gatto

1. The children I teach are indifferent to the adult world. This defies the experience of thousands of years. A close study of what big people were up to was always the most exciting occupation of youth, but nobody wants to grow up these days and who can blame them? Toys are us.

2. The children I teach have almost no curiosity and what they do have is transitory; they cannot concentrate for very long, even on things they choose to do. Can you see a connection between the bells ringing again and again to change classes and this phenomenon of evanescent attention?

3. The children I teach have a poor sense of the future, of how tomorrow is inextricably linked to today. As I said before, they have a continuous present, the exact moment they are at is the boundary of their consciousness.

4. The children I teach are ahistorical, they have no sense of how past has predestined their own present, limiting their choices, shaping their values and lives.

[evolver]

I have yet to check out the link, I read the pullquote, however it’s an very important view. I was at an NLP seminar the other night, and the trainer mentioned that the segment we have on learning how to use the brain in school is, well non-existant. We learn the biology of the brain, but how useful is that? Because I can point to the carburator on an engine does not mean I can fix it.

The other thing that has stopped the development of children, and has far reaching consequences is the complete lack of financial education. Apparently this was the result of the Rockefeller education reforms. Insert conspiracy theory here.

[WildFlower]

1. The children I teach are indifferent to the adult world. This defies the experience of thousands of years. A close study of what big people were up to was always the most exciting occupation of youth, but nobody wants to grow up these days and who can blame them? Toys are us.

2. The children I teach have almost no curiosity and what they do have is transitory; they cannot concentrate for very long, even on things they choose to do. Can you see a connection between the bells ringing again and again to change classes and this phenomenon of evanescent attention?

3. The children I teach have a poor sense of the future, of how tomorrow is inextricably linked to today. As I said before, they have a continuous present, the exact moment they are at is the boundary of their consciousness.

4. The children I teach are ahistorical, they have no sense of how past has predestined their own present, limiting their choices, shaping their values and lives.

To me these seem like 4 qualities most adults could do with having more of. I thought it was common knowledge since Freud that children are born without ego’s: Religious views on the self - Wikipedia