Jun 18, 2018

As You Scroll on Down This Blog to the Immediately Succeeding Articles, Be Aware of the Importance of >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, and the Revolutionary Messages Delivered in these Three Latest Editions


Immediately succeeding this article are three lengthy articles in a row, each of them actually five articles in one, presented as they appeared in the April 2018, May 2018, and June 2018 editions of  Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota.


 

The latter is an academic journal of the type historically placed in the periodical section of university libraries, now also found online.  I launched the journal in July 2014, at the same time I began my four-year investigation into the inner workings of the Minneapolis Public Schools.  This became a chief means of conveying the results of my research and the ideas that will be featured in my nearly complete book, Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect.

 

These two publications, along with another nearly complete book of my authorship, Fundamentals of an Excellent Liberal Arts Education, constitute parts of a multi-means effort to overhaul K-12 education at the level of the locally centralized school district, beginning with the Minneapolis Public Schools, so as to make that district a model for the impartation of excellent education.  The focus is on public K-12 education institutions, because these are of paramount societal importance;  the revolutionary effort is by extension applicable to all schools, at all levels, everywhere.

 

The other means of waging the necessary revolution include my direct teaching of students in the New Salem Educational Initiative, wherein students demonstrate their propensity for achievement as observed in the acquisition of knowledge and the manifestation of high ethical standards;  my television show, The K-12 Revolution with Dr. Gary Marvin Davison (Minneapolis Telecommunication Network [MTN] public access Channel 17 in Minneapolis);  the blog that you are now reading, on which you will find 686 articles of heavyweight scholarship and thought;  and public appearances, including first-up conveyance of my messages at monthly meetings of the Minneapolis Public Schools Board of Education.

 

Mine is the life of the revolutionary.  I spend 16 to 18 hours each day delivering my message pertinent to the future of K-12 education, at the core of which will be knowledge-intensive curriculum imparted by excellent teachers.    

 

The academic journal, three editions of which you now have a chance to read below, demonstrates the seriousness of revolutionary intent and by inference shows my own stance as very different from other education change advocates.  I am the strongest supporter of K-12 public education that one will find---  and also the severest, best-informed critic.  My revolution is waged on the basis of unprecedented knowledge of the inner workings of institutions of public education;  and an unrivaled work ethic.  The content of the journal articles that you will now read are major cases in point.

 

The first two editions (April 2018 and May 2018) that you will read focus on the wretched quality of articles, written by both in-staff and outside authors of opinion pieces, in the Star Tribune.  The third edition to which you will come as you scroll on down the blog focuses on the woeful philosophy that undergirds teacher training as perpetrated by education professors and that is ingrained in their verbiage.    

 

Education professors are at the root of all maladies in public education.  Their intellectual shallowness and purveyance of errant notions have ruined generations of teachers and administrators.  The abominable quality of coverage of K-12 issues in the Star Tribune brings into sharp relief both the lack of a viable public information source and the culpability of many people and institutions for the wretched quality of K-12 education:  The culpable parties include those in the public education establishment of education professors, teachers, and administrators;  but also consist of people and institutions external to the education establishment who are complicit in the sustenance of the injustice perpetrated on students and thus our society, whose citizens are the students who variously graduate or do not graduate from our public school districts.

 

Hence, you should read the following articles at a high level of focus.

 

They are part of a unique academic journal and the most important effort to transform public education in the United States.        

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