The Education Department Officially Won't Deal With Transgender Students Experiencing Bathroom Discrimination

The Trump administration’s Education Department will no longer investigate complaints filed by transgender students who are kept from using the bathroom that aligns with their gender identity, a department official told BuzzFeed News.

HuffPost previously reported that the Department of Education had already started telling students who submitted these complaints that the issue no longer fell within its jurisdiction, but this marks the first time an official has referenced a concrete policy change. The news comes almost a year after the departments of Justice and Education rescinded joint, Obama-era guidance that any school receiving federal money must treat a student’s gender identity as his or her sex, which included allowing individuals to use the bathroom conforming to their identity. 

However, since that time, the Trump administration has been mum on information about how the Education Department’s civil rights division would officially handle these cases. In June, an internal memo from the department’s Office for Civil Rights told attorneys that these cases could be dismissed, but it was not necessarily a requirement. But a spokeswoman for the Department of Education told BuzzFeed that the administration does not interpret Title IX, the federal law prohibiting sex discrimination, to cover these types of cases.

“Where students, including transgender students, are penalized or harassed for failing to conform to sex-based stereotypes, that is sex discrimination prohibited by Title IX,” Liz Hill told BuzzFeed. “In the case of bathrooms, however, long standing regulations provide that separating facilities on the basis of sex is not a form of discrimination prohibited by Title IX.”

Hill told the outlet that transgender student complaints could still be investigated, just not those centered around the use of intimate facilities. 

The Obama administration interpreted Title IX to include discrimination based on gender identity. Notably, a wave of recent court decisions have also interpreted the law this way.

In January, HuffPost learned of at least three recent cases in which the Office for Civil Rights dismissed complaints filed by transgender students regarding access to bathrooms, locker rooms and gender specific sports teams. The Office for Civil Rights wrote back to complainants and said their office was no longer required to deal with this type of discrimination.

HuffPost also previously learned that the number of complaints filed with the Department of Education related to the treatment of transgender students dropped precipitously, by about 40 percent, between January 2016 through January 2017, and January 2017 through January 2018. At the time, advocates for LGBTQ students told HuffPost they worried that the Trump administration was having a chilling effect on the students who would otherwise submit complaints of discrimination.

Upon rescinding the Obama-era guidance last year, Education Secretary Betsy DeVos met with a small group of transgender children and families to discuss issues facing this group of students. Vanessa Ford attended the meeting with her six-year-old transgender daughter, Ellie. During the meeting, DeVos mentioned that she had a young granddaughter, just like Ellie.

Ford told HuffPost that she found the news today “mind boggling.”

“We put our family at risk meeting with her in hopes it would make change. She now made the decision for the Department of Education that my daughter and thousands of daughters and sons shouldn’t have the protection her grandchildren should be afforded,” said Ford.

Eliza Byard, executive director of the Gay, Lesbian and Straight Education Network, said that after the Trump administration first rescinded the student guidance last year, they saw school districts who had been supporting transgender students suddenly change course. She is now focused on making sure they feel supported and affirmed across the country.

“They are not alone,” said Byard. “It is ultimately most important right now every transgender student understands right now that this is wrong.”

  • This article originally appeared on HuffPost.

Source Article from https://www.yahoo.com/news/education-department-officially-won-apos-174522176.html

NASA scientists: People are born "creative geniuses" but get dumbed down by the U.S. education system


Image: NASA scientists: People are born “creative geniuses” but get dumbed down by the U.S. education system

(Natural News)
Would you consider yourself a creative genius? If you asked other people that question, perhaps some might answer in the affirmative. But the vast majority of individuals, when confronted with that question, might say no. It’s not that they don’t really think they are the type of person to be considered creative or a genius. It’s just that they no longer see themselves as creative individuals. The older the person, the higher the chance that they would answer no to the question. This is based on the results of a shocking new study that posits that all people are creative geniuses at birth. It’s just that the system of education ends up dumbing them down as they move through it.

