“One of my early memories of school is wondering when they were going to start teaching me the things I didn’t know, rather than what I already knew. Many years later, I began to understand how, insidiously, school had reinforced my inadequacies and had left me with ‘learned incompetency’ and a fear of not being able to do things ‘right’ the first time.” – Wendy Priesnitz
Many of us want the best for the children that are in our care. We want them to thrive. We want them to have wonderful opportunities, and we want to see them reach their highest potential.
But sometimes we forget that their highest potential is not determined our opinions or assumptions. We can see a certain path for the children we love, but that doesn’t mean it’s in alignment for them to follow it.
This relates to schooling because this is where most of the childhood assumptions and demands to conform take place.
We can choose to see it as “normal” to funnel children into an educational industrial complex. Or we can stop and think about how there’s a reason that so many adults have nightmares about being in school.
The reason is obvious- school can be traumatizing. Yet in my opinion, trauma shouldn’t be an inherent value that we wish to instill in the human experience. Yet, reality is what it is.
There are very brilliant students who are constantly made to feel like they aren’t good enough just because they cannot regurgitate information in the way that it is demanded of them. There are creatively talented children who go through years of not feeling seen, heard, or valued for their true skills and abilities because their parents are coming down hard on them for not meeting academic standards that don’t align to their true gifts.
On the other hand, there are students who become overly confident based on their ability to comply with artificial standards. Then when they enter real life, it can be a shock to their system for various reasons.
There’s also the bullying, the testing pressure, and a host of other things that I am not judging, but I am observing.
John Holt wrote that children equate not knowing something with stupidity, and that we have conditioned them to feel ashamed (1982, p.48). He proposed that we, “…should clear up this distinction, show them that it is possible to know very few facts, but make very good use of them. Conversely, one can know many facts and still act stupidly. The learned fool is no means rare in this country” (Holt, 1982, p.48).
John Taylor Gatto believed that schools were “factories of childishness” (2001) which confined both students and teachers. His point was that, “we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands.” He also believed that the purpose of compulsory education is to turn children into servants (Gatto, 2001).
I work with many children who have been made to feel inferior because they aren’t completing some task “at grade level”, or because they have a host of labels or diagnoses applied to them. Sometimes they have low confidence, or show a fear of trying because they don’t want to make a mistake.
Every child is important, and these experiences cannot be ignored for the sake of political correctness. In order to evolve as human beings, we must accept what is and be willing to move towards what could be of true benevolent benefit to all.
The traditional school system is an important part in how our overall society is structured. I do not place judgment on anyone who uses this system, or works in it. We all must be free to do what works for our own path.
However, I will point out that it is not possible for the educational industrial complex to meet the needs of every single student. Therefore, parents and students need to know their options. That truth is the at the core of my educational philosophy, and the heart behind Flexidemics.
In this age of a great transition, we have:
- Homeschools lead parents
- Homeschools facilitated parents who hire tutors and teachers
- Private virtual schools
- Learning centers
- Sudbury Schools
- Other democratic schools
Choices are out there; we just have to know that we have them. We also have to know that we have the choice to move towards healing from any traumas or disturbances. How that is done will depend on the individual.
Here’s a list of resources that might be helpful. But if it doesn’t resonate, then it’s not for you.
Affirmations For Children (Youtube)
Brain Gym (Website)
Crystal Healing For Children (PDF File)
Essential Oils (Article)
Flower Remedies For Children (Article)
The intent of this newsletter is to increase awareness of available educational options in order to encourage environments where students can align to their true gifts and talents.
When people are aligned to their true nature and in touch with their loving hearts, they are able to co-create a harmonious world.
Remember to love yourself and to always follow your inner guidance. Therefore, take what resonates and discard the rest.
Gatto, J. (2001). How Public Education Cripples Our Kids, and Why.
Holt, J. (1982). How Children Fail. New York, N.Y: Delta/Seymour Lawrence.
Here are some interesting articles that I’ve come across:
Technocratic Totalitarianism in Education
I’ve written a lot about my lack of support of technocratic totalitarianism, and how schools are being used to usher in that agenda. Here is another take on that same subject.
In summary, “IBM has spent at least sixty years collaborating with the AFT and the NEA in order to evolve Skinnerian teaching machines into AI adaptive-learning computers which data-mine students’ psychometrics for Social Credit algorithms that can be monetized, or tokenized, through blockchain passports linked to the internet-of-everything.”
Academics vs. Learning
In the article, “Academic Teaching Doesn’t Prepare Students For Life” the author suggests that students should leave school knowing what they are good at.
She writes, “I’ve come to realize that being “academic” doesn’t tell you much about yourself. It tells you you’re good at school, which is fine if you plan to spend your life in academia, but very few of our students do. It doesn’t indicate whether or not you’ll be successful in your marriage, raising your kids, managing your money, or giving back to your community. All things that matter much more than being good at school.”
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