Preparing the child to live within the global village by; Paul Loranger 2 Preparing the child to live within a global village ©Copyright 2013 by Synlogic Publications All rights reserved No part of this book may be used or reproduced in any manner whatsoever without written permission from the publisher. For permission contact Synlogic Publications. Printed in Canada FIRST EDITION Published by; Synlogic Publications Edmonton, Alberta Canada E-mail: [email protected] Website: www.teacherzones.com National Library of Canada Cataloguing in Publication Data Loranger, Paul Preparing the child to live within the global village ISBN -– 978-0-9877195-2-2 3 Preparing the child for the global village Preface Whom do I call educated? First, those who manage well the circumstances they encounter day by day. Next, those who are decent and 1honorable in their intercourse with all men, bearing easily and good naturedly what is offensive in others and being as agreeable and reasonable to their associates as is humanly possible to be... those who hold their pleasures always under control and are not ultimately overcome by their misfortunes... those who are not spoiled by their successes, who do not desert their true selves but hold their ground steadfastly as wise and sober -- minded men. Socrates1 1 Socrates, http://quotationsbook.com/quote/12020/#sthash.uY6q7F8u.dpbs 4 Preparing the child to live within a global village If this was said two thousand years ago, it must be in our genes to be and become wisely minded. So I started to study cultures where wisdom resides and began to map out those that dealt with the Creator and those with nature. This gave me a wave that went from abstraction to concreteness. I also discovered a second wave in those who focused on human thought versus physical actions. Then there were cultures that dwelled on either the interaction of Creator’s consciousness with human interaction or nature’s awareness with human interaction. The result produced a DNA design which made me call it, the Creator’s Signature. Being an educator and a father of three children and four grandchildren and an expert in curriculum implementation, I began to ask myself when in a child’s mind does he begin thinking along the lines of these cultures. To my surprise as you will read through these chapters, he covers at least forty eight ways to be or become wise before reaching the age of thirty. This opens up a whole new aspect to education as noted in my conclusion because we now have a means to assess the subjective metacognition wisdom of the child from teaching presentations, learning exercises and tests to inquiries, classroom discussions, group projects and subjective self-assessment. We no longer accept the premise that the child is only a blank slate from which to impose only our thoughts on him. We can finally not just instruct but teach wisdom and fulfill all the community guidelines which everyone wants to see happen in their schools as we discover what is missing to make it right. 5 Preparing the child for the global village Introduction……………………………………………………….6 Part1 Passive Consciousness......................................................... 9 Chapter 1 – “My child is an angel” ............................................... 10 Chapter 2 – “My child is human” ................................................. 17 Chapter 3 “My child the explorer”................................................ 24 What is missing that will make it work? ....................................... 31 Chapter 4 – “My metamorphic child” ........................................... 32 Chapter 5 – “My friendly child?” ................................................. 39 Chapter 6 – “My child, the planner?” ........................................... 46 Chapter 7 – “The “Me” child” ...................................................... 53 Chapter 8 – “My dreaming child” ................................................. 60 Part 2 Active Consciousness ........................................................ 66 Chapter 9 – “My self-active child” ............................................... 67 Chapter 10 –“My freedom child” ................................................. 74 Chapter 11 – “My adaptive child” ................................................ 81 Chapter 12 – “My normal child” .................................................. 88 Chapter 13 –“My progressive teenager” ....................................... 95 Chapter 14 –“My social teenager” .............................................. 102 Chapter 15 – “My teenager as an idealist”.................................. 109 Chapter 16 – “My designing adult” ............................................ 116 Conclusion: “Dynamic thinking” ................................................ 123 Cultural Bibliography ................................................................. 126 Educational Bibliography ........................................................... 130 6 Preparing the child to live within a global village Introduction – “Our mind is alive” One day I was at a beach on Prince Edward Island and contemplating the story of St. Augustine2 as to why he never resolved the Mystery of the Trinity. The story goes something like this; He saw a boy in front of him who had dug a hole in the sand and was going out to the sea again and again and bringing some water to pour into the hole. St. Augustine asked him, “What are you doing?” “I’m going to pour the entire ocean into this hole.” “That is impossible, the whole ocean will not fit in the hole you have made” said St. Augustine. The boy replied, “And you cannot fit the Trinity in your tiny little brain.” The story concludes by saying that the boy vanished because St. Augustine had been talking to an angel (or maybe a demon who was tricking him into believing that you cannot experience the Creator). Cannot a piece of a puzzle tell us something about the whole picture? If we combine our pieces like sharing our experience of the ocean flowing through our hole in the sand, can we not better understand the sea which is greater than any one of us? Is it through physical measurement or the quality of the experience that we speak of Creation? Without this qualitative perspective, are we but dry sand? When we say our life is meaningful, is our consciousness beyond that of an animal or a computer bank filled with data? Is the purpose of education to do only objective assessments on what we know as we measure the quantity of water our hole can absorb? Should there not be a qualitative subjective assessment as to what meaning we derive on reflecting and acting on it? This book explores the latter through cultures which sought more than mere existence and denial that creativity, if believed, 2 Synopsis “The most Holy Trinity” 26 May,2013 http://cbci.in/SundayReflections.aspx 7 Preparing the child for the global village would, like the ocean, overwhelm us. I believe, as do billions on this planet who appreciate cultures, that a child cannot truly live within the global village without doing subjective assessment as to what is valued within it. This begins not in active consciousness which is the subject of the second part after reflections, but in thought before action as was painfully absent in this bricklayer story. -The Bricklayer's Story3 -This is a bricklayer's accident report, which was reprinted in the newsletter of the Workers' Compensation board. This is a true story. Really. Dear Sirs, I am writing in response to your request for additional information in Block 3 of the accident report form. I put "poor planning" as the cause of my accident. You asked for a fuller explanation and I trust the following details will be sufficient. I am a bricklayer by trade. On the day of the accident, I was working alone on the roof of a new six-story building. When I completed my work, I found that I had some bricks left over which, when weighed later, were found to be slightly in excess of 500 pounds. Rather than carry the bricks down by hand I decided to lower them in a barrel by using a pulley, which was attached to the side of the building on the sixth floor. Securing the rope at ground level, I went up to the roof, swung the barrel out and loaded the bricks into it. Then I went down and untied the rope, holding it tightly to ensure a slow descent of the bricks. You will note in Block 11 of the accident report form that I weigh 155 pounds. Due to my surprise at being jerked off the ground so suddenly, I lost my presence of mind and forgot to let go of the rope. Needless to say, I proceeded at a rapid rate up the side of the 3 “The Bricklayer Story” http://summitlake.com/Humor/Bricklayers_Story.php 8 Preparing the child to live within a global village building. In the vicinity of the third floor, I met the barrel, which was now proceeding downward at an equally impressive speed. This explains the fractured skull, minor abrasions and the broken collar bone, as listed in section 3 of the accident report form. Slowed only slightly by the encounter with the barrel, I continued my rapid ascent, not stopping until the fingers of my right hand were two knuckles deep into the pulley, which accounts for the four broken fingers … various lacerations of my right hand. Fortunately by this time I had regained my presence of mind and was able to hold tightly to the rope, in spite of beginning to experience pain. At approximately the same time, however, the barrel of bricks hit the ground and the bottom fell out of the barrel. Now devoid of the weight of the bricks, that barrel weighed approximately 50 lbs. I refer you again to my weight. As you can imagine, I began a rapid descent, down the side of the building. In the vicinity of the third floor, I met the barrel coming up. This accounts for the two fractured ankles, broken tooth and several lacerations of my legs and lower body. Here my luck began to improve. The encounter with the barrel slowed my descent enough to lessen my injuries when I fell into the pile of bricks and fortunately only three vertebrae were cracked. I am sorry to report, however, as I lay there on the pile of bricks, in pain, unable to move, I again lost my composure and presence of mind and let go of the rope and I lay there watching the empty barrel begin its journey back down onto me. This explains the two broken legs. I hope this answers your inquiry. Thanks in advance for expediting my claim, Sincerely John K. Smith Or as my editor commented on the reading of this story by the Woodsmen’s analogy “You must take time to sharpen the axe” And I added “Unless you want a dull life” 9 Preparing the child for the global village Part1 Passive Consciousness As Richard l. Njus4 puts it, we need to create a school that has a soul. We need to ask ourselves why we became educators. What do we want for our students? Do we want them to be efficient test takers or do we want them to be filled with the wonder of learning? I believe that most teachers want the same for our students that a parent wants for their children: an education for the whole child where each child is provided the tools to reach his or her full potential. As educators, we have to say, “No! I am not accountable to the people who mandate the high risk test; I am accountable to the kids.” In short, we need to create schools with soul. A school with soul is one where staff members work from the heart and keep the whole child at the center of the educational program. It is a school that educates minds and touches hearts. As Mary Pipher (1996, 87) puts it, “Children need to believe that the world is an interesting and safe place. The relationship between children and their teachers isn’t incidental, but rather is the central component of their learning. Human development occurs within the context of real relationships. We learn from whom we love.” 4 Richard l. Njus “Creating a school with a soul” o s.greatideas.org index.php NC article download 66 (2010) 10 Preparing the child to live within a global village Chapter 1 – “My child is an angel” Through the eyes of a new born child the wonderment of life begins. Through a lullaby we appease the active mind of a child as they reflect on Spiritualism. Through brief conversations we raise the consciousness of the child to thoughtfulness and through playful interaction we touch upon the Will of the Creator as the child begins to contemplate the ‘newness’ that exists all around him from the will of parents that want him to be happy. This chapter will reflect on Spiritualism, Thoughtfulness and the Will of the Creator for our existence. Does a child within his first year feel a sense of belonging? Can he sense thoughtfulness as he begins to interact with others? Does he believe that he has purpose in who he is as a person? Many go to India with the intent to rekindle their Spiritualism and return empty handed. They perform all the rituals and pay their tribute to the statues of the divinities but nothing happens. They are like music apprentices who want to produce music but noise only results because they have shut out creativity. I myself was frustrated in reading the Vedas5, the holy book on Spiritualism of India because I expected a word or a phrase to describe what is Spiritualism. George Strait’s “I Saw God Today” put in song what I could not say in words. Got my face pushed up against the nursery glass, she's sleeping like a rock, my name on her wrist, wearing tiny pink socks, she's got my nose, she's got her Mama's eyes, my bran new baby girl, she's a miracle, I Saw God Today 5 The Rig Veda Ralph T.H. Griffith, Translator [1896]Vedas http://www.sacredtexts.com/hin/ 11 Preparing the child for the global village Perhaps as will be the case in many of these chapters, I was looking within the wrong area of my consciousness. I was trying to do something rather than listen to a fine musician or a choir, or sense the reward of the doing of a kind act. Had I done the latter as I do now, I would have felt the Spiritual creativity within a universe that scientists tell me doesn’t exist. But as I look back to my song lullabies to my new born child and watched him relax and smile, I can’t but question the scientist who tells me that this qualitative experience is immeasurable and as such should be not be included in the child’s assessment of himself. There is such a thing as qualitative assessment that is subjective and one can clearly see it in the child in the enjoying this Spiritual moment all around him with his sense of contentment. This I have found not only in India but in every place that people gather to share their music or show kindness to each other. Without this Spiritualism once in a while in my life, I would miss the sense of the way we are all connected in being able to share this mystical experience. I would foolishly assume that the child and I have nothing to share in common. Even the deaf person like Evelyn Glennie in “How to truly listen”6 who plays the xylophone, stated that she could feel the music through the vibrations. This makes me wonder if part of the vibrations exist in a physical universe that is measurable and the other part in an abstract dimension which we cannot quantify but can enjoy through our passive consciousness. Perhaps this explains why noise irritates us and music calms our nerves. But music that is constantly repeated annoys us as if new creativity in not being present holds no Spiritualism within it. Hence a child’s first self-assessment is for newness as every teacher learns in giving a presentation that is not new to one’s audience. 6 Evelyn Glennie: How to truly listen, Nov 17, 2012 http://www.ted.com/talks/evelyn_glennie_shows_how_to_listen.html 12 Preparing the child to live within a global village A second form of creativity is storytelling. A baby in its first year of life says very few words but it enjoys seeing and listening to a story. One would not expect it to understand the parables in the New Testament as first spoken by Christ, but we who make the effort to communicate with our child exemplify the words “For where two or three gather in my name, there am I with them.” 7 In this experience, the child observes a different aspect of sharing the same phenomenon of people trying to communicate with each other with the intent of sharing an understanding. What would happen to a civilization if such Christian approach was actually occurring among its people? Gibbon’s notes in his view of human history: “If” said Gibbon, “a man was called upon to fix the period during which the condition of the human race was most happy and prosperous, he would, without hesitation, name that which elapsed from the accession of Nerva to the death of Marcus Aurelius. Their united reigns are possibly the only period of history in which the happiness of a great people was the sole object of government”8 During this period, people actually made an effort to try to understand each other as we do with our child in seeking to initiate conversation. We make what may seem to them to be strange sounds and they respond and we know as they, that communication is not impossible between us. It is only as we get older and expect everyone to communicate using our language that we forget how we learned and communicate with each other using only facial expression and body language. Even today as I smile at a young child, he responses back and I marvel at the fact that neither of us know each other language but I know we communicated something 7 8 Christ, New Testament http://biblehub.com/matthew/18-20.htm Durant W. “The Lessons of History”p.69,1968 13 Preparing the child for the global village together. You can have a room full of mothers and one baby cries and the mother knows that it is her child crying. How is that possible! But you may ask, if everyone was happy during that special Roman time, why did it not continue? You either grow up capable of communicating beyond language barriers or trying to have everyone speak your language. The Romans in doing the latter by insisting that everyone speak their language like a teacher today insisting that only her language be spoken in her class on communication. Miscommunication will occur and if not corrected, misunderstandings will follow as noted in this quote; The challenge of communication isn't to never miscommunicate, it's to cut down the time between the interaction and the realization that the communication didn't get through. Because the sooner we know we're not connecting, the sooner we can fix it.9 We so easily forget that Christ spoke but was heard in many languages because he mentions thoughts that were common to all of us. The child from birth is able to learn any language that has ever been created on this earth. It is we in the teaching of our ways of communicating that perhaps unknowingly expect him to understand the thoughts of the Creator solely through our way of expressing ourselves. As I look back on my grade one teacher in a classroom of French students in which I was the only one who knew English, I could not understand as I do now, why she had difficulty in communicating to me as I had assumed coming from a bilingual family that as long as we tried to find common terms that could be labelled using different words, we could be able to communicate. 9 Seth Godin,May 10, 2013 http://sethgodin.typepad.com/seths_blog/2013/05/miscommunication.html 14 Preparing the child to live within a global village Hence a second self-assessment that is wise to learn and not forget at this early age of not quite being one, is communication is possible regardless of the means used to do it. However there are times when communication is not the point of the interaction which bring me to the third aspect of the Trinity, the act of creating which we see today in our fascination with new technology which began with our child’s wonderment over a toy, an animal or the change in his universe each day. This we see in the Islamic Culture in the study of the “Will” of the Creator as we note the following from its history; “From ancient history till the sixteenth century, the Near East was leading the world in technological innovation and advance. This is not to minimize the importance of Chinese civilization and its great contributions to the world; but what we want to point out is that the overall contribution of the Near East to human progress in general until the sixteenth century, surpasses anything that was achieved anywhere else in the world.” 10 While Europe was pondering the Spirit and the ability to share thoughts among ourselves through Creator’s enlightenment as a better way to live together, the Middle East was shifting its focus to what has been created that can be used to improve it. This lack of attention to the gift of Creation can perhaps be explained by my Christmas holidays as a child. We drove from Montreal to Kingston and then waited days before the event. When it arrived, we spent the morning being patient for all the relatives to be present so that we could sort through the mountain of presents. It was not until the afternoon of that day that I got a chance to play with my present and start to appreciate what was bought just for me. 10 Ahmad Yousef al-Hassan Gabarin History of Science and Technology in Islam http://www.history-science-technology.com/articles/articles%207 15 Preparing the child for the global village As a child, there are no strings attached to the gift except to at least take the time to appreciate it before rejecting it as it may be useful to you in making your life more meaningful. It is through the sciences of knowing it and the capability to manipulate through mathematics that makes it interesting in the wonder of what the technology can be created through it. Even a child not yet one, marvels at objects that move as if by some magic they are coming to life. But it is also startled when it crashes into things or causes unexpected harm as if it knows that this was not the intent of the toymaker. Yet here we are today building technology that can destroy and wipe out our fellow man as if “Allah” the toymaker intended it by giving us the resources to make it so. Or have we negated the giver in assuming the gift is now mine to do with as I please! In summary, three points you can never teach a child if he uses his gift properly; the Spirit is reserved for only you and not for others, the Creator thinks only the way you perceive existence as you keep your thought to yourself and His Will is the same as yours in assuming the right to destroy what He has cherished the most about creation – our humanity. Like a toy misunderstood is often abused, a child not knowing what is to be humane make these mistakes every day. Does Koestler’s book “The Ghost within the Machine” at the start of his chapter the “Gift of the Magi” illustrate why this happens by what the illiterate shop keeper expects of his gift? “There was once an illiterate shopkeeper in an Arab bazaar, called Ali who not being very good at doing sums, was always cheated by his customers – instead of cheating them as it should be, So he prayed every night to Allah for the present of an abacus – that venerable contraption for adding and subtracting by pushing beads along wires. But some malicious djin forwarded his prayers to the wrong branch of the heavenly Mail Order Department, and so one morning, arriving at the bazaar, Ali found his stall transformed into a multi-story, steel-framed 16 Preparing the child to live within a global village building, housing the latest I.B.M. computer with instrumental panels covering all the walls, with thousands of fluorescent oscillators, dials, magic eyes, et cetera; and an instruction book of several hundred pages – which , being illiterate, he could not read. However, after days of useless fiddling with this or that dial, he flew in to a rage and started kicking a shiny, delicate panel, The shock disturbed one of the machine’s millions of electronic circuits, and after a while Ali discovered to his delight, that if he kicked that panel, say three times and afterwards five times, one of the dials showed the figure eight! He thanked Allah for having sent him such a pretty abacus, and continued to use the machine to add and subtract happily unaware that it was capable of deriving instein’s equation in a iffy, or predicting the orbits and stars of years ahead…We ourselves are Ali’s descendants…The unsolicited gift is the human brain…from a point of view of his immediate needs, the explosive growth of the neocortex overshot the mark by a time factor of astronomical magnitude.11 Is the purpose of education like the shopkeeper, to outsmart one’s neighbor rather than be outwitted by him or be wiser in learning how to live in a humane way within the global village with the Creator? If we intend to make earth a heaven, one would assume the latter. But if we do not learn how to be human in striving to be perfect as if we are the Creator, we will try the former. In so doing, like the shopkeeper lose our relationship with the Spirit that wishes the best for mankind. In our deviousness, miscommunicate to hide our intentions while losing our faith in a thoughtful Creator that desires for us to understand each other. Lastly, become hopeless about God’s Will in not enjoying what we have but what we are without. Perhaps it is because we so want to be gods, we lose our sense and love of our humanity. I see it often in children and students who seek to be smart rather than wise. They often pass tests but fail self-assessments. Knowledge unshared, is quickly lossed. 