According to Dr. George Land, he was once contacted by the National Aeronautics Space Agency (NASA) and another expert named Beth Jarman in order to develop a special cognitive test that would be able to determine the so-called creative potential of NASA engineers and rocket scientists. After formulating the test, they gave it to NASA for it to be used, and it was found to be highly effective in fulfilling NASA’s wishes. It wasn’t long after that when scientists began to wonder certain things about creativity in the human brain.

So to find out the answers to their questions — like where creativity comes from, or whether it’s a learned trait or inborn — they gave the highly specialized test to 1,600 children over the age of four and five. They found that a whopping 98 percent of all the test participants fell under the genius category. Now, that might look like a major find, but the scientists didn’t stop there.

They went further and gave the tests to a progressively older set of individuals. First were kids who were 10 years old. They were surprised to find that these 10-year-olds, most of whom were from the original set of test takers, failed to meet a similar percentage of so-called creative geniuses; only 30 percent of them fell under that category.

Meanwhile, adults performed even worse at the test. According to the data, only two percent of participating adults recorded test scores that fell under the creative genius bracket. So what exactly does this all mean? Is there any way we can make sense of it?

Remarkably, Dr. Land himself has come forward and done it for the benefit of everyone. That is, in a recently conducted TEDx talk, he shared all details of a study that concluded that people somehow lose their creative side mainly because of the dull education system that they underwent. According to another expert named Gavin Nascimento, it should be no surprise.

“The reasoning for this is not too difficult to apprehend; school, as we plainly call it, is an institution that has historically been put in place to ultimately serve the wants of the ruling class, not the common people,” said Nascimento. “In order for the so-called elite to maintain their lavish lifestyles of overt luxury — where they contribute the least but enjoy the most — they understand that children must be dumbed down and brainwashed to accept (and even serve) their rapacious system of artificial scarcity, unending exploitation, and incessant war.”

No matter where you stand on the creative spectrum, one thing is quite clear: if you can recognize the truth about your condition, then it isn’t too late to do something about it. According to Dr. Land, the key could be something as simple as dreaming like a child again. That way, you may unlock the secrets that made you such a prodigy when you were younger.

Learn more about how the brain works in Brain.news.

Sources include:

IdeaPod.com

YouTube.com

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Source Article from http://www.naturalnews.com/2018-02-05-nasa-scientists-people-are-born-creative-geniuses-but-get-dumbed-down-by-education-system.html

Study Shows Kids are Born Creative Geniuses But the Education System Destroys Imagination

educationeducation

Dr. George Land and Beth Jarman were commissioned by NASA to help the space agency identify and develop creative talent. The two were tasked to research school children in an attempt to identify creative individuals from which the agency could pick to help with their many products. In a recent TED talk, Land described his team’s surprising findings on the education system which are nothing short of shocking.

It seems American schoolchildren lose their ability to think creatively over time. As students enter their educational journey, they retain most of their abilities to think creatively. In other words, children are born with creative genius. Employing a longitudinal study model, Land and Jarman studied 1,600 children at ages 5, 10, and 15.

Surprisingly, Land said they discovered if given a problem with which they had to come up with an imaginative, and innovative solution, 98 percent of 5-year-olds tested at the “genius” level. Simply put, their answers to how the problem should be solved were brilliant.

Upon entry into the school system, those numbers started to drop dramatically. When the team returned to test those same subjects at age 10, the percentage of genius-level imaginative and innovative thinkers fell to an unthinkable 30 percent. The indicators led the researchers to believe the current educational system is to blame. Not only did 68 percent of those students lose their ability to think with imagination and innovation, the thought that only 30 percent could still do is unfathomable.

The downward spiral continued to be demonstrated at age 15.  When the researchers returned, the percentage of genius-level students had dropped to an abysmal 12 percent. Gasps could be heard all around the room as the audience attempted to process how such a brilliant group of students could sink so low in their imaginations and ability to solve problems with innovation.

Land blames the Industrial Revolution and its burgeoning factories for the demise of creativity. During that era, Land said the natural approach to teaching and learning led educators to develop “factories for human beings, too, called ‘schools’ so we could manufacture people that could work well in the factories.”

