Sunday, November 29, 2009

Proactive Public Education In America

America’s Redundant System of Education

Did you ever ask yourself why education in America seems so entirely disconnected from anything that has anything at all to do with accomplishment? I mean, when was the last time you looked at your own unique set of educational credits and asked yourself just exactly how much that set of credits has contributed to your own professional success?

If you’re like most Americans today in 2009, whatever education you have acquired in the past ten, twenty or thirty years has most likely been reduced to a frustrated if not altogether angry essay on why you ever took the time to get an education in the first place. As very little of what has been taught in any educational institution anywhere in America can up until today in 2009 explain why with all of this teaching we as a nation are economically dead in the water, an awful lot of Americans are really quite disturbed over the fact that abiding by the institutional principles of education has left us more or less, collectively stupid and insolvent.

Having said this, here’s a few questions:

Regardless of your particular field of expertise, do you find yourself wandering in that field in hopes of finding a much broader sense of connectivity to others in your field?

Do you find other fields of expertise that seemingly have no bearing on your own absolutely fascinating?

Again, if you’re like most Americans, you can easily answer yes to both of the above questions.

Why is it that we in America place such extraordinary importance on the development of a human educational system whose singular goal is to “prepare us for the future” when in fact once we supposedly complete our education, we are not in any manner whatsoever, capable of managing the present?

Why is it that within an education system that demands more and more that teachers and professors earn advanced degrees for the singular purpose of preparing students to earn even more advanced degrees that no actual advancement ever really takes place?

The singular answer to all of these questions is that in the past thirty years all that we have accomplished through our national system of education is to produce theory after theory on the subject of theory. As we have evolved to the point that within that theory, we can theorize that even our preschoolers must be taught advanced theory in order to prepare them for a theoretical world; focus on intangible theory has all but replaced tangible logic. As logic is benchmarked in actual physical accomplishment and as the day when the need to produce actual physical work is clearly at hand, this singular answer to the above questions presents the ultimate question. How do we once again become a nation of doers?

This author is of the frame of mind that the point of actualizing our 21st century multi-industrial brawn is upon us. As it is, there are clear indications coming from all sectors of America’s industrial marketplace that applied multi-dimensional education is indeed the missing link that must be attached to the actual chain of new American industries we as Americans are supposed to be linking together not in theory but in accomplishment.

Having said what I have just said, take some time to think about the following questions. These questions by the way are entirely non-theoretical in nature.

What does a master carpenter have in common with a master surgeon?

First of all, a master carpenter is not an ordinary carpenter. Whereas an ordinary carpenter can build a three bedroom house and there are numerous three bedroom houses in America, a master carpenter cannot build a three bedroom house. The reason he cannot is that unlike the ordinary carpenter who sees the need to build many three bedroom houses, the master carpenter sees the bedroom as a home within a home. As the ordinary carpenter sees three bedrooms attached to a living room, dining room, kitchen, bath, den, basement and garage, a master carpenter sees the bedroom as a house within a house just as much as he sees lives within lives who live in that house. Knowing that the occupants of any given bedroom will eventually be occupants and owners of homes themselves, a master carpenter has the capacity to consult with a three year old child in every bit the same manner as he has the capacity to consult with that same child once he or she turns thirteen.

While the ordinary carpenter sees the completion of a three bedroom house as the end of his contract with the homeowner, the master carpenter sees the construction of any home he is building as a constantly evolving lifelong contract with all the inhabitants of that home. Whereas an ordinary carpenter is more or less detached from the family once he hands that family the keys to their completed three bedroom home, the master carpenter is given a set of keys to that home by the homeowner who knows that the master carpenter has chosen to warrant the quality of his work by constantly coming back and positively interacting with the constantly evolving imaginations of the constantly growing lives of all who reside in that home.

So what does a master carpenter truly have in common with a master surgeon?

Both of them know how to and actually do use the tools of their respective trades to improve as well as save lives. Both of them are tuned to their tools in every bit the same manner as a master musician is tuned to the instrument that is intricately wired to the heart that compels that musician to delve deeply into the work that is before her. As each of them listen intently to the pulse of their work, they do so knowing that the completed project would not have been completed successfully if in fact they did not know how to use those tools and how at some point in time, those tools and their talents will undoubtedly be required again by the same family. As one of those family members might be just three years of age, ultimately that person will reach the age of thirty three, sixty three and perhaps even ninety three. Thus the master carpenter, the master surgeon and the master musician intellectually conclude that through their constantly evolving manual labors using their tools to not only improve life but using the experiences they gain from living life to improve their tools, corresponds entirely with the physical environment they know must continuously improve as well. As the master surgeon knows that he can only respond to a design problem of the human body if he has an operating room embellished with state of the art medical tools and technologies, the master carpenter knows that by designing and building that environment, both the surgeon and the patient are that much more capable of living full and healthy lives.

