Concluding Thoughts
Creating the Beneficent Future
of Humankind Via the Overhaul of PreK-12 Public Education
Given a knowledge-bereft,
skill-deplete, ethically vacuous K-12 education, the typical individual lives
out her or his earthly sojourn in abject ignorance, responding to the world in
the absence of information pertinent to mathematics, biology, chemistry,
physics, history, government, geography, economics, psychology, quality
literature, English usage, visual art, music, world languages, diverse manual
skills, and personal health.
Given the quality of the
populace produced by wretched systems of public education, life in 2021 ensues
in a degraded societal context created by an ignorant aggregate
citizenry.
Lacking understanding of the
genetic, developmental, and environmental determinants of behavior, society
fails to design knowledge-intensive, ethically substantive curriculum for
students of all economic descriptors.
Families mired in poverty at the
urban core tend to remain in that circumstance, so that their children go forth
to mean streets leading to psychic or physical death, or to prisons.
Having created the environmental context for behavior resulting in
incarceration, we fill prisons disproportionately with those abused by history
and current circumstance.
As poverty and associated
behaviors persist at the urban core, those at the urban periphery, in the
suburbs, and within gated communities dwell in their own psychic poverty,
themselves the victims of limited education.
Very few citizens comprehend the
constituent components of an excellent education. The great bulk of the
populace, lacking adequate knowledge of mathematics, natural science, social
science, and the humanities, make poor decisions pertinent to government,
public health, community well-being; and to their own health, vocation,
and avocation.
Feigning interest in their
children's education and life prospects, parents instead seek personal
aggrandizement in sending their offspring forth to colleges and universities
for pecuniary advancement rather than excellent education likely to sustain
individual happiness and societal welfare.
Lacking comprehension of people
across the economic and cultural continuums, citizens are typically atomized,
often antagonistically. In the absence of adequate knowledge bases,
emotion, superstition, and supposition guide personal and ethical decisions,
rather than facts, analysis, and ethics.
Even those deemed well-educated
tend to be merely professionally specialized. Technological proficiency
supersedes universally beneficial application of technology. Personal
gain as goal is the paramount value, rather than the universal good.
Failing to comprehend linked destiny, even those individuals considered most
fortunate suffer under circumstances in which the general and therefore
personal welfare suffers.
In this situation, despite
isolated accomplishments in science, technology, industry, commerce,
literature, music, and visual art, much of life proceeds in caprice, violence,
and immorality.
A society that lacks
understanding of the determinants of human behavior, ethics, and transcendent
purpose cannot design systems of excellent public education. Wretched
public education produces an ignorant and immoral citizenry.
A vicious cycle abides.
Only when, upon one of those
epiphanies observable at rare historical junctures, that cycle is broken, so
that the design of excellent public education becomes possible, will we be
positioned to realize the potential beauty of Life and leave behind the degradation
witnessed in contemporary society.
Thus, we must with great haste
overhaul preK-12 public education curriculum for knowledge intensity and train
teachers capable of imparting such a curriculum, thus realizing out best selves
and creating the world in which we want our children to thrive.
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