From a qualitative perspective, teachers point to governmental intrusion into the dumbing down of the nation’s school children. Starting with the development of the Department of Education, the federal government’s handprint is all over some of the worst decisions regarding public policy and education.

From the Clinton Administration’s mandated federal testing guidelines, to Bush’s No Child Left Behind Act, to the disastrous Obama Administration’s Common Core Curriculum, teachers everywhere have complained they’re not teaching any longer. They’re simply instructing students to achieve the minimum educational requirements necessary for them to pass a standardized exam.

Predictably, during those administration’s attempts to force a model of education upon the nation, the homeschool movement has flourished. Parents were forced to come to the conclusion their local public school was failing to provide an education sufficient for their children to be able to attend college.

As a result, Land’s team was not surprised to find only 2 percent of adults (Age 31) still retain their ability to think imaginatively, with creativity and innovation. He said:

Look, folks, if we’re going to enter the future with hope, that’s not going to do it. We have to do something about it.

Land says people can actually get back to thinking creatively with imagination if they will get rid of stinking thinking. He urges listeners to get rid of three aspects of education: judgment, criticism, and censorship.

When students come up with a brilliant idea they’re met with constant criticism, therefore they become conditioned to think like the masses, instead of coming up with an accepted alternative solution.

“Find the 5-year-old,” in yourself, Land implores. He says it has “never gone away” and can be accessed at any moment. Land said “So, The Great Designer said, ‘I’m gonna put that mechanism in so they exercise it every day in case they ever need an idea.’ You’ve got that capability, absolutely!”

But Land says we only exercise that genius part of our brains when we’re dreaming. So dream big! Dream often. And don’t let naysayers rain on your imagination.

Using brain scan imaging, Land demonstrated how the brain is practically useless when it’s afraid. In contrast, the human brain is exceedingly active when it’s imagining.

Without specifically criticizing the educational system, Land addressed the major problem with teaching students to get the “right answer.” He says, instead, students should imagine many possibilities to achieve innovation and problem-solving.

According to Land, in order for industry to survive, it must be continually innovating, and adapting to change, expecting the landscapes to evolve, and evolve with it. Instead of becoming fixated on one right solution, come up with 30-40 imaginative ones to become innovative.

 

 

 

Source Article from http://thefreethoughtproject.com/study-children-brilliant-education-dumbs-down/

Education Without Boundaries: This School In Finland Is Breaking Down Walls & Creating Open Spaces

By Fattima Mahdi Truth Theory

Imagine a class where there are no scripted lessons, children are allowed to have fun, giggle and even daydream from time to time.

Finland are known for their repeated success in national education rankings, their approach to schooling is radical and features a number of practices not widely used in the UK or US. Children start formal education at age 7, there are short school hours, light homework and no exams.

“There is a lot of variety in learning situations,” Reino, Tapaninen, chief architect at the National Agency for Education said. “Teachers can decide at the beginning of the month or week, or even at the beginning of the school day, how they want to work.”

Kastelli School and Community Centre located in Oulu, Finland, is one of 100 schools that have decided to take it one step further. They have adopted the flexible mindset that open learning spaces are better than walled-off classrooms. As a result, the school incorporates an open plan model, mixing students of different ages and cross-teaching subjects. The school’s interior features long hallways, soft chairs, big cushions, moveable walls and partitions for private discussions.

Reino Tapaninen, chief architect at the National Agency for Education said: “We’ve given up the old type of school desk and chair and have a real diversity now.” To make sure that there is minimal noise disruption, an acoustic designer works on the layout of the school. “We are using more acoustic materials on the ceilings, while textile flooring has become more popular — the materials are much better than they used to be, and now far easier to clean.” Tapaninen goes on to say that: “We now have what we call ‘shoe-less schools,’ where pupils either change into softer shoes or simply wear socks when they come indoors.”

Will the architecture lead to a better scholastic experience? We’ll just have to wait and see. What we do know is that there are certainly a few lessons to be learned from Finland’s radical approach to learning.