11 Koestler “The Ghost within the Machine” 1976,p.297 17 Preparing the child for the global village Chapter 2 – “My child is human” As the mind of a one year old explores infinity, he discovers how he is limited by his scientific knowledge and its practical application. He cannot walk until he first learns how to crawl. He cannot crawl until he can move his body. He wants to move his body because his view is limited from where he is placed. He knows there is more to the picture that he is seeing if only he could see it from a different perspective. This chapter examines the relationship between reflection and acts related to reflection – the Chinese culture, acts that increase reflection on self– English culture and acts that decrease it – French culture To better understand this human duality, let us look at Confucius, his “I Ching”12 (book of Change”) and its influence on the Chinese view of our humanity. From his studies on change in a land in change (China meaning flower), he saw two forces constantly at play in every child; the “Yang” the desire to reflect on that which is beautiful and to act in a meaningful way through the use of one’s body “Ying”. I do not pretend that every child of one is beautiful but I do see in each parent eyes that they can see the soul within the child that makes him/her beautiful to them. I can also note that in death, the yang is missing as the soul somehow has left the body. In between life and death is the aliveness of the body due to the soul as the child’s qualitative awareness practically overwhelms the body in not accepting that its feebleness in body is no excuse for he/she not being able to reflect and somehow contribute to life. It is only a matter of learning to do the practical learning exercises to be able to express one’s being that one can put meaning into one’s life. In the case of China, it was in observing the conditions under which such human impressions were possible as those who made the “Yang” their body and the “Ying” their soul, pursued the 12 Wilhelm Baynes “The I Ching”Princeton Press, N.Y. 990 18 Preparing the child to live within a global village inhumanity in assuming themselves to be the Creator whom everyone must serve. They perceived reflection as coming from weaker minds as their actions brought them wealth, a supposed stronger “Ying” to deal with the physical world and yet also a weaker “Yang” to excuse their immorality. China’s history is marked by two significant events; the building of the great wall and the conversion to communism. The building of the great wall was to prevent the immorality of the invaders from entering their domain. But the “Ying” of the landlords in becoming so wealthy at the expense of the peasants revealed a corruption from within which made it difficult for each person to celebrate their “Yang”. While Communism’s intent was to restore the balance by the state being more reflective of the welfare of the people, they did not see in the spoiling of the child, by assigning positions based on family ties rather than ability that the same would result in having a few corrupt officials share the wealth at the expense of the people. The only difference was in knowing that their “Ying” was weak but the exploitation of the “Yang”, the goodness of the people was practically endless. In education as in parenting, you expect your classroom as well as you home to be exempt from those who cannot seem to act in a humane manner towards their fellow person. But this does not give you the right to impose further restrictions so as to make your life easier to manage at their expense. Giving endless learning exercises to do when the child has already learned how to do it, dulls the “Yang” in the child. Likewise giving too few learning exercises as you dwell too long on your presentation as do people who believes that they have so much to say as their perception of their “Yang” is so great, prevents the “Ying” in each child to be developed so that they can one day express their own “Yang”. As the child of one advances in their second year, they like 19 Preparing the child for the global village to try what you just taught them or how else will they improve? But this does not happen unless one is willing to reflect on one’s actions and find ways to do it better. In Thomas Aquinas dissertation on “Being and Becoming”13, he struggled over whether we should spend all our time in being good as a parent expecting their one year old to sit there and be still and be quiet or become an explorers and learn from one’s actions as does the child in roaming around the house and expanding his universe. When you study the history of Britain from an island to a global empire, you find a culture that did not limits its reflection to the immediate world within its shores. It global empire became the source of its wealth through trade with other nations. But the Commonwealth of Nations did not happen overnight and it erred often and did missteps before it got it right just like a child beginning to walk within his second year of life. It tried through colonialism to help the child stand by himself but often forgot to withdraw when the colony or child could stand alone. Mastering learning exercises takes patience as learned by a one year old in mastering walking and if you rush, you will likely fail as did the colonies under Britain in poorly supported settlements. But its success lay in learning when to gradually withdraw support when the colony, like the child, was no longer in need of it. They, England in reflecting as to when to act would have one of their Authors – Shakespeare14 write the following; There is a tide in the affairs of men. Which, taken at the flood, leads on to fortune; Omitted, all the voyage of their life Is bound in shallows and in miseries. 13 14 Augustine 2008 http://www.iep.utm.edu/augustin/ http://www.enotes.com/shakespeare-quotes/there-tide-affairs-men 20 Preparing the child to live within a global village On such a full sea are we now afloat, And we must take the current when it serves, Or lose our ventures. Why are we waiting until a child reaches kindergarten or grade one before embarking on learning exercises when a child in his second year can master any language in the world, perform experience and observe reactions, relate to a wide diversity of people, strive to be fit and can learn to draw? Just because we were never offered the opportunity, does not mean that our children should be deprived! Britain became the only acceptable administrators in the world because they started a private educational system that gave them a head start above their competition. They retained it as long as other countries did not pursue it with their educational system. They even started technical schools to keep their edge over their competitors. Colonialism ended when the cultures from the other countries embraced education at an earlier age and began to ask why we need British administrators when the people at home are just as well educated and have a better knowledge of our customs. They also lost their edge on trade when the Dutch were willing to speak and trade in the culture of the land they visited versus forcing other countries to trade in English. Hence, the way we act that advances what we want to learn as the child begins to use common skills, should not exclude skills that the parent is unfamiliar. It is not in the past world that the child will be living but the world we presently are. As principal of a school who wanted to put computers in the classroom, I felt that the later elementary and junior high would make the best use of them. I was told by the kindergarten teacher that their children wanted them in their classroom. I am learning that my grandchildren can activate a screen as early as one year old as they are fascinated as to how the screen changes as they touch it. 21 Preparing the child for the global village But is there such a thing as overreacting as we see our child becoming two and overdoing his behavior because at first, we gave it so much praise? What makes us realize that we overdid it? In contrast to the British, who increased their ability to reflect by bold acts of exploration, we find the French under Descartes15 in prison with nowhere to go except his mind. He began to doubt if our thoughts should at times be questioned if they are reasonable when other solutions may work better. This is observed in every child of this age as they question their idea to crawl when walking works much better. We might not even assume as a parent or teacher that there may be another way of doing a learning exercise until a new way of reasoning by a student as illustrated in this exercise; A teacher asked the students to add the numbers from one to five hundred. Most of us would simply begin by adding 1+2+3…. and arrive at a solution in about an hour or two. One child did it in two minutes by using a simpler way. Find the average of the numbers and multiply by the number of items in the list. Further the average is just the sum of the first plus the last number in the list, since all of the numbers differs by the same amount. So, the average is (1+500)/2 and there are 500 number is the list, so the sum is (500/2)* 500 + 500 = 125,500. [I use * to mean multiply.} The new reasoning movement that questioned preconceived ideas of how things should be done took hold in France because the elite within society that were so called educated assumed, like the teacher who gave the counting exercise that the people were fortunate to have such scholars among them and should not question the way things should be learned. The revolution in France questioned such logic in noting how “ galité, Liberté and Fraternité”16 (equality, liberty and 15 16 J Skirry - 2008 http://www.iep.utm.edu/descarte/ Roy Rosenzweig Center for History http://chnm.gmu.edu/revolution/ 22 Preparing the child to live within a global village fraternity) was allowing the person to improve his ability to reflect and thereby his actions within society. Such ability to do so does not rest solely with the elite of society or those who have learned in a certain way and have no intention of changing their ways to accommodate a new generation that may have a better solution. As Antoinette without serious reflection that the masses could improve the way they think, said as the people were starving in the streets “Let them eat cake” as they the people have not the intelligence, the “Noblesse oblige” culture to know the difference. She did not ask for a new solution, she simply assumed that they were incapable of finding one. Equality does not imply sameness. It means that though we are different in intelligence and capabilities, our worth to the overall passive and active dynamic intelligence is no less equal to another person. It is because we do not see the genius in the moment by not including the environment or context in our questioning, we can easily fall under the delusion that our quick ability to do learning exercises put us ahead of the class. When this happens among students and especially teachers who think themselves on a higher level than anyone else, I often quote the story of the carpenter and Einstein. Einstein asked his carpenter to build him two doors; one for himself and another for his dog. The carpenter said “It would probably be wiser to build one and have a flap in it.” At that instance, who was the genius? Without the liberty to find better solutions as we all have weaknesses when confronted by our environment, the child who is good at doing exercises assumes that he is ready for life as long as he stays in school. It reminds me of the athlete on our football team who did well in practice but was useless when the game arrived. It is not that we should not test student on their preparedness but if they cannot admit that each one on the team 23 Preparing the child for the global village has their strengths which bring forth the need for fraternity, they simply will not become useful within an environment that will always ask more of oneself that is in self to give. This chapter finds self-wisdom in admitting that the body (Ying) is weak but the soul (Yang) is strong. It is by reflecting on the way we should act that we can act in a human way. This does not imply that we should not be bold in acting as we limit our reflections by standing still. We know that if you want to get a complete picture that will aid you in better understanding as to what is going on, you cannot do so without some effort on your part to change the view. This usually occurs when you become bored with the view, but for many, they complain that the view is not changing rather than move and in so doing, change their perspective. Lastly, do not assume that the skill that you are learning is the only way to do something as you reflect on your prior reflection to ways it can be done better especially as new theory proves to better in practice. But if you are without an environment to challenge your reflections, it is likely that you will not feel real in doing them like the story of the emperor who has no clothes. You may think yourself dressed to impress everyone but in fact be naked to actual reality. Perhaps that is why France is so popular for fashion as it makes us think if we are properly dressed for this environment. Or is time not relevant to our consciousness as note in this quote; “ a clock that is stopped Is absolutely right twice a day But in not being linked to reality You never know when that is” What sound reasonable may not be reasonable in practice. 24 Preparing the child to live within a global village Chapter 3 “My child the explorer” In this chapter, we will begin by looking at the micro environment as the child ventures outside his immediate milieu and yet stays close to home – Amazon culture. We will then take a macro perspective in noting how activities outside one’s immediate milieu affect the micro in which one is living – Egyptian culture. Lastly, is the ecological approach as we start to learn the interconnectedness between the micro and macro world– First Nation culture. In so doing, we will study how the child who is now two, starts to test the knowledge and skills that he has so far learned. In reflecting on the pieces that the child of two has now gathered together, he can now be tested as to who is daddy, where he sleeps, eats, plays and a host of other activities which now make up his world. He can now be putting each one of these pieces in a home puzzle to show his environmental awareness and we could give an award to the child in the daycare that does it in the shortest time or should we? I thought I knew the purpose of a test was to get the highest mark in doing the above test, until I studied in a millennium book about a Xavante tribe in the Amazon jungle who perhaps exemplified what a test should be in their log race17. They have a log race every year in which two logs are chosen for the race and one is usually lighter than the other. As they depart, the lighter one moves ahead but people fall back to support the heavier one. As the heavier gains over the lighter one, some come to the rescue of the lighter one. In the end and throughout the race, one does not know who will win and many times it is a draw which is for them the best possible outcome. 17 Mayburry-Lewis D. “Millenium”, Penguin Group, N.Y., 1992 25 Preparing the child for the global village We see test as a way of discriminating one child from another. As the results of our tests, few rejoice and most become depressed as your classmate becomes your competitor in who can remember the most of what has been taught and do the set of learning exercises. This has its place in psychological testing like a doctor testing your body to discover where you having difficulty, but should a class be tested in this way? The answer is “Yes” if we have sub ective assessment after the test on our own inquiries, class discussions and group projects as we need to recognize the abilities of each person which can often be missed within a micro-test. A tribal culture can often suppress or overlook the potential of its members by limiting the parameters of the tests. I am sure those within the race who had poor athletic ability did not do so well and yet may have other talents which the tribe could use. But the answer is “No” when sub ective assessment is not being done in our schools as well as inquiries, class discussion and group projects. The test overly limits the ability of each child as to the micro management of the teacher to the discipline. No teacher can so teach a subject as to touch upon the interest of each student. But in having subjective assessments from a flow of new students each year, they improve each year in not being so narrow in the way they cover their subject. This is the danger of the micro perspective when tribes refuse to have the outside world interfere with the way they have seen their world for centuries. Children will always see more than we do as they spiral from the outside inwardly while we as teachers, try to summarise what we believe is most important and building on it from an inward to outward direction. This is why the first tests at the start of the year should be very specific as to ground the student to the environment or discipline that is under study. But this does not mean that the second one should be the same as the child needs to relate to the new information with what he has already learned. 26 Preparing the child to live within a global village For this macro perspective we turn to the Egyptians changing the course of the Nile as we read John A. Wilson18 in his book The Culture of Ancient Egypt titled his first Chapter “Out of The Mud” of which his first paragraph reads; “The fruitful green valley of the Nile was not there in distant geological ages.” If a test is to be made for a child of two turning to three it must be macro as well as micro so as to explain the information that also comes from the world beyond one’s immediate circumstances. More so today in so many homes where both parents leave the house for work and the child is put in daycare. In asking what is happening outside the home, the child can now explain activities within the home that have little relationship to being home. But like the Egyptian mason and other forms of work, many of the constructions and duties within the home are merely extensions of a house. Hence in starting with one’s immediate environment, it becomes easier to grasp the outside world as an extension of the home but on a greater scale. Hence the family still remained a focal point of daily life among the Egyptians as we read; The people of ancient Egypt highly valued family life. They treasured children and regarded them as a great blessing. As children grow, you need to expand your house. You need buildings that can hold a larger population. Every culture experienced this but in making the Nile fertile and thereby increasing the source of food, Egypt learned to do it on a grand scale. Teachers will complain that their classes are too large, but I have found how difficult it is to teach a class that is too small. How do you teach numbers past five today when there are only four 18 Wilson, John A. “The Culture of Ancient gypt”, Univ. Chicago press, 9 27 Preparing the child for the global village people in a family? How does a child learn about distance, size or depth when everything is at their fingertips, cut in small sizes and limited to a crib or confined spaces? Should not the next test involve greater quantities which require more knowledge and skills of a larger environment? As simple as this question is and sensible to any child from two going on three, I find tests through the grades not being linked to one another. They are instead compartmentalised into various boxes like a home with many rooms. Small may be beautiful but sometimes unrealistic when you at times are living in a world with far greater complexity that is found in your little box. You need to count beyond your ten fingers. You need to learn how to feed more than just your immediate family as observed in a daycare. You need to experience a world that is greater than your home and learn to live within it as your home will not be where you will be spending your entire existence. This is not to say that people do not try to make their office their home or their classroom their second home as did Egypt in its pyramid structure to last an eternity. It only means that after a day in daycare, a child want to come home to a place less complex than where he has been. But if we test the child only at the home level, the child fails to comprehend the way information in one draw relates to the other. I may not be allowed to enter your home without your permission, but the place at work is common space. One would expect a classroom to build on what the child is learning through the year to show the links between them instead being totally packed away in some filing cabinet. Egypt had the luxury of being a country undisturbed by other countries as it increasingly enlarged its home, but sooner or later it had to come to terms that it was not the only house on the block as we note the causes of its decline in its failure to grasp the interdependence within nature. 