Direktlänk till inlägg 7 november 2008

simple upgrading of education

Av dennis hägglund - 7 november 2008 22:09

 

We can buy a dvd with a really solid natural history class on it. Why is a teacher exempt from the requirement to produce a valuable product? Is it budget and time pressure, the way a weekly television series can't hold a candle to a Hollywood movie? Or is it just that no one but the student is watching, and the student has little or no ability to criticize education, having so little of it?


If we put teachers on the spot by making a dvd of every class they teach we will automatically upgrade education. We can also watch these teachers on the Internet while they are teaching, making it more interactive. How many parents would have to call the school about a class going wrong, a drunken teacher for example, before the children were rescued? Why, in a time when so many of us have the opportunity to be there, would we delegate the care of our children's development? Is it just a habit? Does it take time to adapt to and adopt new technology's potential?


Put a camera in every classroom, and keep it pointed at the person who is getting paid to attend. If he moves around there are devices that can be applied to keep the camera both aimed and focused on him. The student can then repeat things from A to B at his liesure. The parents can vote with real certainty whether or not a teacher ought to be teaching a particular class. And future students can refer back to see if the same class has ever been taught better.


Also there is the question of segregating classes according to scholastic aptitude. Parents can also vote with clearer insight on this issue if they watch how much or how little the slower children's attendance delays the process of educating the quicker ones, and how much or how little the quicker children's accelerates the slower ones.


The cost is nothing compared with the cost of political fencing around the education issues. You don't fine tune a broken telly; you replace it.

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Teaching, if one wants it to be a profession or expertise instead of just an exercise in clock-watching, is a commitment, and a commitment is a decision or determination to separate oneself from the flock, to resist some aspect of the mass migration into the moral underworld. We need to draw a line and condemn stepping over it, even though everyone does step over it, and in this simple thesis which is not designed for the exclusive study by the exceptional person, this line is sexual.


Is it possible to derive sexual stimulation from people without them finding out about it, and what are the factors involved? If I derive sexual stimulation from you, for example, without your knowledge, how is it done? First I have to find you a likely candidate, and then you have to remain oblivious to this development in our relationship. Then I push the envelope; I become more and more bold; I experiment with your naivety, trust and insensitivity to this kind of abuse. What I find, if I do this a lot, is that there is an incredible gap or arena for this type of sexual stimulation. This becomes like kleptomania (in fact "kleptosex" is a real word in psychiatry). It is amazing to the experimenter just how much people will allow a thief to steal, quite openly. It becomes a kind of mall tourism, shop-lifting-tourism. And this tourist lives amongst us, and we rarely if ever recognize him. We all think, "Pay and receive", while in society there is a whole hidden world of just "receive".


A life of this kind of sexual indulgence begins while we are still in school. Some psychologists have called it therapy, "wish-fulfillment therapy". So by the time one can become a teacher it is already a rooted vice. And as a vice, a dependency, it becomes duty to oneself to create this gap in sensitivity to what is happening in or to a relationship. If a child has a small or no gap one wants to enlarge it. And one can't practically say, "I will only do this with older victims." or "outside the workplace". Few jobs are so strenuous that there is no energy for leisure concerns, and teaching younger children is one of the least demanding jobs if one follows the established guidelines.


One of the most significant factors of behavioral development is touch. When do adults touch the child; where, with what parts of themselves, how and why? Perhaps there are no children on Earth who are touched in more ways by more people than today's Swedes, "the passed-around kids".


Touch is an irrational substitution syndrome. At birth we have natural expectations, and adults can't imagine what is disappointing us since all adult wants are unnatural, and so the prescription for any mysterious ailment observed in the baby becomes to bounce, stroke, squeeze and rock him. This, which is common behavior, is in itself already deviant behavior. Maybe this is hard to understand, because once we try to make sense of behavior away from nature, which for man is away from rain-forests, we only have one measure: "How normal or common is this behavior?", and, "This behavior can't be right, because it isn't normal or common.". Ultimately normal or common behavior becomes a pseudoscience, and long books are written to encourage it. But irrational touch, no matter how common, leads to masochism, where the child begins to depend on the substitute, rather than sticking to his guns and continuing to demand the natural stimulant, the stimulant that conveys serious awareness of life's or evolution's intent and wonder.


Touch communicates itself very precisely to the small child. A small child does not suspect but perceives helplessly or choicelessly, perception being infallibly perfect (4 billion years of attuning), an exact and direct awareness of what is happening (This is where people want to create this gap: the child feels the motivation behind each touch perfectly, which, if it goes unchallenged, means there will be no room for secret sexual indulgence involving him once he can speak.). And when we are older we have become inured to touch because everyone has effectively (to conscious) denied all the things communicated by touch (making pickpockets very happy). This is perception becoming unconscious (perception of the intent behind the touch), and intended effect (where no one with any authority knows what was intended by the touch; obfuscated intent, leaving us to call the touch friendly, accidental, random, customary, traditional, etc.) substituting, making a conscious. ---Perception of intent becomes unconscious, while intended effect substitutes, making a conscious.


It is put this way: 'We are not conscious of people touching us. Unsolicited touch is expected to convey too little to bother noticing.' Then, using this conscious "experience" (of what unsolicited touch conveys) for judging the touch children are subjected to we say, even to therm when they complain, that it doesn't matter; that there is nothing wrong with how the people we leave in charge of little children are touching them. We have an idea that this conscious accumulation of experience, this adult observation, in which no one ever touches anyone inappropriately except on the news and in insane asylums, is the adult equivalent of a child's perception, upgraded to wisdom through the accumulation of years. "I have been here longer, so I know better than children what is happening to them."


 

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Av dennis hägglund - 11 november 2008 09:38

  This may seem an overly familiar posting judging from the way it begins, but it is not merely a "Let's all get behind the environmentalist cause!" rant.   See how the birds fly. How economical is grace! Why should people fly, when it costs so m...

Av dennis hägglund - 7 november 2008 05:33

 Man has produced a human environment which seems to necessitate the educating of the young. In this environment the young are no longer born equipped for the life-span ahead of them, as they once were in the rain-forests of Africa. They are born, li...

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