Read more: Finland Will Become The First Country In The World To Get Rid of All School Subjects

Image Credit: Auvo Veteläinen

Source Article from https://truththeory.com/2018/01/27/education-without-boundaries-school-finland-breaking-walls-creating-open-spaces/

Re: Israel’s Education Council backs ‘annexation’ of West Bank universities

Israel’s Council for Higher Education has backed the proposed application of Israeli law to colleges and universities in West Bank settlements, Haaretz has reported.

A member of the council spoke at the Knesset Education, Culture and Sports Committee on Wednesday, where a panel approved a bill that would see responsibility for Israeli academic institutions in the occupied West Bank move to the council.

Such institutions are currently overseen by a body specifically created for the purpose, the Council of Higher Education in Judea and Samaria, which is responsible for Ariel University, Orot Israel Academic College of Education in Elkana settlement, and Herzog College in Alon Shvut settlement.

According to Haaretz, “the bill is one of a series of bills from right-wing Habayit Hayehudi [Jewish Home] and other parties in the governing coalition designed to apply Israeli law to Jews living in the West Bank”, in a process described by critics as ‘creeping annexation’.

“Alongside the academic importance of the bill, there is an element of imposing sovereignty, and I’m proud of the two things together”, bill sponsor MK Shuli Moalem-Refaeli told the committee.

Read: Israel looks to ‘apply Israeli law’ to West Bank settlement university

Attorney Nadav Shamir, representing the Council for Higher Education, said that “from a professional regulatory standpoint we’re in favour of the law”.

Haaretz reported that while “Yair Lapid’s Yesh Atid was the only opposition party that supported the bill”, other “opposition MKs arranged for a revote to take place; only then will the bill go to the full Knesset. No date has yet been set for the revote”.

Former Zionist Camp MK Manuel Trajtenberg, a former head of the council’s planning and budgeting committee, told Haaretz “the bill would violate the agreements with the European Union on preserving a separation between academic institutions in Israel and the West Bank”.

Haaretz said that Education Minister Naftali Bennett “has been pushing for the bill’s approval in recent weeks – and has even clashed with Prime Minister Benjamin Netanyahu over the matter. Bennett even threatened to block other coalition-sponsored bills until the council bill advanced”.

Read: Israel raids Birzeit University at dawn

Meanwhile, +972 Magazine reported, a group of Israeli academics is preparing to publish a new database called ‘Complicit Academy’, which will “shed light on Israeli academic institutions’ repression of dissent, institutionalized discrimination against Palestinian-Israeli students and faculty, collusion with the settlement enterprise, military R&D, and hasbara”.

The purpose of the research, the article says, is to challenge the misconception that Israeli academia is “an independent, progressive bulwark against extremist and reactionary thought”.



Source Article from https://www.middleeastmonitor.com/20180125-israels-education-council-backs-annexation-of-west-bank-universities/#comment-3725505457

Study Shows We Are Born Creative Geniuses But The ‘Education’ System Dumbs Us Down

By , A New Kind Of Human

“You are more powerful than you know and they fear the day you discover it!”

Truth

I remember listening to a talk by Sir Ken Robinson several years ago; about how backwards the education system is, and the imperative to implement major reform. Although he certainly gave an exceptional presentation on the matter, what ultimately captured my mind was the mention of what I now consider the most important study I have ever heard of in my life — a study in divergent thinking.

NASA — who houses the world’s foremost space program and some of the brightest people on the planet — contacted Dr George Land and Beth Jarman to develop a highly specialized test that would give them the means to effectively measure the creative potential of their rocket scientists and engineers. As a result, the duo came up with an unorthodox test, rooted in the process of divergent thinking; which is the ability to look at a particular problem and propose multiple solutions.

NASA were very pleased with the efficacy of the test results, and so it proved to be a huge success. But for Land and Jarman — who had obviously explored the concept of creativity in great detail whilst devising this test — they decided they wanted to explore and try understand the true source of creativity better. Was it a genetic trait? The result of life experience? Something else??

