Article #1
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.
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