“Haunted and trapped in the Ghost of our ancestors.” David Jackson
Belief, knowledge, conviction
Ignorance, opinion, certainty conclusion
Intellect, consciousness, self awareness
Feeling, thinking and willing
Still stumbling with the humans who generally seem to not want to ‘know’ about how life and all its manifestations function, and how life comes to generate and create human life on earth. Many don’t care about understanding. They don’t feel it is necessary.
There are concepts about education that seek to “teach” children how to behave, what to believe, and to then “belong” in the social order.
A young girl was speaking of how she had to struggle to “graduate” from High School in order to feel included. It had more to do with a concept of what “educated” means.
It’s all so distant from knowing, and more so about belonging…I expect this is so for a large majority of students.
Then there is the “getting a job” motive and program. For many this is the dominant reason for “getting an education”.
Another is scholastic learning.
And then the most important of all…learning how to think and discover the character and nature of reality about yourself and the world.
It would be of interest to look at education profiles of several social areas, groups, and social identities, to see what proportions of their individuality follows modern education’s purpose.
Then along with this the mental/emotional neural profile of measured capabilities imbedded in their brain matrix, i.e. somewhere around 30% of the general population are mentally defective. This is not so much psychological as it is neurological.
Ask about emotional deficiency or neural disturbance and we get a more accurate perspective both about what our institutions face, and a more accurate directive of investment towards these various needs, ours and theirs, that in the long run, rather than in the blur of purpose, “public” education currently seeks to provide.
It is a daunting task embedded in a marginal understanding of child development as a process of equipping children on their path to inclusive adult functioning. Education can’t be generalized as solely applicable to a social ideal. The social ideal has to rise out of valid education processes directed specifically to areas of character development of each individual’s profile with the goal of enabling a rational functioning of self as a member of the community.