|
The Testing Industry
Success: By The NumbersWhat is "success"? Why does it seem everyone wants "success"? What does "success" mean to you? Do you need "success"? Do you .....
EDUCATION - TESTING INDUSTRY - LEARNING STYLES: - What is
aptitude? Why must people work within a social framework that
values following 'norms' of intellect and has questions on tests
rather than judgments of soulful and ethical actual behavior?
The book 'Emotional Intelligence' makes a good case for EQ
rather than IQ. Kaoru Yamamoto of the University of Colorado
describes the making, coaching, and taking of tests seem like
all our teachers are learning. He correctly identifies the
flawed ability to maintain or generate effective learning by
turning the process into unwilling students being force fed by
uncharismatic automatons without authority. Most teachers know
they are little more than 'glorified baby-sitters' and so they
don't want to be held accountable. Accountable to tests that
value regurgitation is not accountable to real value. They have
lots of good arguments on all sides of the issue because the
fundamental premises are hugely flawed.
Some social scientists make a very good point about the purpose
of education in our recent history when they note the Industrial
Revolution sought workers to punch time clocks and follow the
bosses and their minion's orders. The homogenization of
memorization being the key to learning assumes something worse
than what isn't in evidence. It is not evident that linear
logical processes or competency in memory skills is paramount to
the functioning character development of productive people. In
fact we have ample reason to limit these skills now that hand
held or wristwatch sized data bases are able to connect to near
total knowledge networks. Forgetting that important point, we
must understand what education and teaching really is supposed
to achieve. Simple common sense alone would indicate a high
priority should exist in the augmentation of interest in
learning and the joys it may offer a person throughout their
life.
Co-operative and social integrational skills teaching are well
enough developed in the science of education and should be given
more support. In Canada the word co-operative is used but the
purposes of learning style (Take a look at H. Gardner's work
which now has eight distinct learning style proficiencies.) and
personality differences aren't known by the teachers who think
co-operative learning means some kind of teamwork between
teachers, students and parents. Group dynamics within the
students core appreciation of purpose and relating to each
other is more the point. Seeing the benefits of a good creative
spatial competency in another person within the group and
learning the most important things are useful creative outputs
rather than some goal established by someone outside the group,
might have more merit. The compassionate diplomatic and
purposeful ethic of net additional value rather than homogenized
adherence to hypocritical unquestioned pablum with frequent
prejudicial or egoistically infused judgement needs support.
Celebration of relevant new approaches that offer explorations
of new perspectives without a sense of black and white answers
are seldom found and the character seems to be judged according
to how well we imitate or fit the prevailing 'norm'. How can we
maintain a desire to explore that is born into the human core
courage to know something more than the personal? When will
knowing how to cope with sexual, sensual psychological nurturing
and other life skills including how to make each other healthier
become valued? The old emphasis on individuals enjoying each
others different character becomes lost in a maze of peer and
social structure. Is it possible that people will learn to read
and communicate at different times in their life? Recent
research shows that men learn math best, later than women.
Language and communication engages the young brain more fully
and should be focused upon at the ages before seven. The Bardic
schools knew these things and had young people work as jesters
and minstrels early in the process.
Physiologically we can say there are 350,000 neural connections
possible that become atrophied to the point most people use only
half of them. What about thinking? It isn't dumping of data - it
requires integrating and making judgments. Perhaps we are
encouraging a lack of judgement as an over-compensation against
old racial ideologies or because authoritarian religions sought
faith-full 'followers'. Maybe it is because the armies of feudal
lords wanted hateful and macho murderers; and parenting became a
castle for power over rather than nurture FOR the children.
Children are not the property of parents as much as they are
rightful and important members of the tribe, clan or larger
social unit. These things were known in the pre-Christian times
Are You A Victim?Do you find yourself living from paycheck to paycheck' Do you often feel overwhelmed, tired, and worn ..... when women weren't the property (Hammurabi's Code specifies and
Biblical baby-factories enforced) of men.
There may be eight physiological or neurophysiological different
core learning style competencies with numerous variations but
each of us is capable of learning to augment all of these
attributes and appreciating other strengths and weaknesses.
Building brotherhood rather than competing against each other is
an excellent character-building alternative to established
fences or hurdles to jump over. If at the end of five years of
school a person still wants to learn and yet has learned little
- is that better than a person who has learned 'reading, writing
and arithmetic' but thinks they know all they need to know.
There were initiatory stages available for lifelong education
and soulful growth (The Australian aborigines still have this;
and many others do as well.). Beyond seeing what one can do;
we do need to establish what one should do. The decision about
what we should do is hard to make at some far away central
administration center. Beyond teaching the ethical constructs
(woefully lacking especially without comparative religion) we
should support or enable purposes beyond what generates
occupation-oriented proficiency. There is reason to believe that
students learn to read and write or compete without a structure
to ensure it. Technology exists to allow students to learn much
of what is taught in their own time away from the sense of right
or wrong and ridicule.
Do I think we should create groups and movement between groups
as a key focus on working together and helping each other? Do I
think music and performing creates an environment of learning
language and communication as well as improving self-esteem.
Would I encourage rhetoric and diminish early writing
initiatives that force failure through unwarranted structured
thinking. Would I hold writing back until the person is able to
feel they can do most anything and their brain has fully grown
after the age of eight? Would I have lots of schools where
students chose what to learn and when? And at the end of some
period of time would I make the challenge become how much they
can achieve as a unit, group or school against another such
unit? If I did want all these things and was seen as 'primitive'
because this is the kind of thing the ancient Kelts did: what
would I say to those who laughed.
I'd say these schools taught specific memory techniques rather
than memorization of unimportant data. This created a skill
rather than a mark on some test relating to some often
propagandized history. With this skill the memory almost never
was an issue and asinine regurgitation of trivia passing as
knowledge seldom occurred in people's day to day lives. I'd say
the creative urges to perform according to disciplined use of
musical instruments, dance and song or other acting skills and
craftwork made secure citizens who felt they could help and be
useful in their societal group. How would they respond when I
Improvement Of Cricket(A) Popularise cricket! 1. Restructure Current test teams. For Cricket to improve first the quality of the current test teams should be ..... told them the clans taught a group responsibility that made it
impossible for a child to work their blackmail of emotion on a
loving parent, through extended families; and that this led to
lawful and respectful behavior? How would they respond when I
made it clear that worship was real and that people were
encouraged to know the ever-increasing insights that the soul
may offer.
How would they respond when I challenged them to find a more
egalitarian and nurturing group of people who truly valued the
inputs of women and knew they were biologically superior to men
or were at least the equal? Yes, women have more endurance,
don't faint when wounded, are better diplomats because they use
their whole brain and don't get carried away on ego as much.
Endurance was a key thing amongst warriors. The child-rearing
was shared in a whole family unit and the woman was able to be
the leader in all fields of endeavour rather than simply thrown
into a one-dimensional role as care-giver or ornament.
Clearly they wouldn't be able to point to a more gifted group of
scientists and teachers than the Druidic hierarchy produced. We
are still learning or re-discovering what they knew. The 'Lost
Chord' and harmonics or the healing techniques of shamans and
dream-dancers, is worth our investigation. The wholistic
appreciation for nature and all the majesty of love and beauty
we have lost through the ministrations of macho models of greed
and power, must be re-kindled. The creeds of the present
power-oriented churches versus the Keltic Creed must be
considered. HOW AND WHEN DID WE GO WRONG?
About the author:
From my Encyclopedia which can be found at World-Mysteries.com
Author of Diverse Druids Columnist for The ES Press Magazine
|