28 Preparing the child to live within a global village In these words of a National Geography biography19; Ruling an empire also required a larger army, and the Egyptians increasingly were forced to rely upon foreigners, mercenaries, and even captured enemy soldiers to fill out their ranks. The cost of maintaining that military might also was a major expense for Egypt to bear, even in peacetime. Kuhrt notes that foreign soldiers recruited from the army were rewarded with farms which were to be passed down to their descendants, as long as they also agreed to serve in the ranks. That influx led to more intensive cultivation of gypt’s fertile soil, which put strain upon its productivity. Macro perspective does not mean “bigger” but “broader” as Egypt flourished with a broader and beneficial irrigation for all and fell under pharaohs more concerned about the size of their wealth and image than the people by whose efforts they inherited it. Our children when they are three years old, may be impressed by our size but when they grow older and reach our height, they are more impressed by how broad is our vision about life. In contrast, we have the First Nation people of North America very much concerned about the ecology and in looking up the origin of the word, one can understand why, Ecology (from Greek: οίκος, oikos, "household"; and λόγος, logos,"knowledge The term ecology or oekologie was coined by the German biologist Ernst Haeckel Household knowledge in the way micro and macro perspective interact with each other was the home of these people and is more and more reflected in our youth as we mention the term environment. I did not in my youth encounter this term, but became very much aware of it in going back to the beaches and lakes that I used to swim in as a child. I will now have to explain to my two year old grandchild, that will be turning three, that he 19 http://tvblogs.nationalgeographic.com/2011/02/26/why-did-ancient-egyptdecline/ 29 Preparing the child for the global village cannot go swimming in the lake because I and others never connected the dots between an overly productive economy and acid rain within our lakes. Like the canary in a coal mine, the First Nation people are raising alarm bells as to the way we are adapting to the North American continent by the health of the animals that still roam the lands. For two thousand years, the land was healthy as noted by the reproduction of diverse animals and the sustainability of the first nation people. Yet within the last two hundred years, since the start of immigration from Europe, neither the health nor the sustainability of many species can be now predicted. Even our renewable resources like clean water and forestry, at the rate they are being used, puts in doubt the continued increase in population growth. As Pogo on Earth Day 1971 states “We have met the enemy and he is us”20 We are starting to learn what the native people knew for thousands of years, that you take from nature what you need and not in amounts that will not allow it to rejuvenate itself. This is the nature of exams which come at the end of the year which ask us to examine what we remembered and what new skills did we learn that we should be retaining as we review all that we learned. Like Pogo in the cartoon looking upon all the garbage, what do we need to retain from all the data that we accumulated? I once had a class of students who literally dreaded exam day. I told them that they could cheat by bringing in a piece of paper that was one inch by one inch in the exam room with any 20 http://upload.wikimedia.org/wikipedia/en/4/49/Pogo__Earth_Day_1971_poster.jpg 30 Preparing the child to live within a global village information they wanted on it. All students did exceptionally well on the exam after they had discussed what would be important enough to put on that small piece of paper. None ever used that small piece of paper when they actually wrote the exam. On being known to them, they were relearning an experience that they began between the age of two to three in saying “No” to all the information that they accumulate everyday as not really being important to their life. Their “garbage collector” needs to be emptied but does it retain only what we say is worthwhile or also things that are of interest to them? For if it is only “garbage in and garbage out”, why bother to listen in the first place? This brings me to the Starfish story by City Year21; (- adapted from the Star Thrower by Loren C. Eiseley) A young girl was walking along a beach upon which thousands of starfish had been washed up during a terrible storm. When she came to each starfish, she would pick it up, and throw it back into the ocean. .. She had been doing this for some time when a man approached her and said, “Little girl, why are you doing this? Look at this beach! You can’t save all these starfish. You can’t begin to make a difference!” The girl seemed crushed, suddenly deflated. But after a few moments, she bent down, picked up another starfish, and hurled it as far as she could into the ocean. Then she looked up at the man and replied, “Well, I made a difference to that one!” If we stop at the test and do not consider what else we learnt that was of interest to us, we begin to wonder if the computer is a better student than we in its ability to retrieve information. Is there something missing in the way that we are presently teaching if this is so? 21 — Adapted from The Star Thrower by Loren C. Eiseley http://www.cityyear.org/CityYear/6_About_City_Year/Culture/Founding_Storie s/Starfish_Story.aspx 31 Preparing the child for the global village What is missing that will make it work? All schools cover objective testing from pre-kindergarten to doctorial level as they build on teacher presentations and learning exercises within each year that the child is at school. In fact, there is a growing tendency that too much of this is done at the expense of not developing the interest of the child. The result is a sense of not wanting to be tested like not wanting broccoli because one had too much. I do not advocate this as when a child is too immersed solely in what he wants to do, you need some objective testing to note what also is needed to be fully rounded in one’s education. I will spend a little time in the next chapters discussing teacher presentation, learning exercises and objective tests because this is already available to parents and teachers to the point cutbacks should be made to allow for more subjective evaluation. But I will assume that this is still being done in our schools as I develop the interest of the child in more “indepth” inquiries, class discussions, group projects and ongoing self-assessment. Schools no doubt want the children to do inquiries, have classroom discussion, group projects and subjective selfassessments as to their own progress in developing their capabilities. The problem to date is the prior preparation from age three to age seven when this manner of thought reflection is starting to be developed and the missing key component of how to do subjective self-assessment at various grade levels due to a lack of diverse cultural thinking within our schools. As Ford said to his customers as we enter the twentieth century “You can have any car you want as long it is black” In contrast, we are now entering the twenty first century asking not only for a name but a self that is identifiable. 32 Preparing the child to live within a global village Chapter 4 – “My metamorphic child” I have noticed in my grandchildren that by the time they reach age three, they want me to take them to the toy store so that they can choose their present as they zero in to what they want to interact. They will literally transform an inanimate object into something meaningful to them. This chapter is about developing metaphors as noted by Robert Misery (Gordon Commission 2013)22 in assessing capability not ability. In making inquiries about things that interest us, we find ourselves looking for words or phrases that best express what it is that we want to say as we seek to explain our curiosity towards a phenomenon. It requires imagination as we often do not see the full phenomenon and sometimes persuasion as to what we do see can change. Finding the right word through hindsight assesses that aspect of our capability as the child says “That is what I wanted to say”. Cultures that exemplify this are the Incas whose curiosity in finding better ways to do things united a continent. A second one was the German culture who in the use of their imagination managed to piece together phenomena that at first seemed disconnected while the Dutch disproved many assumed connections that in fact could be changed for the better by altering phenomenal relationships. The Inca people were able to share their imagination with their neighbors even though they spoke a different languages through reflection on problems that they both wanted to solve. As an example, would you want to travel up your mountain in Peru to a distant lake to fetch your water each day or dig an irrigation system that would bring your water to you? Their motto according to Garcelia de la Vega23 in his book 22 23 http://www.gordoncommission.org/ Garcelia de la Vega, “The Incas”, Avon Library, N.Y. 96 33 Preparing the child for the global village “The Incas” was “Do no Harm”. Do not force a person to do something as you do it, as they will be more blinded by fear if they do it than by the joy of discovering how better it is to do this way. So why did the Inca culture collapse. Perhaps it is found in the words of an often quoted quatrain about Spanish invasion24 And so, your honor, the Governor Please understand the deal. They send you forth as a buyer, Instead you butcher and kill. The Spanish did not share the same imagination of the Incas for their gold. They imagined what they could be if they possessed it rather than what can be made in the use of it. The same is happening in our schools in the matters of homework which our teachers and students are now questioning as it requires little imagination to do if it just another learning exercise but real imagination if it is giving in the form of an inquiry. It is like showing a child how to use “lego” and stepping back to see what they can do with it or giving him specific direction as to how to build the next toy and subsequent ones. By not fostering imagination, we are likely to repeat a task over and over again without ever wondering if it can be done with less effort and if something automated can unconsciously do it for us. In a world that we live in today that has become so automated, the old form of homework as repeated learning exercise seems out of place where we expect the child to be more creative with the tools now at his disposal. Instead of dreading the next day after homework has been assigned because so many prefer not to do it, as a teacher recently said to me “ Kids today will not do any homework outside of school”. We should be curious to learn what the student has done with his imagination in looking for alternative solution. 24 Ibid,p.367 34 Preparing the child to live within a global village Every child, in time, is not content with one toy as imagination grows with more toys. For this study of multiple phenomena, we now turn to the Germans in Kepler’s study of astronomy. He did his homework on the subject and began to explain why the planets appear as they do as he was able to imagine where they were when they did not appear. But this homework took more than a couple of days to complete. As you increase the variables, you increase the combinations and permutations as to what is and is not imaginable. Just because in your imagination you can see two phenomena together, it does not means that they should be together. When Johannes Gutenberg invented the printing press, he did not imply that letters go together because one can type them in that manner. He left it to our imagination to make words that made sense to us. Somewhat like playing the game “scrabble” and accepting words that do exist. How this is possible is best explained by Kant in his Critique of Reason25 in that we are all wearing glasses of space and time which allows us to voyage through time and space to fixate when we saw the word and in what context it was being used. This does not however explain why one word can have different meanings which can be the cause of so many misinterpretations of what was said. For this, we turn to Einstein and his relativity perspective. to our space and our time variation . Which phenomena we choose to further study as we start to make inquiries about it can be interpreted differently depending from which position that one is seeing it. Hence in making homework different for each person in allowing the student to see it from different perspective, we get a broader understanding as to what we are studying. It is in what Einstein later stated about science, that our 25 The Critique of Pure Reason by Immanuel Kant, trans. J. M. D. Meiklejohn PennsylvaniaState University. http://www2.hn.psu.edu/faculty/jmanis/kant/critique-pure-reason6x9.pdf 35 Preparing the child for the global village certainty rests in what we know today. With further knowledge, it may change. But we are at least assured by the recurrence of the phenomenon that the sun will shine again tomorrow. A second assessment on the wisdom from imaginary hindsight as the first was from the Inca in learning what one wishes to inquire may be possible, is observing how something can change over time and space and tells us more about what it is as it interacts with other phenomena. For it is upon reflection on the reaction that we can begin to imagine what actually happened. This motional imaginary hindsight of many variables, the Germans call the apprentice program. If an object behaves exactly as you predict it, one can say that you comprehend its phenomenal behavior. However if it does not, there is more to study and you remain an apprentice. However, just because some phenomena consistently behave in the same manner under certain conditions, does not mean that if the conditions change, they will continue to do so. Hitler’s “Mein Kampf” 26or "Four and a Half Years of Struggle against Lies, Stupidity and Cowardice." as he would have liked to call it, does not mean that being placed in the same position, one can also lie, take advantage of stupidity and the cowardice of others as did Hitler rise to fame. When we say that this is the homework that I want you to do and I want you to do it in this way, are we not mistaking learning exercise for homework and in the absence of any further inquiry, not wanting the student to think any differently as it would upset our preferred way of seeing things? Some conditions are in need of change but without a better solution or the right to make inquiries, real change will not occur and we will likely be doing homework in ways that no one including the teacher prefers to do. What is often overlooked is how long phenomena have been studied as each new generation is born to solve problems that 26 Adolf Hitler http://www.hitler.org/writings/Mein_Kampf/ 36 Preparing the child to live within a global village in our times could not be resolved, but further study adds new pieces to the puzzle that allows this generation new clues to the possible ways it can be solved. In some cases as we begin our study of the Dutch, no one has the answer but in combining our work, an answer can be found. “With the alignment of the stars” or “Having one’s ducks in a row” what seemed impossible or absurd to try, is now possible by adding more “what if” to the phenomenal study from other people. Germany’s defeat which seems now to be rectified in a united Europe is what can be achieved by making allies versus enemies of one’s neighbor. Some tasks may indeed be impossible for one person to do as we see children of this age ask for help in moving an object to get what they want. But this practice of sharing an assignment is often forbidden in many of our schools as we do not want the student to copy the same answer and not do his homework. However in imposing these limitations are we not restricting a child’s interest by limiting the problems that only he can solve and at a level that anyone can do within the class? This was not the case of the landlords of the Dutch people who moved back the sea to claim the land while some lease holders kept assuming that they could charge exorbitant price for land in knowing from their hindsight that these people individually had nowhere to go. They overlooked man’s possible alternative solutions when combining “what if” hindsight together. It reminds me of the story of two teachers who had the task of securing funds for the school by means of supplying food for a baseball game. One teacher took pains to find ways to secure the most funds for the school by assigning students their task to aid in achieving the goal. But no matter what he did, he never outperformed the other class with the same assignment. Finally he asked the other teacher what magic he was using to constantly outperform him. He replied “I let the students figure it out; they always come up with more ideas than I do.” 37 Preparing the child for the global village This is not to imply that all alternative imaginary hindsight are in further hindsight a wise idea. The Dutch slave trade though marginally profitable, created inhuman situations, done outside its own neighborhood. It did not hit home until much later where it was eventually abandoned. Many more practices like child labor, environmental degradation and sweat shops are being questioned through global news and the internet as these practices are more easily seen within our global village. Another practice is the “what if” statement where you speculate on possibilities but never actually commit but make someone else do the same as you rely on greed to support your aim. The tulip fiasco27 was a case in point where the price went so high on speculation that when it came to pay, no one could afford it and the market collapsed. In some instances, excuses are given by using hindsight as a reason why it could not be done. Like the song to children “There is a hole in the bucket, dear Liza” where the husband explains why the task is undoable. There's a hole in the bucket, dear Liza, dear Liza, There's a hole in the bucket, dear Liza, There's a hole. Then fix it dear Henry, dear Henry, dear Henry, Then fix it dear Henry, dear Henry, fix it. With what should I fix it, dear Liza, dear Liza, With what should I fix it, dear Liza, with what? With a straw, dear Henry, dear Henry, dear Henry, With a straw, dear Henry, dear Henry, with a straw. But the straw is too long, dear Liza, dear Liza, The straw is too long, dear Liza, too long. Then cut it dear Henry, dear Henry, dear Henry, Then cut it dear Henry, dear Henry, cut it! With what shall I cut it, dear Liza, dear Liza, With what shall I cut it, dear Liza, with what? 27 Andrew Beattie http://www.investopedia.com/features/crashes/crashes2.asp 38 Preparing the child to live within a global village With an ax, dear Henry, dear Henry, dear Henry, With an ax, dear Henry, an ax. But the ax is too dull, dear Liza, dear Liza, The ax is too dull, dear Liza, too dull. Then, sharpen it, dear Henry, dear Henry, dear Henry, Then sharpen it dear Henry, dear Henry, sharpen it! With what should I sharpen it, dear Liza, dear Liza, With what should I sharpen, dear Liza, with what? With a stone, dear Henry, dear Henry, dear Henry, With a stone, dear Henry, dear Henry, a stone. But the stone is too dry, dear Liza, dear Liza, The stone is too dry, dear Liza, too dry. Then wet it, dear Henry, dear Henry, dear Henry, Then wet it dear Henry, dear Henry, wet it. With what should I wet it, dear Liza, dear Liza, With what should I wet it, dear Liza, with what? With water, dear Henry, dear Henry, dear Henry, With water, dear Henry, dear Henry, with water. But how shall I get it?, dear Liza, dear Liza, But how shall I get it?, dear Liza, with what? In the bucket, dear Henry, dear Henry, dear Henry, In the bucket, dear Henry, dear Henry, in the bucket! But there's a hole in the bucket, dear Liza, dear Liza, There's a hole in the bucket, dear Liza, a hole. There's a hole. Without subjective student assessments on insight through classroom discussion, the child often can make imaginary excuses as to why he cannot do his homework while failing to learn what can be done if more input is gained through other sources and with people who have the capability to do part of the task. As long as we keep homework solely as a one person job, it will have to remain simple for everyone to do it and leave unexplained as to why it is so important to have friends. If a child of age four going on five can begin to grasp the need for friendship why can’t we! 39 Preparing the child for the global village Chapter 5 – “My friendly child?” What “evidential reasoning” as noted by Joanna Gorin (Gordon Commission 2013) is being assessed by children as they increase their capability to converse by listening to the world around them? Are pre-kindergarten, age four to five able to converse with their parents and siblings and does that bring loyalty between them? Do they reinforce the friendship by being responsible in seeing the way that their parents honor their duties in trying to take care of them? Do they develop a sense of shared reality through a consensus of living together? The cultures that have helped me better understand these relationships are the following; Japan’s concept of loyalty as talking to each other each day develops bonding relationships, Spanish on honor in being responsible for others as parents, month after month, support each other, and Koreans on realty checks, in which one consults with others as to how they see their day and form together a consensus in living within the same space. Any loyalty28 begins in the sharing of a common activity which parents do in talking each day to each other. You know through your inquiries that your knowledge is only partial and with the input from a friend, you can learn more. As an example, Mary saw something yesterday that she found interesting to do (inquiry) and now cannot wait to tell her friend to reflect upon the friend’s reasoning on it. The Japanese people shared many insights in living on an island together and established strong ties between each other in being able to read each other’s minds. This loyalty is built on evidential reasoning through shared filtered experience of life to affirm reflection that are sensible from those which on first inspection can often make no sense. 