Because the test Land and Jarman created for NASA was so simple, it could actually be applied to any age group. So they found 1,600 children between the ages of 4 and 5, and decided to measure their progress. What they found shocked them.

Out of the 1,600 kids that took the test, 98% of them scored at genius level! Excited by these incredible findings, the team decided to turn this test into a longitudinal study, and give the same group of children the same test again in 5 years time. Once again their findings were quite shocking, but this time for conversely different reasons. Because these same children, by now in grade school, had rapidly declined to just 30%; a 68% reduction! The same study was conducted again 5 years later on the same group of kids — by now in highschool — and  they had dropped all the way down to just 12%!

Disturbed, but still intrigued by this fascinating study, Land decided to conduct this same test on adults aged 25 and up (with an average age of 31). After numerous studies, what he invariably found, was that less than 2% of all adults scored at genius level. And for those who question the consistency of these results — or think they may be isolated incidences — these results have actually been replicated more than a million times![1]

WE ARE BEING SYSTEMATICALLY DUMBED DOWN

The implications of this profound study are rather self evident, I would say. We are innately born with the potential of a creative genius, but the moment we enter the school system, we get dramatically dumbed down. The reasoning for this is not too difficult to apprehend; school, as we plainly call it, is an institution that has historically been put in place to ultimately serve the wants of the ruling class, not the common people. Whether it be ancient Sparta, Germanic Prussia, or the more modern industrial American system, education has always served as a “lawful” means of mass indoctrination.[2]

If you would like to learn more about this history of deliberate manipulation, I highly recommend reading award winning teacher, John Taylor Gatto’s book The Underground History of American Education, which traces the genesis of modern day compulsory schooling and clearly demonstrates how it has always been used against us.

You see, children pose the greatest threat of all to this corrupt system. Their “wild imaginations” are so intense and remarkable, that if left unchecked would result in a creative revolution that will ultimately compromise the ruling class’s proverbial game of monopoly. In order for the so called elite to maintain their lavish life style’s of overt luxury — where they contribute the least but enjoy the most — they understand that children must be dumbed down and brainwashed to accept (and even serve) their rapacious system of artificial scarcity, unending exploitation, and incessant war.

SO WHERE DOES CREATIVITY COME FROM AND IS IT TOO LATE FOR ME TO GET IT BACK?

Creativity is born in the mind; specifically the imagination. The good news is, in spite of the ruling class’s best efforts to degrade our inner genius, the imagination can only be suppressed, it cannot be killed. Because every night when we go to sleep, the imagination gets stimulated.[3] Therefore, your creative potential — your inner genius — is simply sleeping within and just needs to be reawakened and rehabilitated.

HOW CAN I REHABILITATE MY CREATIVITY?

According to George Land, based on all the studies he has conducted and all the brain scans he has looked at, we must learn how to judge less, and look to understand more. We must criticize less, and be curious more. He also cites fear and anxiety as being extremely counter productive.

Some of the greatest ways to deal with these mental debilitations, is to engage in practices like yogameditation, and physical exercise, since they help to alleviate stress and anxiety. They also inspire a process called neurogenesis — which is the creation of new brain cells. Diet also plays an important role in mental strength and overall wellbeing. In fact, I recently wrote an article about how roughly 10% of serotonin (which helps to regulate mood) is produced in the brain, and the other 90% in the stomach.

The other thing, is to challenge your belief system. It is important to understand that whatever view we currently hold of the world, it is partly — if not wholly — the result of some form of cultural or societal indoctrination; and that regardless of how much we think we know, we are all ignorant in one way or another. We are still solving life’s problems, and we still have much discovering and exploring to do. Learning is a journey without end. So be humble and curious.

We must also develop a keen sensitivity to our external environment. Avoid surrounding yourself with narrow minded people. Stop watching fear mongering news stations, or celebrity gossip. Stop watching television shows, and music videos, that reinforce stupid stereotypes and shallow lifestyles. Your imagination is the most important asset you can cultivate, so you cannot afford to allow it to be infiltrated and shaped by outward forces.

