FROM THE EDITOR:
DEAR READERS: In the course of a research I found this excellent article that deals with a hidden truth behind the current educational system. Written in 2004, the content of this piece may enlighten many who still believe our current schools curriculum is far away from what, we as people, need to learn and acquire knowledge, and to make us independent and develop our highest potential to make a better world. You be the judge. This is PART 2 OF A SERIES
Advice for anyone still in school
by Montalk.net
from Montalk Website
Students are not at fault
But that’s not the worst part. The worst part is that public schools not only have a crappy curriculum, they actually oppress their students by forcing them to participate in it. It is one thing to offer a profundity of shallow assignments, and quite another to make students do them.
Simply put, students are forcefully occupied with junk to prevent them from learning something useful.
Almost everything important I have learned, I learned on my own time outside school. During junior high, the assignments given to me were few, and I often completed them in class. This left me with enough time to go to the library to begin my study of metaphysics and the paranormal, to learn truth on my own and experiment with what I had learned to confirm the nature of absolute truth.
But as I progressed through high school, increasingly useless assignments were given to me which taught me nothing (and believe me, I searched for something useful in them), but occupied my time nonetheless. What was being taught to me was compartmentalized, full of holes and errors, shallow, and politically correct to the point of nonsense. Was it my duty to integrate the parts and learn the material well enough to be applied? Sure, but the sheer quantity of homework prevented me from finding time to do just that. Quantity over quality once again.
Now I am in a state college, and it’s no different. The oppression continues, except now I’m getting wiser and have caught onto their tricky scheme to graduate robots instead of humans.
I wish I had more time to do research related to this site, to learn true physics and history, to continue writing music, and make a difference. But this time is erroded by the wasteful components of the school curriculum.
Students, except for a few genuine slackers, are not at fault when lagging in critical thinking skills. They are not being held back by their own laziness, but by direct oppression from a system with the power to punish them or put a bad mark on their transcripts if they don’t give up their individual pursuits of knowledge in favor of hollow schoolwork.
Overloading creates dysfunction
There are multiple consequences to this program of quantity over quality. Children are under a lot of stress nowadays in schools due to this, and as a consequence they shift into a survival mode.
This survival mode consists of taking shortcuts and getting by with the least amount of effort possible, but even this small amount of effort is too much and applied toward futile ends. Grades become an ends to a means, and the true goal of education is detached from daily work. Studying is only applied toward taking the test, but not for retention thereafter. Escapism takes hold and watching television, taking drugs, engaging in delinquent behavior, and over-socialization result. This further detracts a student from learning what’s truly needed.
Under such stress, the student body splits into two groups: those who conform and those who fail.
The ones who conform learn the rules of the game, no matter how illogical they are and play the game to the satisfaction of faculty. They become detached from reality, from what truly matters, and are stifled in their potential as they are stripped of their inspiration, creativity, and originality. Quantity over quality matters as part of the survival mode, and there is no profit in overdoing quality when the profits of doing so are decades away in the reaping. Due to this survival mentality, thinking that far into the future is neglected. The ones who conform become roboticized and are respected for how well they fit the mold. What was once innate curiosity to discover the world is turned into neurotic attempts to escape punishment.
The ones who do not conform fall behind unless they are clever enough to find another source of education that befits them. Their grades are mediocre as they are disillusioned with the system and no longer care about pleasing it. Chances of graduation and pursuing higher education is slim, and most of these either drop out or graduate and immediately acquire low paying jobs. The price of refusal to conform is rejection into substandard wage earning.
Either way, those entering public education leave either as robots or peasants, hyperbolically speaking. TO CONTINUE NEXT WEEK.