28 Hugh Cortazzi http://www.japantimes.co.jp/opinion/2012/01/18/commentary/loyalty-alone-isnot-enough/ 40 Preparing the child to live within a global village The drawback as Japan has learned, is the often overreliance of certain friends that think exactly as you do to distort what you are seeing. Japan in limiting itself only to Japanese, as they assumed that only one from their island would understand them, they became an island unto themselves and started to describe the rest of the world solely from their perspective and found themselves in time becoming out of touch with reality, as well as dull people in having heard nearly all that can be said about their island. The Meiji period (明治時代 Meiji-jidai?)29, also known as the Meiji era, is a Japanese era which extended from September 1868 through July 1912. This period represents the first half of the Empire of Japan during which Japanese society moved from being an isolated feudalism to its modern form.The Meiji reform was in direct realisation that the existing local dynamics was becoming stale due to a lack of foreign input. In like manner, if we limit our child’s interaction only to the culture that we know, we also restrict the work that he will be able to do in his future while living within a global village. Quebec found it wise for every child to learn French while living in its province but the wise parent made sure that their child also learned other languages as Quebec cannot exist as an island unto itself. In Montreal where I grew up, I was fortunate to be in a neighborhood of a wide diversity cultures and now as I look back, I begin to question those privileged children who went to separate schools to learn only one cultural way to view their world. I now see how underprivileged they were in trying to make friends in a workplace that is becoming increasingly global minded. Japan in stepping on to a world stage to take on world concerns has now insightfully realized the increased friendship that has resulted. The sharing of tasks does broaden our friendship beyond the ones that we personally like as noted on a Spanish tombstone 29 http://asianhistory.about.com/od/japan/f/What-Was-the-Meiji-Restoration.htm 41 Preparing the child for the global village as to friends he made by accepting his responsibilities? When he was born, he cried And all around him laughed But he so lived his life that when he died He laughed and all around him cried. Duty is first observed in the home by the way the child is supported by the parents in time spent with the child and away from the child to support his upbringing. This does not mean for the child to become El-Cid as he imagines himself defender of the world. I know how much I enjoyed superman comics. Children like to be the hero in the story. By the inspired sacrifices made for him in providing shelter and going to work to put food on the table, the child likes to be noble in doing his part. A more common example is the task assigned to children in pairs at the pre-kindergarten age as they attend daycare. The child unless a twin at this age reminds the parent that they are no longer a baby and can do things but know alone they may not be capable of completing a task. They can begin to take on responsibilities in a daycare because their friend, who is also assigned the task, will be with them when they do it. What they begin to learn within their daycare is with whom they can do it and noting by the evidence of other people of their age that are presently doing it, that they also should be able to complete it when it is their turn. There is honor in completion and new friendships with those who help you do it. We create Don Quixote among us in contrast to El-Cid when we try to do things which we are, in reality, incapable of doing. My granddaughter wanted to go on the higher slides because she had done so well on the lower ones. I had to intervene by telling her to wait a year because she did not as yet see the dangers involved in playing at that higher level. But I know in her mind, she did imagine how much she could have impressed me if she could even be more of a friend by trying. This is why a supervisor is so important at this age. 42 Preparing the child to live within a global village However, sometimes the supervision can to be too harsh like a Spanish inquisition30, our work can be too demanding and it can often reflect in demanding too much of our children which we forget in becoming wrapped up in our own responsibilities. Instead of making friends, we lose them as a consequence of demanding too much of them and especially those most close to us, our children. A second error is in asking someone to do a task because we share common beliefs even though the task requires different capabilities as parents sometimes expect their children to follow in their footsteps. As an example, the admiral of the Spanish Amada though a very religious man was practically incompetent for the position and in so doing, was unable to bring much insight when confronted by Drake’s very able seamanship. Cultures repeat this mistake time and again by presupposing that anyone not of their culture should not be placed in any position of authority at work. Those who only seek to learn within the framework of their ways of doing things fear a loss of control over one who can do things that they cannot do as well as them. Children who say “He can’t play with us because he is not like us, should be reprimanded” but often I see parents stating the same thing and it is the child in puzzlement asking “why!” By assigning duty to those most capable as did Ferdinand and Isabella in discovering the America, even seeking those outside the Spanish culture, demonstrated what could be achieved when the task and not the favoritism determine who should be assigned. By crossing the cultural barrier by making friends outside its own country, it awoke European countries that were navel gazing on themselves. So does daycare in the child making friends that are not his siblings or the child next door. 30 http://www.thenagain.info/webchron/westeurope/spaninqui.html 43 Preparing the child for the global village But with these newfound friends from another continent as Spain was to learn, a new reality emerges as we cannot totally see our world from one’s perspective. The child undergoes the same experience in observing how you make friends in being placed in the same boat which you cannot call home. This is perhaps why a third form of insightful relationship needs to be considered that of consensus about present reality. You may within your close relationships and even your workmates form insights as to what is reality but in excluding those not part of this group, you leave yourself open to unexpected change. Korean history’s progress is about seeking a kibun 31(a calm soul mood) from consensus. Like the child who prefers to play with boys or girls in having the same interests, an initial calm is established in recognizing common things to talk about which one is familiar like “trucks” and “dolls”. Later comes the building of an economy through capitalism with countries that favor individual effort versus securing benefits for all through socialism with countries concerned about public welfare. This is quite evident as we look at Korean History32; Among the many invaders have been ancient Chinese kingdoms, Qidans (Khitans), Mongols, Japanese, and Manchus. In the 20th century, Korea was colonized by Japan and in the Post-WWII era was caught in the middle of conflicts between the United States, the Soviet Union, and China over the expansion of Communism in the Cold War Era – an era which still lingers in the as yet unresolved division between North and South Korea. In some cases invaders have left their mark, and even ushered in periods of positive cultural exchange, in other cases, only devastation was left in their wake. Despite these challenging circumstances, Koreans have managed to maintain a unique cultural identity that marks them as hardy survivors. Today, South Korea has among the most “wired” societies in terms of Internet access and has a dynamic economy that grew by leaps 31 http://euyeomuyeo.tumblr.com/post/23533885082/gi-boon-or-kibun-is-animportant-factor 32 http://people.cohums.ohiostate.edu/bender4/eall131/EAHReadings/module02/m02korean.html 44 Preparing the child to live within a global village and bounds throughout the 1980s and early 1990s. South Korea has also been a leader in economic recovery after the Asian economic crisis of 1997. North Korea is poised to undergo changes within the next decades that will in part determine the stability of East Asia and the northern Pacific Rim. In short, the Korean peninsula, always integral to the dynamics of regional power and politics, will continue to play an important role on the world stage. In focusing on what we agree makes up reality, we can establish peace among us even though we may prefer certain aspects of reality over another. It is in not accepting thought as being dynamic that we see Korea is still a divided country, one wishing to be in control of the other. There are times in classroom discussion when the facilitator needs to prevail as the child needs to learn to make friends with the opposite sex or views different than one’s own and having daycares and schools which allow this to happen, provides learning experiences which are more in line with reality. A view often not shared by conquerors as you look at Korean history from the invader’s point of view, none in time was able to sustain their view of the present on the people of Korea. This is not to say that the present can be more than it is. For in foresight, not insight we now turn our attention to those cultures who believed with cooperation, we can certainly improve our present circumstances as we ask “In foresight, what could be accomplished if we took a team approach?” Or as Hawkeye stated in a MASH episode where both sides were going nowhere in the settlement of the north/south war while people continue to die and nothing was being resolved, we can lose sight of our future by being overly locked in to our present preferred perspectives. The drawback in a classroom discussion is always expecting the other person to speak first while not committing oneself so as to benefit from what is being said while not putting any effort on one’s part. This changes in the next chapter as we go beyond presentation, learning exercises, tests, inquiries and class 45 Preparing the child for the global village discussions to also include group project as noted in The Little Red Hen story33 summarised below; In the tale, The Little Red Hen finds a grain of wheat, and asks for help from the other farmyard animals to plant it. But no animal will volunteer to help her. At each further stage (harvest, threshing, milling the wheat into flour, and baking the flour into bread), the hen again asks for help from the other animals, but again she gets no assistance. Finally, the hen has completed her task, and asks who will help her eat the bread. This time, all the previous nonparticipants eagerly volunteer. However, she declines their help, stating that no one aided her in the preparation work, and eats it with her chicks, leaving none for anyone else. The next time the Little Red Hen found some grains of wheat, the lamb planted it in the rich, brown soil, the cat watered it carefully every day, and the pig harvested the wheat when it had grown tall and strong. When the dough was baked, together the animals made hot chocolate and ate the fresh, warm bread. It was delicious! The animals lived happily ever after, cooperating and helping every day. But for this change to happen from one person doing all the work to the sharing of the workload, we need also to learn to assess ourselves in alternative ways as the present may only ask some of us to work today but the future will include all of us as the child begins to asks “What are we doing tomorrow?” as today limits my reflections as to what I can do now. Do I also plan today for what I will be doing tomorrow? 33 http://en.wikipedia.org/wiki/The_Little_Red_Hen 46 Preparing the child to live within a global village Chapter 6 – “My child, the planner?” We at present use alternative assessment on 1 percent of students with severe cognitive deficits. We label them as disabled and yet they would probably excel in group work because they so easily accept that within a group, we are all handicapped by the task and people in whom we have to work. It is only as we are able to see them for their strengths and not their weaknesses in times of crises where every man counts irregardless of inabilities that we begin to question why we should ever exclude them from the group. Lastly is the expectation of the work to be done being reasonable for all involved in the project. This chapter looks at three cultures that, with foresight, advanced themselves beyond the handicaps of what any man could do. The Plato’s Greek Republic34 reflected on the division of labor within a democracy. The Slavic people understood how cooperation, at times, must supersede democracy as the benefit for all must take precedence over individual preference. The Poles questioned both in reflecting on labor laws that are fair for everyone. A child of this age is starting to plan “what if”, rather than actually doing something, is nevertheless a worthwhile group exercise in thinking before acting. This is noted in the actual impact of Greek Law on future societies35; The most widely-known Greek judicial system is that of 4th century classical Athens, traditionally associated with the birth of democracy. It was primarily the abstract philosophical ideas surrounding law and justice that had the greatest impact on later societies, not the practical aspects of the legal system itself. By kindergarten as the child goes from five to six, the child 34 http://en.wikipedia.org/wiki/The_Republic_(Plato) http://www.docstoc.com/docs/16109944/ancient-law-bodleian-law-librarythe-laws-of-ancient-mediterranean 35 47 Preparing the child for the global village through alternative assessment of “What if” in groups, is beginning to form a Republic in his mind, in observing a division of labor. By the way he assigns different objects representing different people to a task, in the use fictional characters like “Luke Skywalker”. This is possible with another partner within his class with the assistance of a teacher because the child has already done inquiries as noted in chapter four in being able to have hindsight over improved reflections and insightful discussions in chapter five on shared thoughts. Having a partner to do group work on a project with democratic principles at play in its completion, is the start of the child developing this foresight. “Bullying” or what the Greeks called “Piracy” can only exist in places where democracy is denied and one person takes full command of another in telling them what to do. Teachers take full command of a class in presentation, learning exercises and test because of their authority and experience as a teacher. A student believes that they can do the same by a show of force. In a partnership project assignment both parties must agree at what they will be doing for the project to have any success in its completion and one trying to bully the other, prevents its completion by the unwillingness of the other to imagine such a scenario. What is noticed from its beginnings is the sharing of duties based on each other’s capability and the lack of progress if either partner starts to bully the other in doing it. Worse is the criticism on incompetency which only makes the other do less work. Hence in being democratic, in agreeing to a plan, the project moves forward up to a point where at times cooperation is needed to do the tasks that need to be done which no one by themselves, can or is willing to do. Like for an example, clean up. Or in Greeks present case, the taxing of those who can afford it to clean up the deficit, though everyone should contribute as much as they can afford. No matter how you divide up a task, there will be tasks that can only get done by everyone taking their share of duties that no 48 Preparing the child to live within a global village one wants to do but all know are necessary for the task to be completed. This is noted in the home in the sharing of household chores as the child five turning six reflects on doing his part, and at school, when each must do or bring something so as to reap the rewards. This is noted by the story of “The Little Red Hen”, as reflection alone on the sharing of the final product will not by itself get the job done. At some point within kindergarten, the child becomes serious about his play as it becomes work. This becomes obvious as the next series of inquiries and class discussion that should lead into large group projects where more reflective foresight is needed to adjust to more participants and the larger task. Nowhere is this more so as we begin to study the Slavic people36; Past historians gave the early Slavs a dove like reputation, when compared to the warlike reputation of their neighbors. This mostly undeserved reputation may be due to the Slavs practice in the Balkans of setting up agricultural settlements around fortified cities while often leaving the cities unmolested. The Slavs did contributed more to agriculture innovation then to the arts of war. Their use of crop rotation and the mould-board plow allowed for greater production in tuff soil. The mould-board plow according to Medieval Life & the Hundred Years War, by James F Dunnigan and Albert A Nofi, allowed the early Slavs to become efficient farmers. “This elaborate metal and wood device was developed by Slavic tribes and spread west from the 6th century on. Its design allowed six or more oxen to pull a plow and break up virgin ground, or the heavy, clay laden soils typical of northern Europe. As an example of the impact of this new plow, consider the huge population growth that occurred after its introduction.” History has proven over and over again, an increase in food production allows for an increase in population and a larger population can be converted to military force. One ancient writer noted that if the vast number of Slav tribes ever 36 “The Arrival of the Ancient Slavs” http://www.ancientmilitary.com/ancientslavs.htm 49 Preparing the child for the global village united no nation could resist them. However, while the early Slavs aren’t known for military innovation they were generally equivalent to their tribal neighbors in this regard. Whatever edge they may have lacked in military innovation and organization they made up for with the disruptive raids and the sheer brute force of overwhelming numbers that their advanced agricultural allowed them to support. In fact their agricultural nature, combined with their self-sufficient lifestyle, meant that when they took over areas they were there to stay. In fact their decentralized nature made them extremely difficult to defeat, as they had no great king to bribe or defeat in battle. You do not have leaders when you do larger group project involving four to six people as each person needs to make their own alternative assessment to determine how they can contribute. This at times means the doing of minor tasks which just need to be done and more difficult tasks which few within the group can complete. It is thus easier to let the children reflect as to who should do what, rather then interfere and not let them learn how to cooperate with each other. Group learning as noted in the Prosvita (enlighten) relationship society in Ukraine – a History37 “It encouraged the development of a close harmonious relationship between the intelligentsia and the peasantry” Everyone is a genius but not at the same time or moment as in foresight of a plan, you need input from diverse people to make it work. In working together on a specific project like the creation of a farm, you need someone; who knows the land, with knowledge of machinery to turn it over, able to protect it against outside attack, harvest it and turn it into food. With a group of people this is viable but by oneself, likely impossible. But this is not to say that at times the grouping may be at fault when it becomes too large. The Pan Slavic movement never took hold due in part to the abuse that can occur when in the 37 Sultebly, Oresp “Ukraine – a history”, Toronto Univ. Press, 1994, p.325 50 Preparing the child to live within a global village service of a large organization. One’s task can become so limited and repetitive as to question one’s sanity in doing it. The beauty of smaller groups like smaller companies is the opportunity to be more multitasked. The child in the larger group of four to six is doing less tasks and less on things he does not want to do than when in partnership in the last project but still diverse to make it interesting to do. However large organizations still exists as noted by the formation of the Soviet Union and we need ways to keep them in check so as not to create positions that overtask and underpay the worker 38. “Twenty-five years ago next Wednesday -- 31 August 1980 -unemployed Polish electrician Lech Walesa struck a major blow to Soviet communism when, after leading a strike at the Lenin Shipyard in Gdansk, he announced the official birth of the Solidarity independent trade union. Solidarity went on to play a central role in the demise of communism across the Soviet bloc, changing forever the course of history in Europe.” The ultimate of every teacher is by the end of the year is to have the entire class work together in solidarity on a project. I often see it just before Christmas in plays put on for parents when the children are not ready and never at the end of the year when they should be and the project decided by them. Like the workers at the shipyard who in foresight knew that if they did not support their fellow workers, they in the end would also suffer, they pledge their allegiance to a fair wage and benefit package. Unhappy workers make for a poor producing plant. You can have excellent prepared presentations, learning exercises specifically directed at the level of learning of each child with test that is clearly stated and cover what one just studied with a concerned teacher as to learning the identity each child, and still 38 Jeffrey Donovan August 24, 2005 http://www.rferl.org/content/article/1060898.html 51 Preparing the child for the global village have a dysfunctional classroom because there is no group learning happening in the doing of projects. This becomes quite clear as the year progresses in the lacking of planning in many students which becomes worse at higher grades in the disorganization of the child to coordinate with others if neglected. Solidarity did not happen all at once. It began like it does in a classroom with partnerships being made among classmates where a task needs to be done and together they try to complete it. Greater tasks are assigned and more in working together finds ways to get it done by combining their foresight. Lastly we have the classroom assignment which if the prior two are done properly, becomes the ultimate learning lesson for the class. When it fails and a strike becomes the end result as noted by the shipyard, it may be because management or the teacher assumes a one on one position with the student with assignments planned by the teacher as to what the child must be doing. Nowhere is the thought that some task can be better done with two students rather than one and everywhere the students sense a degree of unfairness as to how each child is being treated in demanding too much, too little or the favoring of one child over another. This can escalate when children are being segregated according to cognitive ability as test reveal ability and not capability. When applying the rule “divide and conquer” in promoting and rewarding those who do well in tests, one unites those who do poorly, who are then likely to resist further tests that make them look inferior to the rest of the class. With a divided class into have and have-nots as measured by you, they become united but not with you but instead against you. One cannot see the trees because you have only a forest perspective; a perspective that works at the beginning of the year but not at the end. For the “if” poem by Kipling is for the students.39 39 http://www.kipling.org.uk/poems_if.htm 52 Preparing the child to live within a global village IF you can keep your head when all about you Are losing theirs and blaming it on you, If you can trust yourself when all men doubt you, But make allowance for their doubting too; If you can wait and not be tired by waiting, Or being lied about, don't deal in lies, Or being hated, don't give way to hating, And yet don't look too good, nor talk too wise: If you can dream - and not make dreams your master; If you can think - and not make thoughts your aim; If you can meet with Triumph and Disaster And treat those two impostors just the same; If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build 'em up with worn-out tools: If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss, And lose, and start again at your beginnings And never breathe a word about your loss; If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: 'Hold on!' If you can talk with crowds and keep your virtue, 'Or walk with Kings - nor lose the common touch, if neither foes nor loving friends can hurt you, If all men count with you, but none too much; If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And - which is more - you'll be a Man, my son! At the start of formal education grade 1 or end of the informal kindergarten, the “Me” starts to take center stage. 