Remember this, and remember it well my friends; this system is built on our imaginations. Money has imaginary value. Government has imaginary authority. And we have imaginary limits. If we want to change things, we must start with the imagination.

*If you feel like you need a more detailed understanding of how you can change your life for the better, please read my essay on how I changed my life HERE

** If you would like to take a test to explore your creative potential, you can go HERE(please note this is NOT the test used by George Land — which, despite the results being made public, the actual test itself seems to have have been kept private)

Source Article from https://truththeory.com/2017/12/28/study-shows-born-creative-geniuses-education-system-dumbs-us/

Americans have no savings and with very good reason: housing, education, and health care have seen extraordinary inflation while wages are stagnant





It has now become a daily ritual in which story after story of broke Americans plaster the web.  Yet somehow on the mainstream press, very little is discussed about this topic.  Americans are largely broke because inflation is vey real.  Housing, education, and health care costs have soared out of control while wages have remained stagnant.  The way Americans continue to pay for these items is by going into loan shark levels of debt.  There used to be a pretense that “we” actually cared about having a middle class but that is now thrown out the window.  At this point, we are in a full on sprint towards low wage capitalism.  Many people live on a paycheck to paycheck diet and are berated about saving more for retirement.  The reality is, the new retirement model is working until you die.

In the land of no savings

Sunday morning, I wake up and take a stroll through the neighborhood.  “Did you hear about Bitcoin?  Wild right?”  I’m asked by a stranger at the park.  “Sure seems wild.  You own any?”  To which I get the following response, “I wish I had some money to even invest!”  I think we live in a world where most Americans are merely spectators to the wild gyrations of the market.  They hear about investments too late or mistake speculation with actual investing.

Most Americans impact their standard of living with their income from work.  And most of the income gains since 1980 have now gone to the top 1 percent:

income growth

This is the new world we live in.  Even to compete for a home, what was once the bedrock of a middle class lifestyle, is now seen as out of reach for many Americans.  And of course people are still buying homes but they are going into wild levels of debt to do so.  You have banks offering 5 and 10 percent down payment loans because people simply cannot save enough to buy a property.  So what happens when that next recession hits and you have no buffer of safety?

1 out of 3 Americans has no savings for retirement:

main_overall

We have done a good job of bamboozling the public into believing in some sort of financial Disneyland.  Things appear better than they are until you look behind the curtain.  You have a lot of props and gimmicks but the substance is being eroded.  For example, we now have more than $1 trillion in credit card debt outstanding.  This is largely driven by Americans buying more than they can afford so they can keep up with the notion that they are still middle class.  Credit card debt is really just spending your future earnings today.  So you pull demand from the future into the present.  This is not a sound path of wealth management.

I think things fall into two dramatic camps.  You have the “screw the poor, they deserve it” camp and you have the “all capitalism is evil, therefore control every company” camp.  Of course life falls in the gray area.  Capitalism thus far has proven to be one of the stronger economic systems out there.  But even in the U.S. we have some strongly socialistic systems in place:  the military, Social Security, Medicare, public parks, public education, and on and on.  I do believe that there is a basic price to live in a modern society.  However, when it comes to business creation the free market does the best.  Can you picture a government trying to design an iPhone, Facebook, or running Amazon?  These companies do well because they operate (largely) in a free market.

With that said, the current system is stripping out the middle class from the United States.  You have the financial sector speculating and essentially using cheap funds to inflate values in many areas.  It is a system where very few Americans are participating in and many are losing out simply by the inflation that is being created.  Americans have no savings for very good reasons.  Will that change?  That is yet to be seen.

