Article #2 in a Series >>>>> Concise Observations on Existence and Education

The Paramount Importance of Public Education in the Context of the Psychological Determinants of Human Behavior

Behavior is entirely a function of  biology and environment.  Each individual develops in the context of genetic inheritance and biological constitution evolved during the first five years of life, then thereafter in the circumstances of environment:

There is no such phenomenon as free will.

People become who they are, then, according to their parentage, siblings, other family, friends, and antagonists;  and in the way that their physical and intellectual characteristics interact with all manner if experiences---  those provided by religious institutions, social organizations, and all other aspects of life in which the person develops from infant to toddler, child, adolescent, young adult, middle aged adult, through the elder stage.

From the preK through grade 12 years, a large percentage of the human life is spent in school, typically seven hours a day, 35 hours per week.

Experiences provided at school, along with those at home and out and about in society, determine who a person is, who she or he becomes.

Our schools, then, are instrumental in creating the national citizenry.  That citizenry is at present mired in ignorance, superstition, subjective supposition, and illogic.

But the good news is that via the overhaul of K-12 education we possess the power to create culturally enriched, civically engaged, and professionally satisfied citizens---  and to redirect human experience toward that elevation of knowledge and ethics promotive of the best Life possible on this one earthly sojourn.