53 Preparing the child for the global village Chapter 7 – “The “Me” child” In your first day of grade one, you may find a teacher asking you to tell something about yourself. It is often the first question in an interview for a position and you have your formal educational years to prepare for that question. But as of grade one, it is probably more a question in your mind as the wise child answers “I am here to find out” as he begins to learn how to do subjective psycho-educational assessment on himself. Three cultures that have dwelled on what we retain from what we have been taught and experiences about ourselves are; the Jewish culture, in keeping a diary to what one has done, we discover traces of our own identity, the Taoist notes our personal reaction in contrast to someone else in similar circumstances, and the Sufi culture in not being so quick to judge oneself as the pieces of our lives are not all revealed within our first experiences. This is grade one, not the day before you die. In the Jewish culture, we begin with the story of Adam and Eve40 with an evaluation of self as to who we are – human in the capability to create from whom we are and not being able to create out of Nothing which is the Creator. Nor can we try to be somebody that is not in ourselves to be as noted by the Cain and Abel story41, as Cain was jealous of Abel. To ask a grade one child what they want to become without inquiries, class discussions and projects is like dividing by zero for they have nothing in their past testament to trace or recognize their identity. In having nothing to compare, they may believe that they can do anything and so make their first mistake and by trying to compare themselves to others, commit their second error. The first error is partly our fault because we do not expect subjective assessment to take place in our schools. We instead do 40 41 http://www.bible-history.com/old-testament/adam-and-eve.html http://www.biblegateway.com/passage/?search=Genesis+4&version=NIV 54 Preparing the child to live within a global village objective evaluations and often cause the second error to happen by the child saying “I am ten points higher than you in my test” so I must be better than you. Qualitative assessment is the enjoyment of what we did do in that it had meaning to us which you cannot compare using any quantitative measurement. You can say that I found this in my discovery and interesting points in my discussion helped the group. You can also learn from others in what they experienced as to better grasp your own. But you cannot let the teacher do it for you as she/he would have to be you. The Exodus from Egypt as noted in the Old Testament42 is a prime example of not wanting to be enslaved by what another person who wants you to be different than who you are. In like manner, the parent knows that their children will have some of their characteristics but will grow up different from them. Without this self-assessment, many a child has walked in their parents footsteps to only later discover that they were not their own. It is not wrong to try many different roles as the child does group projects, but it is important to note those that suit you from those which more reveal your weaknesses than your strengths. Part of self-assessment is recognizing what you cannot do at present and the work that you need to do if you want to get any better in doing it. In some instances, the group may want you to do something that is not in you to do, as in the story of Joseph and his jealous brothers43 when they sold their younger brother into slavery. If grouping means that you must hide your talents to be accepted, how can you be yourself within this group? Just because someone or many may react in a certain way to a situation does not imply that you must do the same. 42 43 http://en.wikipedia.org/wiki/The_Exodus http://www.biblegateway.com/passage/?search=Genesis+37&version=GW 55 Preparing the child for the global village The Taoist44 tell us that you need to learn which conditions are suitable for self by the reaction that you have which can be often different than others as noted by your inquiries. “Taoism has provided an alternative to the Confucian tradition in China. The two traditions have coexisted in the country, region and generally within the same individual.” We as teachers go directly against this tendency by assigning the same homework to each student and expecting the same reflecting reaction in doing it. Hence there are general conditions that affect all of us as explained in the “I Ching” and the area assigned to make inquiries, but there are personal signs which make up one’s own Tao, as the student selects what is of interest to him within this study. An example is one’s fitness, health or diet for oneself. Knowing by reflection what one’s body can eat, exercise or be restricted in food intake is what makes one’s study on diet a personal virtuous study. “Development of virtue is one's chief task. The Three Jewels to be sought are compassion, moderation and humility”45 Compassion comes in the realization that we have not been built in the same way and should not impose on what we prefer to study. You cannot assess yourself in someone’s shadow. Moderation comes from knowing your pace. If you read too fast, you comprehend very little as when doing your assignment too quickly. If you take forever to do your assignment, you may forget the purpose or interest that you may have had in doing it. Humility is always the best path to follow in the undertaking of any task as you will not be treated as a fool if you decline a task beyond your ability to comprehend it but certainly will be embarrassed if you chose it anyway as it shows in your incapability of really knowing yourself. 44 45 http://www.thedivineheart.com/a_look_at_the_history_of_taoism_.htm http://history.cultural-china.com/en/166History5094.html 56 Preparing the child to live within a global village Hence by your own questions and not that of the teacher you follow the maxim; “One should plan in advance and consider carefully each action before making it.”46 Unlike a learning exercise given by a teacher, it is for the student to assess what further practice is needed to become proficient in it. If you do not believe that children can do this, ask yourself how a baby ever learned to walk. However at this stage, it is the capability to reflect on one’s own based on the reflections of others. People who try solely to follow the advice of others can never be one with the Tao47 as they never come to terms with themselves. In 2003, I happened to come across a few verses of the Tao Te Ching. The concepts were difficult to grasp at first. Eventually, with the guidance of some Chinese elders, I came to a solid foundation of understanding, then approached it slowly and carefully. I had put so much hope in finding a system of beliefs in the past, that I was scared of hurriedly aligning myself with the first one that bared a passing resemblance to my own. But like this person at twenty six who suddenly discovers how life seems easier now that one is allowed at times to be oneself, one cannot so plan the world in knowing what that self will be. You may know from past reactions which path are more suited to you. But there is still more to learn and if, like so many children, you avoid trying again due to past failures, you may not truly come to know what your present-day capabilities are. It is here in the third assesment by the child as they begin to complete grade one, I note how the Sufi culture responses too such unfounded fear. 46 47 http://godquest.org/taoism.htm http://equivocality.com/2007/07/13/becoming-one-with-the-tao/ 57 Preparing the child for the global village “Deep in the sea there are riches beyond your imagination. But if you seek safety, that is at the shore. – Saadi of Shiraz48 We assume that he is referring to physical existence and that we do not want our children wandering too far from home, when in fact he is referring to the reflecting mind of the child which left restricted by unfounded fears, does not let the self grow and enjoy one’s own progress. One should not let prior assessments impede the richness that can be one’s life in fully developing oneself. The less you reflect on life, the more you come away with fewer pieces to better understand it and yourself within it. Like the story of four blind men in a dessert which has often been used to understand the South Asian cultures. Once upon a time, there lived six blind men in a village. One day the villagers told them, "Hey, there is an elephant in the village today." T They had no idea what an elephant is. They decided, "Even though we would not be able to see it, let us go and feel it 48 Saadi of Shiraz http://www.thesufi.com/Sufi_quotes_and_poetry.htm 58 Preparing the child to live within a global village anyway." All of them went where the elephant was. Everyone touched the elephant. "Hey, the elephant is a pillar," said the first man who touched his leg. "Oh, no! it is like a rope," said the second man who touched the tail. Oh, no! it is like a thick branch of a tree," said the third man who touched the trunk of the elephant. "It is like a big hand fan" said the fourth man who touched the ear of the elephant. It is like a huge wall," said the fifth man who touched the belly of the elephant. "It is like a solid pipe," Said the sixth man who touched the tusk of the elephant. They began to argue about the elephant and every one of them insisted that he was right. It looked like they were getting agitated. A wise man was passing by and he saw this. He stopped and asked them, "What is the matter?" They said, "We cannot agree to what the elephant is like." Each one of them told what he thought the elephant was like. The wise man calmly explained to them, "All of you are right. The reason every one of you is telling it differently because each one of you touched the different part of the elephant. So, actually the elephant has all those features what you all said." "Oh!" everyone said. There was no more fight. They felt happy that they were all right. The beast of course is ourselves and the blind men are our assessments which in limiting them, we do not get a full picture as to who we are. This is why this assessment must be done each year that we are in school, as we piece together who we are before we enter the global village. As we read about South Asian history49, we ponder the many cultures in which we will be in contact. 49 http://www.princeton.edu/~achaney/tmve/wiki100k/docs/History_of_Southeas t_Asia.html 59 Preparing the child for the global village The history of Southeast Asia has been characterized as interaction between regional players and foreign powers. Though 11 countries currently make up the region, the history of each country is intertwined with all the others. For instance, the Malay empires of Srivijaya and Malacca covered modern day Indonesia, Malaysia, and Singapore while the Burmese, Thai, and Khmer peoples governed much of Indochina. At the same time, opportunities and threats from the east and the west shaped the direction of Southeast Asia. The history of the countries within the region only started to develop independently of each other after European colonialization was at full steam between the 17th and the 20th century. Parents and schools may wish to restrict these contacts but we would be wise to take the advice of Kahlil Gibran on Children50 in allowing them to dream and not try to colonialize them. Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you, And though they are with you yet they belong not to you. You may give them your love but not your thoughts, For they have their own thoughts. You may house their bodies but not their souls, For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday. You are the bows from which your children as living arrows are sent forth. The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far. Let your bending in the archer's hand be for gladness; For even as He loves the arrow that flies, so He loves also the bow that is stable. 50 Kahlil Gibran “Children” http://www.katsandogz.com/onchildren.html 60 Preparing the child to live within a global village Chapter 8 – “My dreaming child” This chapter evaluates self-dreams from the point of view of attitude – Australian culture, values – Canadian culture and future opportunities – American culture. The child looks forward to what can happen because he is only beginning to sense his potential in a new world with seemingly endless possibilities. The Australian story constantly reminds me of what can be accomplished if you take a positive attitude towards yourself. A grade two student or child of seven turning eight as a whole future before him. Should we fill his cups solely with where he has failed or should we leave room in his reflections about man’s success less he not be caught in our past by what we could not do but by reflection which has giving us a better future? Australia was founded by so called criminals that were landed in Botany Bay51 as a way emptying England of its non-law abiding citizens. But they were welcome in Australia due to a lack of workers to develop the country. This is provided that they developed a positive attitude and did not spend their time dwelling on the past as the country was characterised as the land of the “smile and broken bottle”52. Whether they did wrong or wrong was done to them; a smile went a long way in starting something new on the right step. To those who could not forget the past either out of anger as to what had been done to them or remorse to what they had become, the bottle never quite healed the pain and many were smashed in their inability to lose their negative attitude. Attitudes can change and the sooner we catch them at the lower grades, the easier can be the process as they must start from within and not with those who have witnessed you under circumstances that did not reveal your best attributes. Australians 51 52 http://www.nla.gov.au/australiana/australian-history-selected-websites Clark, Manning “A short History of Australia”, Mentor book Toronto 963 61 Preparing the child for the global village developed their country away from their persecutors as we by our schooling provide fertile ground from which to plant anew. They did so by not only having a positive attitude towards themselves but also to their “mate”. A future where one was negative towards all one’s fellow man was no future to contemplate. They noted how people thought of them in their past, hindered rather than helped the progress of their land. How could one be one’s “mate” if they saw only the faults and constantly dwelled on the imperfections! We do the same in our schools by sometimes overly dwelling on the mistakes of the test and on ways to improve one’s imperfection as we assign more learning exercises to correct it. Teacher supervisors who are quick to point out the faults in presentation in seeking to orient the child, the assigned level for learning exercises and clarification in testing, do the same when they neglect to look at what the child is doing right or where his interests lie from what the child learned, or the impact of the teaching on pursuing the subject further on their own. When you limit your activities to presentations, learning exercises and tests, you lower the esteem of the child. Australia, a nation was not truly recognized by the world until World War II53 “During the Second World War, Australian forces made a significant contribution to the Allied victory in Europe, Asia and the Pacific. The generation that fought in the war and survived came out of it with a sense of pride in Australia’s capabilities.” But in having a positive attitude, we need to distinguish “pipe” dream from dreams that have intrinsic value in them54. “The story of the goldfields pipeline and the personal, political rivalry, corruption and trial by media that almost tore apart Australia at the moment of its birth.” 53 http://wwwh.australia.com/about/culture-history/history.aspx http://www.nfsa.gov.au/digitallearning/constructingaustralia/pipedreams/synop sis.htm 54 62 Preparing the child to live within a global village The Canadian multicultural society was put together by many cultures who did not want to see their values eroded by the pursuit of desires that proved meaningless over time. They saw their future as a multivalued one which in its diversity would be more sustainable. They did not see Britain as country that prevented the fulfilment of their happiness but one that came to their aid to support their common values. They formed a constitution based on valuing each other’s cultures55. The dream of a national railway56 was a prime example of linking all provinces together for the benefit of each one’s future. Province after province joined confederation because it was assured that their values would be respected within the confederation and Canada would prosper by having this diversity. Even within its parliament, it had had two houses57; one to listen to immediate demands of its people and the other nonelected senate to weigh if such immediate demands served the best values of the future of its people. If the proposal bill contravenes what is a Canadian value, the bill required further consideration and it was returned to the commons to be redrafted. Even within the commons, a party was formed called “The Bloc” whose sole duty was to protect the rights of Quebecers within the federation. If their interest were being ignored, they made it clear that separation would occur if the tenets, by which the nation has been founded, were being disrespected. Student self-evaluations by the second year and into the second term of school will be each different as they place values on what they perceive is of interest to them. We need to honor those values as they speaks to each student’s personality. 55 http://en.wikipedia.org/wiki/Constitution_of_Canada http://www.mccordmuseum.qc.ca/scripts/explore.php?elementid=4__true&tabl eid=11&contentlong 57 http://en.wikipedia.org/wiki/Parliament_of_Canada 56 63 Preparing the child for the global village But as global education teachers, should we be limiting them as they may not fall within the prime culture of the school? Teachers need to respect broader values as the students define their own personality. When bill 101 in Quebec58 was passed to secure that French values would always prevail such that all children not born English within the province, must attend French school, it was the French parent who insisted that their children spend more time learning nglish as they saw their children’s future handicapped by the learning of only one culture. Should we as teachers be labelling children as coming from one culture and grouping the same cultures together as if parents decide on the culture of the school and not the quality of teaching that takes place inside it? How can the teacher promote multiculturalism in their classroom while the school board is promoting the segregation of schools according to cultural preference of the parents! If parents like to diversify their meals, as we get huge turnouts at our multicultural events where each culture is represented as well their favorite foods, why can we not accept that within the children’s assessment of themselves. We may find diverse values which come from other cultures. Could it be by the absence of self-evaluation on inquiries, class discussions and group projects, we simply haven’t noticed? In being raised in one culture as a teacher, we sometimes get a response of confusion. I recall my first day of schooling in grade one in a French classroom coming from an English background with a French teacher wondering what to do with me. We need also to educate our teachers and what better way is there than have the students reveal their own values in their selfassessment. Inherent in the American dream is the freedom to make 58 http://en.wikipedia.org/wiki/Charter_of_the_French_Language 64 Preparing the child to live within a global village something for oneself, as no one culture can achieve that aim by itself. Even if one chose to be somebody within that culture, you would still need to deal with other cultures. Perhaps the Americans understood what Kahlil Gibran states on children’s dream, in allowing every child the right to pursue their own happiness as stated in their declaration of independence59. “We hold these truths to be self‐evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” They came from England where space was at a premium. They came from Ireland after a disastrous potato plight. They came from countries where freedom was denied into a land where it was guaranteed in their constitution. They have shown us what can be accomplished when we do not let our past dominate our future when circumstance change that favor rather than prevent our self-development. The dramatic change in fortunes from people from the old country to the new, challenges to the very core the many prejudices of those who believed within the old country that these people would never make anything of themselves under present circumstances and definitely without the culture in which they were born. A child completing grade two after beginning to experience the values of others in a multicultural classroom is starting in his self-assessment to broaden his own as he looks to his future and does not want to see that only his values will prevail. It would be saying to the child “ xpect mashed potatoes and beef the rest of your life because this is the diet of an Irish person”. It would promote a saying which is simply not true “There are only two types of people in the world; Irish and those who want to be Irish”. 59 http://billofrightsinstitute.org/wpcontent/uploads/2011/12/DelarationofIndependence.pdf 65 Preparing the child for the global village The American success lies not in the “melting pot” in ignoring all cultures or trying to mold them into a new one but in not assuming that in one culture one could find all possible truths about one’s future. By providing the freedom within their constitution for each person to make their own destiny, they open the opportunity of what could be gained in learning from each culture that would prevent future wars between us. The United Nations aims60 are a direct result of that kind of reflection as it presently struggles to come to agreements while its nation still lack a proper global education within its schools. UNESCO goals61 are to promote the public education for all children throughout the globe but not as yet a global education to appreciate what each nation can add to the education of our children who will certainly be interacting within it. The newly released Gordon Commission Report(April 2013) is now questioning if this is actually happening in their own schools as they look for a new way of assessing the child that can assess his capabilities not just his ability and have the child develop more of his critical thinking. This book complements that work by providing cultures at each level that can be used as criteria to do that subjective assessment. But then it goes farther in noting how reflection upon one’s future possibilities rest also with the way we think when we do act as the child begins to learn the difference between reflecting on what somebody said and acting on it the way one can. As the United Nations is discovering, talking about a problem is upon reflection, understanding it. Finding a solution requires a whole different mindset, as each person must learn their role in what they can do to live in harmony with each other. This requires a study of cultures which focused on their actions. 