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Source Article from http://www.mybudget360.com/americans-no-savings-with-good-reason-wages-income/

Dalai Lama: We Need An Education of the Heart







Next Story

Education is one of our core values here at Collective Evolution. By education I don’t necessarily mean the acquisition of a degree, however; education takes all shapes and forms. Simply being alive and experiencing life as we do every day is worthy of the name education. We receive an education when we interact with others, and we receive an education when we do independent research. Formal schooling is a different beast entirely, and it’s unfortunate that our society equates diplomas and degrees with intelligence, since obtaining a piece of paper has nothing to do with intelligence at all. Albert Einstein himself said, “I never let my education interfere with my learning.” He also told us that “everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” This practice of judging everyone based on the same criteria is a major flaw in the education system, for which many children suffer unnecessarily.

From the day we enter into the education system, we are made to feel as if getting good grades means we are smart, and not getting good grades means we are not. In many ways, however, good grades are simply a measure of obedience. The list of problems plaguing the education system is extensive. Not only do we measure intelligence using narrow parameters, we also ignore and fail to nurture emotional intelligence.  This is something many of us have felt, and it was good to see the Dalai Lama bring up this issue in a recent Facebook post. On May 16th, he wrote:

Modern education with its focus on material goals and a disregard for inner values is incomplete. There is a need to know about the workings of our minds and emotions. If we start today and make an effort to educate those who are young now in inner values, they will see a different, peaceful, more compassionate world in the future. (source)

This really gets at the heart of the matter. Modern day education focuses almost exclusively on material goals. From the day we are born, we are shown how the world (supposedly) works and what we need to do to make our way through it. These things include gaining a piece of paper (degree), mostly through memorization, in order to make more pieces of paper so we can have a roof over our heads and put food into our mouths. As a result, we never develop the ability to think critically, and we never learn to question the world around us. Indeed, questioning authority and the status quo are discouraged at every turn. We are instead encouraged to follow identical paths, with material wealth being the marker of our success on this path.   The worst part about it is that many people feel like ‘failures’ or ‘unsuccessful’ if they are not able to reach this level of wealth, and fear being perceived as not smart, educated, or successful as a result.

This unreasonable fear is one example of the ‘inner workings’ the Dalai Lama is speaking about. Modern day schooling disregards, and even discourages, emotional development. It does not teach a child how to deal with their ego, how to recognize their own behavioural patterns, and the result is that most adults cannot even recognize when their actions are being driven by suppressed emotions. It does not teach self awareness. It does not teach children how to handle intense emotion or even that having emotions is okay. It does not teach them about humility, about letting go, about how to manage stress, or about the importance of self love and self care, and it does not teach them about the positive effect self love can have on their life and on the lives of those around them.

If we were taught these important things about life rather than being left to learn them on as adults, if ever, our world would be a much more peaceful and compassionate place, as the Dalai Lama himself says.

Chasing material wealth rather than nurturing the self also makes us incapable of listening to our own hearts.  We are forced into obedience and to do things a certain way, and we learn quickly that to do otherwise will have serious consequences. In my opinion, school teaches many how to be followers, but few how to be leaders.

All those years of being unable to say ‘no’ forces us into conformity, and, according to Dr. Kelly M. Flanagan, a licensed clinical psychologist, this has dire consequences for our agency in the world:

When we can’t say “No,” we become a sponge for the feelings of everyone around us and we eventually become saturated by the needs of everyone else while our own hearts wilt and die. We begin to live our lives according to the forceful shouldof others, rather than the whispered, passionate want of our own hearts. We let everyone else tell us what story to live and we cease to be the author of our own lives. We lose our voice — we lose the desire planted in our souls and the very unique way in which we might live out that desire in the world. We get used by the world instead of being useful in the world. (source)

Our education system needs to focus less on making everybody the same and more on nurturing the individual. The problem is, individuals have opinions, and as John. D Rockefeller himself said, he “wants a nation of workers, not thinkers.” It is in the interests of many to manufacture a working class that does not think for itself. When we are forced to work ourselves to exhaustion simply in order to survive, we have no time to worry about bigger issues, like the environment or corporate greed. We can do much better than this. We are infinite potential and we have amazing solutions for almost all of our problems. One thing is for sure, if our school system does not start to teach these ‘inner values,’ our children will continue to focus on material wealth and look for happiness in external things. They will not learn to consider their emotions and those of other people, or how to manage the stresses of life.

