pdp1@EARTHLINK.NET on fri 3 sep 04
Or as Jules Henry pointed out in the 1950s...if not in these
words exactly...that, essentially,
The most enduring and actual product of our educational
system, has been substitution for conscience, of an
internalized guidence of emotional trauma and humiliation of
public rejection acquired in classrooms, which assumes the
disguise of fear of
failure, or of percieved failure.
Once taught that, all other 'learning' is accomidated on
And at the expense of all which it then may not accomidate.
What blandly is catagorized or perceived as competition, is
one of these disguises. As are it's rewards.
This is maybe not quite be the ideal for which we had hoped.
And it provides as well, that the tools for investigating
it, or for electing or implimenting remedials, can or will
turn out to be...just more of it...
----- Original Message -----
From: "Ivor and Olive Lewis"
> Thanks for your thoughts Kelly.
> Since you are a teacher you are aware, as many are not, of
> following generalisations;
> That the framework of our current general school
> invented almost 2000 years ago !.
> That, round about grade 1 or 2, children are still taught
> cannot take a big number from a little number but the
> tells a child that has no idea of the consequences at year
> That any and every topic can be used equally well to teach
> Science and Art !
> That most of the teachers who have degrees have always
> successful. but when they meet a learning situation which
> they cannot cope with the emotional trauma of perceived
> Every teacher knows Rote is the best way to learn!
> When state public and private school systems were invented
> social problems aristocracy continued to use governesses
> tutors as educators! Which seems to prove your point about
> Best regards,
> Ivor Lewis.