60 http://www.un.org/events/action2/goals.html http://www.unesco.org/new/en/world-conference-on-ecce/goals-andobjectives/ 61 66 Preparing the child to live within a global village Part 2 Active Consciousness By the time a child reaches grade three, the active side of our mind begins to play a more significant role in our thinking as we start to no longer expect our Creator, parents or guardians do everything for us which we may have forgotten as adults as noted in this quote by Red Skelton in the Reader’s Digest “A man was drowning and a ship passed by to rescue Him. The man was grateful, but refused the help Because God would save him. A short time later, a Helicopter arrived to pull him out of the water. Again He refused on the grounds that he was a true believer In God, and God would not abandon him. He soon Drowned and went to meet his Maker. His first Question to the Creator was “Why did you let me Drown?”. God answered “I sent a ship and an helicopter, what more did you want?” Let the child do his own inquiries and only aid when asked. Make sure that everyone is participating in the discussion and do not allow someone to dominate it including the teacher. It is the child and not the adult who is responsible for the project and only the child can complete his own self-evaluation. It is in this way that the child not only further develops his ability to reflect but also develops his capabilities to act as he learns to become a giver and not just a taker. 67 Preparing the child for the global village Chapter 9 – “My self-active child” We know through attendance, learning exercises completed and tests what the child is doing when told. What this chapter and subsequent ones want to know, is what the child is doing when not being told. What does he initiate as noted by the Swedish culture? What makes him rational in his actions – Catholic culture? What merit was found in doing it - the Singapore culture? In passive alive consciousness, we spoke about the Spirit in the way we are touched by the Creator, in this chapter we begin to see the “Loki” in all of us in describing our own initiative as we become more conscious of our soul. We begin to look at what type of actions can make us feel better about ourselves in our personal participation in the learning process. Hence we are shifting from how the world affects us to the way we in some way affect it. Sweden seems to exemplify this as we read of what is said about the country today62. Modern Sweden maintains a worldwide reputation for its progressive social welfare policies, which were the outcome of a steady evolution toward democratic government that began in the early nineteenth century. As Swedes are quick to point out, such policies were also the result of the country's strong industrial achievement and its sustained economic prosperity in this century. At the same time, Sweden has carefully maintained the pristine beauty of its stunning natural environment - it holds the only extensive wilderness area left in Europe, and the waters of Stockholm remain clean and clear enough for fishing and even a downtown swim. As we move toward the twentyfirst century, Sweden seems to offer--as it has offered for decades--an irresistible picture of where the rest of the world would like to be. 62 http://www.geographia.com/sweden/history.html 68 Preparing the child to live within a global village In school, we expect the teacher to become industrious in completing the curriculum guidelines through the year, but where is such a question asked to the student. In three different schools I had asked the teachers to let the students put a mark on their work as to effort from “A” to “F”. Some teachers were doubtful that the students would be honest about it. But they did comply and the results raised many unanswered questions. Like why so many students are putting “c” or “d” as to effort while achieving “80” or “90” in the sub ect? A child could have answered that they were not challenged by the subject but now with their own inquiries, class discussion on said inquiries and group projects added on to teacher presentations, learning exercises and tests, could they give such an answer? Especially by grade three when they have had two years of formal education, one would expect a more industrious student in what they are capable of producing. It becomes a case of what the Swedes would say of how much one is expecting others to do it for you and how much one is expected to do it oneself. It is what teachers complain about in their class as they feel that the students expect them to entertain them but take no responsibility for their own input. Or is it a lack of appreciation by the student of what is being done in that they, the student have so little input into the process? The question of self-assessment at this grade level is not “What effort did you put in each sub ect?” but “What more could you have accomplished if you put in more?” In so doing, in expecting more of each student, a second question will eventually be asked in “How much more is reasonable for the student?” Did the Vikings have to travel to distant shores and raid their neighbors to bring home food in order to survive? Do we as teachers set the goals of productivity too high for our students or too low such that the students do not even try? If the students had a say, would they be more reasonable 69 Preparing the child for the global village and would we proceed through grade three so as to be able to start reasoning with them? An interesting phenomenon emerged from the dark ages where expectation became completely irrational for each person. Kings were still deemed as Gods as able to solve all of mankind problems. Soldiers were invincible in expecting to win every battle and peasants through an endless source of labor would be able through taxes to support the kingdom while doctors were supposed to cure everybody. Through a creation of sanctuaries; a place that one could say what was on one’s mind and not be condemned for not achieving someone’s expectation, reason was added to expectations and scholars were able to advise people as to what in today’s knowledge, what can be reasonably expected of them. It was said of these monasteries63; “Monasteries were important contributors to the surrounding community. They were centres of intellectual progression and education. They welcomed aspiring priests to come study and learn, allowing them even to challenge doctrine in dialogue with superiors” These places became sanctuaries throughout Europe preferring an attachment to the community than a hermit’s life secluded from society64 . What was said between a priest and his parishioner was kept confidential as should a student’s personal assessment of his capabilities with his teacher. It is the student and not the teacher that should be giving the permission to disclose the reasons why he is producing at the rate that he is. Noting through the years how what is reasonable for grade one may not be for grade three as the teacher often explains the difference between becoming reasonable in what is achievable 63 64 https://en.wikipedia.org/wiki/Monastery ap world history p.218 70 Preparing the child to live within a global village as oppose to rational in making excuses or predicting what one is capable of doing. What shocks me in the absence of this self-assessment, is the Crusading approach of teachers and sometimes parents who do not communicate with their child, of what they are expected to accomplish. They the teacher may be rational to themselves but totally irrational for the child. In their zeal to succeed, as their reputation is on the line, they assume with faith alone that it will be done and blame the child for their lack of faith in their own talent. The purpose of self-assessment at this point is to build the reasonable performance of a child, not question if the child can be reasonable. When my father returned from war and asked me to do certain things which in his mind seemed reasonable as he had to invade Normandy and overtake a German division, I often said in my mind “Are you crazy?”. When we consider the expectation in performance as an adult and what a child can do, there are reasons why we hire a teacher who is more proficient being reasonable of what a child can do at this age Self-assessment is also to question the reasonableness of the teacher. We do not like what the church did, in banning or threatening to excommunicate Galileo because he uncovered findings which may have challenged what was then known on the subject. I am sure that my father would think me crazy as I now, as an adult, I set goals for myself, which within his generation, would seem impossible to accomplish but as Isaac Newton said "If I have seen further, it is by standing on the shoulders of giants."65 Hence as the child begins to assess his performance, he needs to know to have initiative to do so and become reasonable into what he can do and as we learn next, develop merit in taking on tasks that he can do. For the next question at this level is to assess one’s merit in showing that you are capable, by tasks that you have already accepted and done well. This is how esteem is 65 http://c2.com/cgi/wiki?ShouldersOfGiants 71 Preparing the child for the global village built in becoming capable to deal with problems rather than finding reasons why one is so unproductive and useless. As I read what Singapore did in difficult times66? With independence came bleak, if not precarious economic prospects. According to Barbara Leitch Lepoer, the editor of Singapore: A Country Study ( 989): “Separation from Malaysia meant the loss of Singapore’s economic hinterland, and Indonesia’s policy of military confrontation directed at Singapore and Malaysia had dried up the “entrepot” from that direction.” According to the same book, Singapore also faced the loss of 20 percent of its obs with the announcement of Britain’s departure from the island’s bases in 968. One would think that Singapore would be devastated by the loss but it is located at the centre of activities in lower Asia where opportunities abound to those who are willing to take advantage of them. It will always require facing new obstacles but that is part of the challenge in making the job worthy of doing. This meritocracy is still present as Pravin Prakash67 says; Meritocracy, an essential and integral part of Singapore’s political and social culture, has of late seen debate over its continued relevance here. In December, Prime Minister Lee Hsien Loong argued that while it was important to calibrate fundamental machinations of the system of meritocracy, there was no better option. “If we’re not going on merit, what are (we) going to look at?” he asked. More recently, Acting Minister for Culture, Community and Youth Lawrence Wong acknowledged that Singapore’s system of meritocracy could be improved to ensure it benefits all segments of society. And academic Donald Low last month argued for, among other things, “trickle-up meritocracy”, which 66 http://www.guidemesingapore.com/relocation/introduction/brief-history-ofsingapore 67 Pravin Prakash feb15th,2013 http://www.todayonline.com/authors/pravinprakash-0 72 Preparing the child to live within a global village seeks to limit the rise of inequality by equalising not just opportunities, but also resources at the start for those with less. By the time we come to an end of the year in grade three, student should be able to think of many classroom projects which we could be done if resources became scarce which is often the case at this time. After all is said about the self-active child, the most important lesson still to be learned is the way civilization advances by learning to do more with less. Not less with more, as Genghis Khan 68exploited the capabilities of others like one on drugs who needed a bigger fix each time he became high and addicted others to do the same practices. There is no greater elixir than having power over people except one needs more people to continue sustain the high. Like a Ponzi scheme, at some point you run out of people as did Genghis Khan as your so called “self-initiative” pro ects are exposed as nothing more than having others do all the work, while you reap all the benefits. In modern day interpretation, we find it in people who, either through pressure or choice, believe that you are theirs to control and do whatever they believe necessary to do, as your merit is solely based on your pleasing them. One would think that by the end of the year, each child should be rewarded for merit in what they did accomplish by themselves and beyond what was asked for in the curriculum. When that credit goes to the teacher in being so hard driven as to put “The fear in God “ in the students if they fail to meet his expectations, one can only imagine the damage that this person has caused in the child not willing to further his studies. If the child has no freedom to learn, in not being allowed to pursue his own inclination, how can that child continue to learn without feeling a slave to the system? I chose the poem on the next page on the Slave Auction to 68 http://ngm.nationalgeographic.com/1996/12/genghis-khan/edwards-text 73 Preparing the child for the global village remind us how precious freedom is to a child. The Slave Auction By Frances Ellen Watkins Harper 1825–1911 The sale began—young girls were there, Defenseless in their wretchedness, Whose stifled sobs of deep despair Revealed their anguish and distress. And mothers stood, with streaming eyes, And saw their dearest children sold; Unheeded rose their bitter cries, While tyrants bartered them for gold. And woman, with her love and truth— For these in sable forms may dwell— Gazed on the husband of her youth, With anguish none may paint or tell. And men, whose sole crime was their hue, The impress of their Maker’s hand, And frail and shrinking children too, Were gathered in that mournful band. Ye who have laid your loved to rest, And wept above their lifeless clay, Know not the anguish of that breast, Whose loved are rudely torn away. Ye may not know how desolate Are bosoms rudely forced to part, And how a dull and heavy weight Will press the life-drops from the heart. Source: American Poetry: The Nineteenth Century (The Library of America, 1993) 74 Preparing the child to live within a global village Chapter 10 –“My freedom child” This chapter, as the child of nine enters grade four, is about freedom from suppression in not being allowed to mature–the African American culture, from racism in preventing mature action– the South AFrican culture and from censorship in having mature thoughts of one’s own – Burmese culture. If we all want our children to comprehend what they read, how can we do this without also letting them mature both in actions and thought? For that answer, we turn to the slave trade from Africa to American shores. Is an employee more valuable because they can think on their own or because they do what they are told without questioning what they are doing? The slave master would want us to believe the latter because he believes that he could do more with a very obedient servant over one that asked too many questions. But history proves him wrong as the United States abolished the slave trade and the Gordon commission is today questioning if the objective assessment of a teacher ‘s presentation, learning exercises and test is sufficient to develop critical thinking in a child. If a child does not have the opportunity to apply what he has learned through inquiry, class discussion, and projects, where is he supposed to develop this critical comprehension? What is the difference between traditional slavery and a student voluntarily becoming a slave to the system, simply by doing what they have been told to do69. Having done so, we then hear the student complain that the school is not relevant to him and teachers wish that their students were not so apathetic towards their education70. If an African American can become president, he did more than follow instructions. He used his freedom to develop his full 69 Postman, N. & Weingartner, C. Teaching as a Subversive Activity. Harmondsworth: Penguin. 1969 70 http://www.edutopia.org/emotional-engagement-education-part-one 75 Preparing the child for the global village potential and a teacher respected that child’s freedom to make those inquiries. Do our children of grade four do the same today? A child, who says “I only do what I am told to do in school”, becomes a slave of the system and all the suppression that goes with it. In doing so, they have great difficulty in making choices because they know so little of themselves. You see this with children who struggle to pick a book while the child who reads for their own pleasure, cannot wait to come back to the store to choose another book. Such a child, who does more than what they have been assigned as they pursue their own interest, cannot be chained to the system as they have tasted their freedom in doing so. The underground railway was available to those who made inquiries and dared to discuss with others their right to pursue their own dreams. They appreciated their freedom when it came while those still enslaved took a while to grasp what it means to be free. When I encountered a child embarrassed to enter grade five, I asked a colleague to find out why. I was astonished to learn that she did not want to attend school because she could not read. She was finally making the connection between the freedom that comes with being educated and the restriction that she was putting on herself by not taking the time to learn. I wonder if anyone asked, at the lower grades, did she understand what she read. Or should the question upon entering grade four been in her assessment “What are you doing with your free time in improving your own education?” We did send a tutor to the home and she eventually did return to school but it made me wonder how much we knowingly or unconsciously restrict a child’s choices. This I discovered when I had a grant to increase reading in the school and some teachers wanted to choose the books for them rather than letting the children make their own choices. Freedom is about asking “What are you reading” and not “Let me tell you, what you should be reading” - that is under 76 Preparing the child to live within a global village learning exercises and not inquiries. This is because you want the child to enjoy the freedom to read on his own so that in discussion you get his thoughts and not yours and you are not perceived as being apathetic in assuming that the child could not do so on his own. We can prevent the development of freedom by being too helpful. The South African foreigners came to this land to do what they believed the natives could not do; make it prosperous71. It was a case of we who know best should govern those who know the least. This is the case in most schools at the start of any school year or else, why should students spend the time listening and following the instructions of teachers? But somewhere within the year there must be a transition through inquiries, class discussions, projects and self-assessment, unless we do not care if anything we have said as teacher, is ever being understood by the student. My critique of the South African white immigrant is not in what they did accomplish for the South African people. No more is it for a parent in trying to raise their child. There is a time within active dynamics where the parent shows us how to adapt to life, which is necessary if we are to proceed from apprentice to competent worker. Where the apartheid skews the dynamics, is never accepting the worker as an apprentice but rather a child who could never develop the skills to someday take over the farm or corporation. Mandela’s72 refusal to work without being heard sparked a rallying cry among the people because he stood up against a political system, as did the United States against Britain, in not being willing to pay taxes or give of one’s labor without representation in the government of one’s country. The difference between United States and South Africa was 71 72 http://www.southafrica.info/about/history/history.htm http://www.nelsonmandela.org/content/page/biography 77 Preparing the child for the global village that the masters were established within their own backyard. The South African had no prior unpleasant experience with them and the foreigner had indeed improved the use of their resources. But did that give the parent a right to say “You must always follow my directions, as I will always be your master in all that you do?” One should respect one’s elders for the wisdom they have gained in making their life meaningful. But can one give them that respect when they restrict the means by which one also can make one’s life more fulfilling? It may be smart to corner the market so that one’s descendants get the best paying jobs, but is it wise to assume that any race has a better gene pool than another! In Mandela’s speech on “shifting sands”, he criticized the liberal party for limiting democracy to “Suitable voters” because when you start discriminating, where does it end? In a family, one cannot have peace in favoring consistently one child over another and neither can a society that does the same thing through its educational segregation practices. The crises, the strikes and the threats by both sides subsided when Mandela and De Klerk finally had a conversation where both parties started to listen to each other and form a plan that recognized both contributions to the betterment of their nation. It was not what each side totally wanted but it included rather than excluded either party. It is to Mandela’s credit that he did not see a solution with the exclusion of the white people, even though they were the cause of the disruption. He took what they had done and continue to do to South African’s benefit, as part of the deal which made it a success. Such is the situation of a grade four student who needs to learn what civilization has accomplished while adding their own input as to what is left unfulfilled today. If we but teach about the past without having projects for today, are we not mimicking the white South African in not expecting our youth of today to have any input in changing it! 78 Preparing the child to live within a global village Just because the school system took on a military format in order to teach the masses, does it mean that our children must be military minded in order to function in modern day society as we try to censor or severely limit their actions? There are times within a year that we should pay attention to the teacher but are there not also times, particularly towards the end of the year, when we, the teacher, should be listening to our students? When Burma gained its independence in 1948, was the military coup the only option for a country used to being ruled by others? I ask the question because I have observed how a baby likes to be wrapped up tightly after birth as it had just emerged from the womb where it was tightly kept. The same can be said of a child who has been micro-programmed for every minute of the day and suddenly is asked what he wants to do and