What does a master carpenter have in common with an environmental activist?

Absolutely nothing!

As an environmental activist is living in a wholly abstract world of non provable theory, his or hers perspective on what needs to be accomplished is every bit as delusional as that of a psychologist who is living within the same delusional mindset. As neither of these two groups of people have even for a moment done anything other than serve as obstructionists to natural human industrial evolution, they indeed represent to America and the world an overall cowardly fear of change. While there was a brief period of time in America’s history where such skills were required to understand certain social stumbling blocks, that time has long since passed and people like this today are as about as helpful to our nation’s future industrial development as tits on a bull.

What does a master carpenter have in common with a master educator?

A master educator is devoted to the whole life development of a student. A master educator realizes that exposing the student to three dimensional learning enables the student to become a three dimensional thinker. As a three dimensional student can combine mechanical knowledge with how that knowledge is applied to the industrial economy of the community, that same student can under the direction of a master teacher understand as well the human impact of his or her contribution to that community.

What does a master carpenter have in common with a master politician?

The singular role of a master politician is to understand in quite a comprehensive manner, the greater industrial potential of his or her combined constituency. Master politicians are supposed to push social buttons that foster master responses of their whole industrial constituency. Unfortunately, as the vast majority of politicians in America today SHOULD NOT BE IN OFFICE AT ALL, the fact that they are belies the fact that they produce vast cultures of small minded ordinary three bedroom carpenters, environmentalists convinced of global warming and psychologists who have earned the perverted right to invade the minds of those who live in three bedroom homes in hopes that in their combined efforts they will be able to successfully legislate enough social reforms that in doing so will somehow manage to create a new economy. As we remain a nation ruled by abstract environmentalists and psychologists who have been sleeping for far too long with abstract politicians,
what does a master carpenter have in common with an abstract politician?

As the singular role of an abstract politician is to nurture complacency at the expense of inventiveness, the only thing a master carpenter has in common with an abstract politician is the fact that the carpenter who is put out of work by the abstract politician, holds in his hands, the wood, the hammer and the nails that will and always have put the abstract politician into his political grave.

Throughout the history of our nation, abstract politicians have done little more than destroy the naturally occurring creativity of a constantly evolving industrial society. As abstract politicians can’t even be described as intelligent theorists, these men exist for the singular purpose of catching the gravy that spills from the ladle as it is passed from plate to plate from one unemployed and disenfranchised American industrialist to another. As the spills fall and their legislative mindsets compel them to prosper from these spills, they use the arguments of abstract environmentalists and abstract psychologists to legislate for themselves everything from pay raises to healthcare benefits at the expense of natural born American industrial inventors. As the vast majority of American politicians are at whatever level they represent their supposed constituents doing so at the expense of their constituents, their collective dishonesty is indeed the foundation of our failed American educational system as it is as well at the foundation of our failed economy.

As we are clearly a nation who can across the board view the past thirty years of education in our America as having led to nothing more than industrial insolvency, the questions I posed at the beginning of this essay remain:

Regardless of your particular field of expertise, do you find yourself wandering in that field in hopes of finding a much broader sense of connectivity to others in your field?

Do you find other fields of expertise that seemingly have no bearing on your own absolutely fascinating?

As I know the answer to both of these questions is an unequivocal yes, I also know that the reason the answer is yes is due in large part to the remarkably positive and enlightened efforts of environmentalists and psychologists and politicians. As those who read my essays can easily point to my sarcasm and state that I am an activist trouble maker on one hand, it must also be known that I have spent my entire life being an environmentalist and psychologist in every bit the same manner as I have been a politician and a master carpenter. My point here is simple; even though we as a nation collectively realize that change is upon us, we unfortunately have failed to shed the roles of environmentalists and psychologists. As the time for brawn is indeed upon us, in my role as an activist problem solver, I am simply stating that we have got to get moving well beyond the mindset of inactive theory.

As this author believes that it is only the proactive re-engineering of our system of education that will allow us to do so, my essays offer my viewpoint as to how indeed we can. In my view, the best way we can is to look into the physical architectural bedroom environment of a typical American three year old. If in doing so we know that three year old will eventually turn six and we know that when that child does turn six, a new bedroom environment should be designed for them and their constantly evolving creative mind, then wouldn’t it only stand to reason that the ordinary carpenter who originally built that three bedroom house would in the eyes of that three and six year old become a master carpenter, master environmentalist, master psychologist, master politician, master educator, master surgeon and master musician?

Do we have to shape laws that require that we think this way, or do we only have to shape from sound theory cognitive and compassionate 21st century industrial momentum?

M. Patrick Dahlke

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