Analysis: Current Education Tramples the Mind


By Don Ray Crawford | Submitted On August 02, 2014

Suggest Article Comments Print ArticleShare this article on FacebookShare this article on TwitterShare this article on LinkedinShare this article on RedditShare this article on Pinterest

Not a day goes by there isn’t an article in our neighborhood paper on our nearby Public School System. In the event that it’s anything but a sob for more cash, it is objections over helpless participation, or that numerous nearby instructors are not completely qualified. While certain schools are being “downgraded,” others are being “advanced.” First, a certain something and afterward another. Clearly, there is an out of order thing in our present way to deal with teaching our kids.

Different articles in the neighborhood paper convey reports of the expanded interests and energies being consumed by the “little” individuals to end the inevitable danger of our own administration by the expanding attack of our private freedoms for the sake of shielding individuals from inside illegal intimidation. Individuals are gathering at the grass attaches level to appeal to their separate government agent, the President and individuals from Congress, to end these every day dangers to our lives. They are wiped out deep down of living in day by day feeling of dread toward unavoidably subverting the assurances of our Constitution. We really want to cling to Franklin D. Roosevelt’s, Four Freedoms: Speech, Worship, Want and Fear.

With all of this besieging our minds, consider “comprehensively” the relationship of instruction to the numerous endeavors of a given society to set up its young for grown-up liabilities; obligations of figuring out how to control our own singular qualities just as adding to the eventual fate of human development. Evidently, practically all the quarrel over our up and coming death is being led by grown-ups in whom we’ve given our trust to administer and lead us. Clearly, something is off-base with this current world’s political and instructive frameworks.


Some minor exploration will let us know that, “schooling,” gets from the joining of the Latin, “e”, signifying “out,” with the Latin word, “‘duco,” which means to “lead” or “take out from.” Simply, it means to coax out of the student the intrinsic insight that exists in the person in question. This word, instruction, has numerous ramifications given somewhat thought. One such ramifications is that the infant brings into this world from past manifestations a previous history of procured encounters and information on the genuine worth of things. The difficulty is most teachers and parental guardians are oblivious to this reality. The infant is overwhelmed by the occasions of its nearby climate from the exact instant of birth and advances; as it develops it neglects to recall what it definitely knows! More individuals the world over have faith in rebirth than the people who don’t; for the most part those leaked in the Judeo-Christian standards.

At the point when formal training starts, the student is barraged with raw numbers that should be remembered. And this large number of things being instructed to the understudy are things to be gotten a handle on by the faculties and are limited to an observationally material and substantial universe of supposed information, though it is the universe of Meaning that requirements focusing.

The current techniques for instruction extraordinarily diverge from a valid “instructive cycle,” as these words were initially planned. The existent model is even more a “placing into” than one of self-revelation. The understudies are being instilled (from inculcare= to stamp into, or track upon) with a collection not entirely settled and very ordinary data of sketchy legitimacy, particularly for the bringing into reality of a new “world request,” which the new Aquarian Age guarantees us. Such another world request should be one in light of the standards of world harmony and the steady use of generosity, charitableness and genuine fraternity by every person to each and every person upon this world.

The instructive cycle should start with a good and intentional objective. It should go past the simple bestowing of realities to be recalled to one of looking internally for the genuine significance and causes behind current realities, which ultimately should lead one to search inside the self for such importance. One mysterious instructor has communicated it in this way: “Training can be a courageous mission for the significance of life, including a capacity to thoroughly consider things.” (Emphasis added).

The objective of schooling ought to be to advance the full self-acknowledgment and capability of each understudy; to empower the objective of the individual’s definitive relationship with the universe, as pushed by Abe Maslow; that prominent clinician who passed on before his time. Narcissism should be risen above so the individual fosters an acknowledgment of his position comparative with the entire of presence. To appropriately instruct is to coax out of each understudy the potential insight which the person intrinsically has. (Deep down, as they, at the end of the day, do, holding on to “illuminate” the understudy who might benefit from outside input to connect with this collected assemblage of everlasting realities which will fluctuate with every understudy.