does not know, whereby the parent says “See, he like to be told what to do and feels awkward when set free to do something on his own.” This awkwardness moment of inexperience is self-learning. It is what Aung San Suu Kyi would call “meta” in her book the Voice of hope73 and what we today are beginning to recognize in our school as metacognition – the child’s own actions towards their own maturity. When you deprive the child by refusing or severely limiting their capability to think for themselves, you create a Burma situation which has become one of the longest running civil wars that remains unresolved. The country through this solely militaristic approach of its culture above anyone else has become one of the least developed nations in the world. What was so painfully obvious to Aung San Suu Kyi and not to the general ruling Burma, is that the people will not mature to the modern world and become independent if you continue to insist that all things must be done your way to prevent anarchy from happening. All you are doing is trying to secure a permanent 73 Alan Clements, 1997://www.amazon.com/Voice-Hope-Conversations-AlanClements/dp/1583228454 79 Preparing the child for the global village place for yourself by keeping the circumstances as they are. We are the gardeners of our children, not its jailers. Ours is not a permanent position. “Mudita” which means appreciative joy at the success and good fortune of others is mentioned at length in the Voice of Hope by Kyi because if you are only concerned about your own success who will want to participate in a dynamics where you are always the guaranteed winner? Seeing on how others benefit within a dynamics increases the participation as the people lend their support to Kyi in the way she wants the society to be democratic. Unfortunately as is the case of Burma, old habits are often used to confirm existing ones as we note about Burma history74 “Although Burma was at times divided into independent states, a series of monarchs attempted to establish their absolute rule, with varying degrees of success. Eventually, an expansionist British Government took advantage of Burma's political instability. After three Anglo-Burmese wars over a period of 60 years, the British completed their colonization of the country in 1886, Burma was immediately annexed as a province of British India, and the British began to permeate the ancient Burmese culture with foreign elements. Burmese customs were often weakened by the imposition of British traditions.” Burma in being told what to do, is like a person visiting your own house and telling you how to manage it and wondering why you cannot keep your own house in order. It is only through the freedom to make your own house as it is for the child to make their own assessments, that the students learns what to retain and what to throw out as it is they that need to adapt to changing times within their own milieu. The Burma generals, in confining Kyi to her own home, only reinforced that as she became active and adaptive to what was changing around her, while the generals, in limiting actions around them, became more and more non-adaptive to change. Somewhat 74 http://www.cfob.org/HistoryofBurma/historyOfBurma.shtml 80 Preparing the child to live within a global village like a school who keeps the same curriculum and textbooks year after year because one does not have to change one’s instructions and years of preparations. In doing so these people are unaware how out of date are one’s instructions through such censorship. This brings us to the question of adaptability as the child within a non-changing system starts to question his reason to become adaptive. This story on the web “How To Use The Power Of Adaptability To Build A Magnificent Life”75 explains why. When it came to any kind of foot race at school I was always last. The facts were that I was never built for speed. However, when I took up soccer as my chosen sport I soon discovered that to be fast was not necessarily a skill I needed to have in order to succeed in this sport. By simply developing good ball handling skills and learning how to swerve while avoiding other players, it wasn’t long before I was one of the top goal scorers for my team. This later led me to play for a representative squad that won its competition. All because I had learned to be adaptable. You cannot become adaptable unless you are free, hence the reason for this chapter. But in becoming free, it remains to each one of us to become adaptable – the subject of the next chapter. 75 http://www.motivationalmemo.com/how-to-use-the-power-of-adaptability-tobuild-a-magnificent-life/ 81 Preparing the child for the global village Chapter 11 – “My adaptive child” In this chapter as the student of grade four enters grade five we deal with space fluctuation – Inuit culture, time management Mayan culture and energy proficiency – Aztec culture. We neither control space, time or energy flow but in learning to adapt, we have been able to turn the night into day, extend our time beyond the thinking of today and learned to do more with less of our energy. This is noted in the ten year old turning to be eleven in the extended bedtime, the anticipation of deadlines to come and the fascination with new technology to get them done. Among the Inuit76 people who live practically six months in the darkness with few hours where the light of the day shines and then the reverse in the summertime, you would think that this would bother them. But as we study them, we can but note how they are consumed by the activities during both times such that they rarely take the time to think about it. Such in many ways is the nature of an eleven year old going through grade five. He is starting to note that he can spend a longer period of time on any one subject as his interest extends outside of the classroom in wanting to do further homework on certain activities. It can be in sports, scientific experimentation, reading, puzzles, social clubs and a host of other activities which for many of us, we ask “When does that child sleep?”. We cannot expect schools to cater to all these extremes but with the support of parents, many of these activities are encouraged after school as the bedtimes of the child are being extended while the night sleep are shortened. Like the north, you neither go to sleep because the sun sets earlier nor arise only at sunrise. I cannot explain why one of my children could draw for hours, another become so fascinated by role playing while my 76 http://www.windows2universe.org/earth/polar/inuit_culture.html 82 Preparing the child to live within a global village daughter seemed to be always creating things but this is the way they chose to work in their life and become adaptive to it. I could not explain to you why a people would chose such a dark and at times such illuminating place to live but as I gaze at the Aurora Borealis, I can at least understand why it would be foolish to sleep during such a marvelous spectacle of lights. I recall my mother saying to others “Don’t give it to Paul, he will certainly break it”, when I was very young. It was only when I reached the age of eleven did I hear my mother say “Give it to Paul, he can fix practically anything.” In looking back, I now realize that the space I was most comfortable in was in fixing things or trying to understand how things intertwine together. I still, today, like doing puzzles and I am presently piecing together why there needs to be so many cultures within our global village. Hence the first subjective assessment of a student of this age after review of inquiries, classroom discussions and projects is that of space in which activities that the child is doing without being told. What type of space is he occupying in the doing of his activities so that he feels at home? It is the recognition that whereas you or I may not be inclined to live in this space, this student is and it shines some light on to his own personality and future careers. It eliminates many careers where he would not be able to work within an environment where he does not feel comfortable. The downside as any parent has observed, is the lack of sleep in being consumed by a video game or activities that seem to consume all of his time to the point that time seems no longer to matter. I recall my mother reminding me to eat as does my wife today when I am consumed with a problem that I can seem to resolve. Day turns into night without my notice and people come to me saying “Where have you been”. Such is now the case of the Inuit people who are now part of the global village who may not want to share their world with 83 Preparing the child for the global village the rest of us but need to accept that their world can no longer be independent from us as the global climate is directly changing their world. They need to adapt to these changes lest they completely lose their sense of timing. In the recognition of time, comes the awareness of deadlines which the Maya people being agricultural people, took very seriously. Planting and harvesting of crops is a serious business if you do not want to starve during the winter times. The calendars of the Mayan77 people extended as far as today in predicting when to sow, lay bare and cultivate the land. Even the timing, as who was to do what at certain times on their production wheel ensured that all tasks would be done on time. Each person knew their time limit and often made great sacrifices so as to complete tasks on time. They easily saw how their own lack of time consideration would grind to a halt, the entire production with dire consequence to the population. The same can be said of the timing of what needs to be taught within the grade five curriculum within a school year. The expectation of self after grade one should be quite accelerated by grade five, as the student does their second assessment as to a pace that they are capable of doing something like making inquiries, making a point in a discussion and completing one’s task in a larger group assignment. At this age, prodding by parents is not as effective as it was at the earlier ages and the teacher does not have the time to redo all past learning assignments where the child was absent or not paying attention. But the child is aware through time self-assessment of becoming more of a self-learner such to make up that time as I did when I went from French to English schooling and failed at first in spelling as I was not familiar with the words but passed spelling by the time I completed the year. You quickly learn that it does not take as much time as in the past to complete learning exercises. 77 by Ryan Johnson and Cristen Conger http://www.howstuffworks.com/mayancalendar.htm 84 Preparing the child to live within a global village Time, like space, can be overcome by our capability to absorb more in less time as we become more familiar with the activity. A child in grade one can barely read a sentence in my time, but today many come to school reading paragraphs, as they start to learn at an earlier age. Likewise in my case, I only started reading comic books and passages of the bible in my earlier grades, but managed to complete a classic comic before finishing grade six. In a short time, I became ready for grade seven as time is relative to your level of your self-capability to learn. But as the Mayan population began to spread out which required more relative learning as the time to plant and cultivated began to vary and people tried to use the old measurement of time the Maya78 empire collapsed as we read; “Clues to this collapse can be found at Copán, a Maya site in western Honduras. Copán was once a Classic Maya royal center, the largest site in the southeastern part of the Maya area. Covering about 29 acres, it was built on the banks of the Copán River on an artificial terrace made of close to a million cubic feet of dirt. Over time, people spread out from the central core and built homes in outlying areas that had formerly been used for crops. Copán's nobles built smaller, rival complexes on sites that were increasingly further from the core.” Population keeps on growing and it became evident that you or your next generation could not stay in the same location nor be fixed on the same calendar at harvest time, as well as weather varying as you go in any direction. You could still base yourself on a common calendar as we do today on Greenwich time in the hour that we are in relation to a set point on our globe, but make adjustments to our own location and all activities that need to be done. In similar fashion, we have a set curriculum that all grade 78 Annenberg Foundation 2013 http://www.learner.org/interactives/collapse/mayans.html 85 Preparing the child for the global village fives must complete, but without any self-assessment by the student through the prior grades, it becomes practically impossible to judge where a child is in their timing. Objective testing does help in determine the actual level that a child is at so as not to overwhelm the child in learning assignments that they cannot do but the rate of learning is in most cases not known as the child has no past self-subjective assessment on themselves. The time wheel of activities can become overwhelming as the child reaches the end of the year if adjustments are not made by the student as to what he needs to accelerate. This brings us to the question of energy output with technology. A culture that was proficient in the use of technology was the Aztec culture79 as we read; “The advances demonstrated in Aztec technology are so remarkable that they are still looked upon adoringly to this day. Just a few of the Aztec accomplishments have been the development of mathematics, the canoe, the highly specialized Aztec calendar, and remarkably helpful forms of medicine. Let us suppose you add a wheel to the existing wheel as a way of adjusting for time difference; you just saved yourself a huge number of calculations. In similar manner, spreadsheets and word processors have both reduced the frustrations in children in endless corrections of their work as well as extending what they can now calculate and write in more detail. A canoe in today’s technology is like the use of a mouse in controlling the flow of information on your screen. As long as the child has control over the mouse, they can learn to pace themselves as to the review of information that they are processing. They can also note how quickly they can review it as they become more familiar with its content. It is in that form of self-assessment that the child can reduce his state of anxiety as he experiences more 79 http://www.aztec-indians.com/aztec-technology.html 86 Preparing the child to live within a global village and more, the influx of information within our world. There are however, limits as to what we can do even though we can be caught up in trying to advance ourselves by becoming fitter and eating the correct diets. You can as we learn today over exercise and actually harm the body80. LONDON: Too much exercise may damage your heart, doctors have warned, suggesting that rather than adding years to their lives, fitness freaks could be working themselves into an early grave. Experts warn that exercising intensely for more than an hour or two can damage the heart, causing its tissue to stretch, tear and scar and raising the odds of dangerous changes in heart rhythm. "A routine of moderate physical activity will add life to your years, as well as years to your life. In contrast, running too fast, too far and for too many years may speed one's progress towards the finish line of life," doctors said. In the study published in journal Heart, the United States cardiologists James O'Keefe and Carl Lavie also advise that those who want to exercise at full pelt should limit themselves to 30 to 50 minutes a day. In asking why we do this to ourselves by trying to become overly adaptive and pushing ourselves to the extreme fitness, we may find our answer in the question “a sacrifice for who?”81; For the Aztecs, human sacrifices fulfilled multiple purposes, both at the religious and socio-political level. They considered themselves the “elected” people, the people of the Sun who had been chosen by the gods to feed them and were responsible for the continuity of the world. On the other hand, when the Mexican became the most powerful group in Mesoamerica, human sacrifices acquired the added value of political propaganda. 80 Fiona Macrae 29 November 2012http://www.dailymail.co.uk/health/article2240711/Take-bit-easier-gym-Too-exercise-wear-heart.html 81 Nicoletta Maestri http://archaeology.about.com/od/Aztec-Religion/a/AztecSacrifice.htm 87 Preparing the child for the global village It is not enough that our school scores the highest in the district by overly accenting the academics and limiting inquiry…as subjective self-assessment would certainly question this insanity, but we need students to champion our cause by showing in sacrifice how they can push themselves beyond their limits to prove how far we will go to become the best. Or is it trying to be over accepted by others as Psychology today writes about the narcissistic people82; People who fit the mental health profession's criteria for a diagnosis of have a number of characteristics that create significant difficulties in their everyday lives. The new psychiatric manual, the Diagnostic and Statistical Manual of Mental Disorders, will require that people with this disorder must exhibit a range of behaviors that includes excessive attention-getting, needing others to confirm their identities, wanting excessively to please others, being unable to empathize with others, and having little interest in close relationships, feelings entitled to special treatment. This is hardly a set of desirable qualities, and people with this disorder can struggle in their everyday lives, especially if they have the "vulnerable" form of narcissism based on an underlying low sense of selfesteem. It is we in our subjective self-assessment that must live with ourselves. If you cannot find happiness in becoming who you are, how can you expect others to accept who you are? In trying to take on roles that are not you because you want the other person to be pleased with you as you want to become the most adaptive person, you inevitably discover how you cannot live with yourself. Self-assessment is partly about becoming normal in learning to set limits as to what one is comfortable in doing and that which makes one uncomfortable. No one likes a person who cannot be themselves because we cannot as people who accept who we are, identify with this person. 82 Susan Krauss Whitbourne, Ph.D. January 24, 2012 http://www.psychology today.com/blog/fulfillment-any-age/201201/the-healthy-side-narcissism 88 Preparing the child to live within a global village Chapter 12 – “My normal child” In this chapter, we will explore what is normal in performing roles that are very familiar to us – the Haiti Culture, roles that suit us - the Gypsy culture and roles in which we feel we could live – the aboriginal culture. If we do respect our own normalcy, we could become abnormal. In so doing, discover how we cannot live with ourselves. As we read the story of Haiti83, we discover the gentleness within us which shapes our character as opposed to the anger in our persecutors which makes them lose a sense of who they are. It is as if we are born into a world that is not of our making but at this stage, we need to choose which acts will we be taking that will reveal who we are or cast us in the shadows of those we would rather not be. The story of Haiti is unique. It is a country whose population was created by the kidnapping and enslavement of hundreds of thousands of Africans by Spain and France in the 17th and 18th centuries. The descendants of these slaves are the people of Haiti today—there has been virtually no voluntary immigration. It is a land of great misery and poverty, populated by people of amazing strength and spirit, a spirit that inspires and astounds those who have experienced their gentle nature. The first thing we say to an emotionally disturbed teenager is to calm down. Rediscover the gentleness which is your nature. – Act as you normally would act. This usually comes at the cross over years of eleven turning twelve when the child begins to feel no longer a child with puberty coming on and the need to feel comfortable as to who he is becoming. The explanation of this gentleness as I understand the Haiti 83 http://www.fordhaitianorphanage.org/history/history.html 89 Preparing the child for the global village culture is found in “vodu84”. The “vo” meaning “introspection” and the “du” is into the unknown. If you act forcefully towards someone, you produce a negative reaction or “bad” voodoo which if continued can turn you into a zombie as you become totally insensitive in what you are doing and the person in who did show some feelings gradually loses those attachments to you. Whereas if you are gentle, the reaction is positive or “good’ voodoo flows from it. In showing a gentle kindness it is often reciprocated by those who are also introspective and are willing to risk having interaction with you. If you were to review your assessment of your actions over the past five years after the teacher did her overall presentation, learning exercises and tests and you recalled your inquiries, class discussions and small group projects, you should by now be capable to distinguish paths worth further pursuing that are gentle in their calling versus those either forced upon you or chosen forcefully by you in anger to prove a point not worth making. What Haiti culture would call spirits, we today call psychological impact of people on the normalcy of one’s personality as the child of this age is beginning to assess people that have had an influence on his choices for his future. As my son said to me as he reviewed his own education about what he would like to see change about the educational system of today; “We are faced with so many choices today but where do we in school get the opportunity to choose what is right for us” Why Haiti suffers so much can well be because the place in which it presently exists may not be the place where many can find normalcy because the place overly limits what one can be. As we diversify and open new pathways, this rage within humanity is dissipating but kept in those who see no career path for themselves. 