 

 


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Source Article from http://feedproxy.google.com/~r/Collective-evolution/~3/4OkSDC78Ze4/

8 Shifts We Need To Create An Empowering Education System

By Rob Howe, Truth Theory

Mainstream, formal education moulds every person within it to become a compliant, consuming worker. We are taught (passive reception of knowledge deposited into our empty minds) to think, see, imagine and relate to the world in a very particular way. Mainstream, formal education does not concern itself with aiding our personal and collective evolution. Instead it intends to preserve the status quo which we all feel the effects of.

It will take large scale catastrophe and shock to alter formal educations current trajectory and aims. But until then, the work of guiding meaningful education falls upon the shoulders of NGOs, grassroots community activists, as well as charitable organisations such as The Eden Project.

It’s easy to criticise, but another matter entirely to construct a working solution to education. I’ve expressed the belief in the first blog of this series, that disconnection is at the heart of our unsustainable culture. Therefore, the primary purpose of an education system in a sustainable world is to connect:

A person with themselves

A person to their community

A person and community to nature

My favourite definition of sustainability is John Ehrenfelds “the possibility that humans and other life will flourish on the earth forever.” I love the idea that it is essential for all life on earth to flourish if we are to live in a world which is sustainable.

When we drill down into flourishing we see our flourishing is intimately related to our understanding. When we understand we begin to value. When we value we start to care. When we care we move towards thriving, because we pay attention and give love to the relationships which matter to us.

As a designer of education, an important question for me to consider is, how might I create an education system which addresses the three dimensions of our social reality and aids our understanding of their/our interrelation?

Briefly, when addressing the personal domain, what a person is assisted to learn so they flourish has to change from the current curriculum. Equally important is a consideration of pedagogy and how a person and groups of people learn.

When addressing the social dimension we ask how communities learn, form and flourish.

Finally, we ask how personally and collectively we develop our connection with nature.

These broad questions have the potential to inspire thoughts and ideas which enable the mind to imagine a form of education which exists beyond the present formal system. There are already some inspiring models of progressive education which already exist.

First of all there are the Erasmus + non formal education programmes delivered by a multitude of NGOs across Europe which aim to develop the key competencies of any participant around an area of their interest. Experiential learning characterises non formal education. The EU acknowledge that these programmes are supplementary to formal education, rather than all encompassing. They do, however, acknowledge the importance of one’s participation as being voluntary.

In the 90s the Finnish implemented an initiative which saw the impenetrable boundaries of schools dissolved as the free movement of learners between multiple venues of learning was recognised as important.

Jon Young, aided by a life of experience, is pioneering a pedagogy of nature connection which lends itself to this freer form of education.

The language we use to define this new system of education has to be innovated and the relationships between educators and learners also require our attention.

8 shifts we need from the the old to the new

From top down, to bottom up

From competition, to collaboration

From oppression, to flourishing

From passive learning, to participatory learning

From outcomes, to process

From exclusion, to inclusion

From invisible pupils, to supported learners

From mass education, to personal mentoring

If you allow yourself to stand in the position from which I speak and resign your objections for a few moments, so you can imagine what it is I am beginning to describe and imply, I hope you sense, what it is that Einstein was getting at when he said,

“We cannot solve our problems with the same thinking we used to create them.”

The praxis of translating idyl to form is often messy and difficult, but with a vision, belief and tenacity, anything can be achieved.

More on the vision in my next post.

I am Rob Howe an author, poet and educator. Presently I’m living the new story which is a regenerative tale, based on connection of the self, others and our natural world. I am helping to build a future which values the flourishing of all life as its highest priority. To read my book ‘Being An Explorer’ click here.

I am Luke Miller, content manager at Truth Theory and creator of Potential For Change. I like to blend psychology and spirituality to help you create more happiness in your life.Grab a copy of my free 33 Page Illustrated eBook- Psychology Meets Spirituality- Secrets To A Supercharged Life You Control Here

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