84 On being with KristaTippett http://www.onbeing.org/program/livingvodou/particulars/2078 90 Preparing the child to live within a global village This remaining in place despite the abnormality it causes in oneself was never the Gypsy culture85. Everywhere they went, they took on different roles to learn what they could be under new conditions. They noted how in staying in one place, you limit the possibilities of what you can become as you look at their history. “They seem to have arrived in the Middle ast about 000 AD, some going on into North Africa and others on into Europe. They were an intelligent people, used to living on their wits, who found it easy to impress the uneducated locals by giving themselves unwarranted titles and assuming the importance to go with them. Hence they arrived in Europe as Lords, Dukes, Counts and Earls of Little Egypt, demanding and receiving help and support from those in authority. Claiming that they had been ejected from their homeland, 'Little Egypt', by the wicked Saracens, or that they were on a pilgrimage, gained them succor from no less than the Pope himself, who demanded that they be given safe passage in the countries over which he had sway. So they were able to travel in relative safety, and could expect food and lodging from religious houses, as the rich of the time felt that it would assist their standing in the eyes of the church if they supported pilgrims. Having been on a pilgrimage to the Holy Land was the ultimate status symbol, but supporting those who had been on one, or were taking part in one was the next best thing. So with their quick wits and silver tongues they were soon under the protection of Kings throughout Europe.” Their appeal was in asking the people if they had done their own pilgrimage in having settled too quickly and not fully explored the full spatial dynamics of their milieu. Do we take the first opportunity that comes our way or do we explore other opportunities? Do we stay too long in one place when other opportunities can make better use of our talents? These are the questions a grade six student should be asking himself as they begin to assess the next three years at some junior high. In making inquiries and visiting junior high, having 85 Stacy Redbones Nov.11, 2012 http://parrotsgrl.wordpress.com/2012/11/11/gypsy-history/ 91 Preparing the child for the global village class discussions as to what interest them and group projects about their own expectations in attending these schools, the student develops a broader perspective of what he can become which was limited by the basic education in the elementary grades. However do we cause abnormalities in the student of this age by forcing them to make a decision as to where to go when they are at this stage still exploring their options? We have only to look at our history to note what carnage it caused by force settlement versus what Europe has become in people travelling outside their national borders86. “In the 20th century, persecution reached its height in Nazi Germany where about a quarter of a million were exterminated in concentration camps. Wherever the Nazi authorities came across them, they were bent on wiping them out. After the Second World War, the Communist authorities of Eastern Europe tried to integrate them into their system as factory labor, and, although this was totally against the Gypsy ways, succeeded to some degree in eliminating their full-time nomadic life style. There was great reluctance to grant recognition to the Gypsies as an ethnic group, and only in parts of the former Yugoslavia were they treated as a recognized minority group. In western Europe, the nomad life continued to some extent, but their way of life led to continuous clashes with a structure set up to manage life in settled communities” Unsaid is perhaps the unity that now prevails in Europe through free trade which they promoted through visiting and speaking about what other lands could offer the people. They succeeded through conversation what the Nazi did not achieve through force, a willingness among the people of Europe to talk to each other despite their cultural differences. However, in making “not settling” a permanent issue within their culture, they never stayed long enough to become attached. It is only when you spend longer on a topic as will be the case in Junior high that you begin to experience its greater depth 86 http://www.scottishgypsies.co.uk/early2.html 92 Preparing the child to live within a global village and later ponder in one’s future more courses in it. The aboriginals of Australia took a different approach in committing themselves to the outback of Australia which resulted in a dreamtime as we all become attached to the field that we are studying and this becomes our outback as we dream of acts to do within it87; “The Dreaming is the foundation of Indigenous culture and spiritual beliefs. The ancestral Dreaming spirits, who could change their form into animals, people or any physical feature, travelled across the country shaping the natural environment and establishing religious and moral systems for Indigenous Australians. They also created the natural environment, and the humans and animal species that populated the land. When their work was complete, the spirits transformed themselves into hills and other physical features, leaving evidence of their presence in the natural environment, where they still remain a powerful spiritual force for Indigenous Australians. The Dreaming is not just an integral part of the Indigenous history and culture of Western Australia’s Golden Outback, it’s also an important source of information for day-to-day survival. Dreaming stories map out the location of water, places to gather food, campsites and significant landscape features, while also linking distant tribes to other Indigenous communities.” Each of us has our outback and as I sit and listen to people’s stories of their life in any milieu or field of study, I hear this story retold but it is not the Creator putting meaning on things but people in the telling their story. In the final review of the elementary grades as the child turns twelve, some commitment is necessary or else the child feels abnormal in not making any decisions. He cannot, like the tourist guide would like us to believe, become a tourist all his life, like 87 http://www.australiasgoldenoutback.com/outback-australia-touristdestinations/Outback_history_and_culture/Indigenous_history_and_culture 93 Preparing the child for the global village this ad suggests88; Today in Australia, the Outback can be seen and visit by people of all ages departing from almost all major cities in Australia. You can see it by train, by plane, by four wheel drive, by touring buses with air conditioned, you name it. There are plenty of tour operators today offering the most incredible tours the best parts of the Outback. Of course you can do by yourself in a car travelling by some sealed roads in the Outback. Worse, is being forced to become a tourist within one’s own community as so many junior highs have existed within the same building and within even high school sharing the same space. Where is progress being made in not letting the outside affect one’s surroundings with the exception of intramural sports and the internet? Do we not need to make our dreamtime within this reality and not one of our past lest we create the saber tooth curriculum!89 Dr. Peddiwell begins his seminar by discussing "the first great educational theorist", New-Fist-Hammer-Maker. While watching the children of the tribe, New-Fist wondered, “’If I could only get these children to do the things that will give more and better food, shelter, clothing and security, I would be helping this tribe to have a better life. When the children became grown, they would have more meat to eat, more skins to keep them warm, better caves in which to sleep, and less danger from the striped death with the curving teeth that walks these trails by night... Having set up an educational goal, New-Fist proceeded to construct a curriculum for teaching that goal. ‘What things must we tribesmen know how to do in order to live with full bellies, warm backs, and minds free from fear?’… To answer this question, he ran various activities over in his mind. ‘We have to catch fish with our bare hands in the pool far up the creek beyond that big bend, we have to catch fish with our bare hands in the pool right at the bend. We have to catch them in the same way in the pool just this side of the bend. And so we catch them 88 89 http://www.portaloceania.com/au-tourism-outback-ing.htm Dr. Peddiwell Abner J. http://sabertooth-curriculum.wikispaces.com/ 94 Preparing the child to live within a global village in the next pool and the next and the next. Always we catch them with our bare hands.’ Thus New-Fist discovered the first subject of the first curriculum – fish-grabbing-with-the-bare-hands.” ‘Also we club the little woolly horses, we club them along the bank of the creek where they come down to drink. We club them in the thickets where they lie down to sleep. We club them in the upland meadow where they graze. Wherever we find them we club them.’ So wooly-horse-clubbing was seen to be the second main sub ect in the curriculum. ‘And finally, we drive away the saber-tooth tigers with fire, we drive them from our trail with burning branches. We wave firebrands to drive them from our drinking hole. Always we have to drive them away, and always we drive them with fire.’ Thus was discovered the third sub ect – saber-tooth-tiger-scaring-with-fire.” The tribe benefited from the teaching, because the educational curriculum was relevant to making a better lifestyle for the future.. Relevance and making a better lifestyle for the tribe... those were the goals of the educational system. Everything was great... "The tribe prospered and was happy in the possession of adequate meat, skins, and security. It is to be supposed that all would have gone well forever with this good educational system if conditions of life in that community had remained forever the same. But conditions changed, and life which had once been so safe and happy in the cave realm valley became insecure and disturbing.” The conservative members of the tribe thought it was blasphemy to alter the teachings of the core subjects. According to them, that was what people should know, and anyone who disagrees was labeled radical and should keep their mouth shut.” Is not the definition of insanity “Doing the same thing over and over again and expecting a different solution”! When communities argue to keep their Junior high within their own milieu because next door is different than us, should that not be the reason that they do intermingle as inter family marriage fail! 95 Preparing the child for the global village Chapter 13 –“My progressive teenager” This chapter looks at how a junior high student begins to compare assessments visa-vis other communities in his area as he starts to go to school outside his own milieu. This motion outside of one’s place of the grade seven student is very similar to the Polynesian cultures as they travel to different islands for new enlightenments about their world. We then move on to grade eight to the age of puberty and comparisons of what we have the same though we progress differently as the Vietnamese customs is about what stays the same as we progress. Lastly, we reach grade nine and the start of common sense in the student in knowing, like the Brazilian people, you cannot be all things to all people but you should become the best at what you can do. Every student by the age of twelve going on to thirteen knows that he comes from a community, an island somewhere in the world, as have the Polynesian people. But encountering fellow students from different communities either through the internet, television or simply learning about them, makes the student ponder the relevancy of his own community. After a teacher does presentations and learning exercises on geography, science resources, math and social studies that make up a community, a simple comparison of communities can be done through inquiries, class discussions and projects as well as assessment as to what they would need to change to live in an other community. This can blossom as the year progresses to other areas as the fundamentals are being learned and applied by the students. This was the case it seems by the Polynesian cultures as Peter Marsh on the web comments on “Polynesian Pathways90” “It seemed that many scientists due to the specialized nature of their research were unable to see the forest for the trees with regard to cultural connections between Polynesians and other 90 Peter Marsh http://www.polynesian-prehistory.com/ 96 Preparing the child to live within a global village societies around the world. Stepping back and examining the bigger picture of human prehistory has led to some surprising revelations.” The revelation surprise is the extent of their travels. The customs they practiced at home did not comply with where they landed as we note new customs and new ways of doing things which the grade seven experiences both within the teacher presentations and learning exercises as well as the shared inquiries and partnership in group projects. Like the Polynesians who listened more to the person who provided “Mana” - food for the soul in new information that they had not heard, students at this level crave to make new inquiries about customs and ways of doing things. The students like the Polynesian people do not want to become like a “Mara” person – one who starves the soul by having the same behavior each day. Parents may think that by keeping our son to be a teenager at home that we protect him from all the dangers that can exist in this world while forgetting to notice how little he is changing his ways by being with us and we with them. How much we grow tired of them as they become the same as we are as they do the same in having learned all our customs. What we want to hear is what is happening outside our milieu as each parent wants their children to become “Mana” and not “Mara” to them. Even the Mennonites who tend to segregate themselves from other communities, have conceded that it is better for the child to see the world outside of his own and decide on his own to come back than to try to keep him always in the community not knowing what lies beyond it. There are new things that a student must learn which may not exists in one’s community but may be useful as to not fall behind the times. There are also distractions which look new but are lacking in value which all students begin to see as fads by discussing the validity of their inquiries. 97 Preparing the child for the global village This is seen in grade eight as the student makes different inquiries about what persists through time. The Vietnamese culture uses these tenets to guide us to determine what they are91; “The Vietnamese value system is based on four basic tenets: allegiance to the family, yearning for a good name, love of learning, and respect for other people. These tenets are closely interrelated.” As the child enters the puberty years, there have been definite changes to the family over the years. The question the students are beginning to assess is “What type of family will they have in their relationship with each other in regards to allegiances?” And yet we read92; “It was during Kennedy’s presidency that the ‘Strategic Hamlet’ programme was introduced. This failed badly and almost certainly drove a number of South Vietnamese peasants into supporting the North Vietnamese communists. This forcible moving of peasants into secure compounds was supported by Diem and did a great deal to further the opposition to him in the South. American television reporters relayed to the US public that ‘Strategic Hamlet’ destroyed decades, if not hundreds, of years of village life in the South and that the process might only take half-a-day. Here was a super-power effectively orchestrating the forced removal of peasants by the South Vietnamese Army who were not asked if they wanted to move. To those who knew about US involvement in Vietnam and were opposed to it, ‘Strategic Hamlet’ provided them with an excellent propaganda opportunity. Kennedy was informed about the anger of the South Vietnamese peasants and was shocked to learn that membership of the NLF had increased, according to US Intelligence, by 300% in a two year time span – the years when ‘Strategic Hamlet’ was in operation.” 91 92 http://www.vietnam-culture.com/zones-6-1/Vietnamese-Culture-Values.aspx http://www.historylearningsite.co.uk/kennedy_vietnam.htm 98 Preparing the child to live within a global village When you break with the tenets that sustain your progress, you do not go forward but backwards. Learning what not to change is as important as what needs changing. Since that will vary in each person as each family is different, you can only do this if you have subjective self-assessments. This applies even more as we view our own identity. Our old name is the one given to us by our family and how our family sees us as a person. In this junior high as we enter our second year, we still have the same name but with new acquaintances, we uncover new aspects of ourselves which requires the student to do self-assessment in asking himself if this is whom he wants to become. The beauty of studying the past is observing how our present education could allow us to do things that we could not have done in the past. It also in doing so, makes us aware of how better our lives could have been if we were more educated. It is with this background that the student can begin to project the type of education he will need for his future. Lastly is the respect for others in not being able to know everything and learning by our diverse interest how we sustain ourselves. This we see in 1991 in Vietnam, as it establishes its own independence, it sought out relationships with Asia and the West.93 “Vietnam established or reestablished diplomatic and economic relations with most of Western Europe, and several Asian countries.” The Students also note in various partnerships through the year, in observing by the end of the year, how each student could not have done everything alone. This admittance is often noticed in opposite sexes ready to admit that the other culture did help in seeing the whole picture as we cannot move forwards with only our vision of thing. 93 http://en.wikipedia.org/wiki/History_of_Vietnam_since_1945 99 Preparing the child for the global village By grade nine, all homework should be done in pairs as inquiries our broader if done in twos, class discussions are more thorough in having taking a broader manner of research, projects are less uncompleted because the one or the other make up the difference and assessment is more sensible as it is common sense to note that one cannot be all things to all people. Sensible as this may seems, our schools today still require individual homework done by each students with the perfections that it include all the qualities that is humanly capable of having within it. The smart student will do it to the liking of the teacher as this person will usually overlook their own faults in correcting it. Those students, who do not possess these qualities, will know that they will be getting a lower mark and in some cases will not submit the assignment as they know that they cannot meet that expectation. Parents will complain as to why their child is doing so well in their assignments in one class and failing in another, but never pause to ask if the assignment should have been generated by the teacher or if in partnership with an other student. Actually, more assignments would be completed if it was the case. For if we asked “Do you at your place of work do your assignments alone?” few if any would answer “yes”. Teachers may wonder “Where do you maintain the standards if you do not correct the assignments?’ They are maintained in the tests which every student needs to take prior to inquiries. It is only common sense that a student needs to know his abilities before undertaking inquiries, discussions and projects. This is why I do not advocate only the inquiry method for trying to appease all the people. We ignore the rubrics and find ourselves with so called completed assignments that leave much to be desired. This pattern is quite evident as we note the common sense history of the Brazilian people; The Brazilian federalism origin in the republican Constitution of 100 Preparing the child to live within a global village 1891 was related to the idea of allowing greater decentralization and autonomy for the regional elites, keeping together members that could aspire to existence as independent political-territorial units8. From that moment, the alternation between periods of centralization and decentralization has been mentioned as a historical trait of Brazilian federalism, consisting in a pendulum movement that studies relate to authoritarian regimes or to democratic order.94 Authority in educational context means the passing of a test after teacher presentation and learning exercises which reveal that the student has sufficient knowledge and skills to make an inquiry, have a sensible discussion and capable to do some project with someone based on what he now knows on the multiple subjects at that grade level. The student is now capable of acting upon what he has been taught. At other times, Democracy in the use of the inquiry method assumes that such preparation has been already made and each has the right to decide by their interest, which topic they should be allowed to pursue in greater depth. To continue practicing the subject through more learning exercises becomes at this point, a waste of time. Any senior teacher will tell you of this pendulum swing as “the return to the basics” when authority of the teacher is now in vogue and “individual learning” when democracy prevails. We are presently in the ‘Individual learning” part of the wave because we have so over tested our children objectively in the erroneous belief that if one test can improved my child’s standards and make him pay more attention to the basics before embarking on application, more learning exercises and test will make him even more prepared. But does the student lose his identity to relate to others in 94 Ciênc. saúde coletiva vol.14 no.3 Rio de Janeiro May/June 2009 http://www.scielo.br/scielo.php?pid=s141381232009000300016&script=sci_arttext&tlng=en 101 Preparing the child for the global village being consumed by a mark on a test as I read the true tale of a student who asks “Am I over practicing?”95 Firstly, I am 14 years old and I have bought my piano this summer. I don't have a teacher, but my father is a musician (not pianist) and has thought me how to read and write music, and I do have perfect pitch. I can now sight read simple things. I have told people that I had been practicing up to 15 hours a day, and they have told me that it is way too much. Now, the summer is sadly over and I have 50 hours a week to practice when I am not at school and I can practice 3 hours a week at school.I also found a few ways to practice without a piano, so I always practice while listening to teacher and doing other things…I don't do anything else. Sometimes I study German but that's not much. I had been only practicing to improve my technique, like Liszt did for 2 years, and tried to play things! I have composed to improve my musical skills. I play them staccatto, or using pedal, using only sostenuto pedal etc. by using as many different interpratational elements as I can. And I thought it was boring and started playing real pieces. I can now play Rachmaninoff's C# minor prelude… Am I a fast learner or is it normal for one who practices 70 hours a week. I have played Moonlight Sonata 1st and 2nd movements in front of a concert pianist (He is a friend of my father). He told me (I don't know if he's told me these to not hurt my feelings ) my interpretation of Moonlight was concert level and my C# minor prelude is really good, I was fast in the Cascading chords part, except the middle fast section was not clear and I could not accentuate the right hand's theme. I actually now think about playing the third movement. I have heard that it was difficult, but I think that it is doable . I have opened up the tutorial video of bbdhrggl and it said it was grade 10 and it meant ten years of serious piano playing. Ten years? Come on, I don't even play for ten months. But it also said level 8 for the C# minor prelude so I didn't care about that… Am I over practicing and should I stop practicing at this pace? How long should I practice a day and how muractice? Thank you for reading and sorry for my English. I'll be glad if you help.” We can be so caught up with our own actions in seeking to perfect them as to totally lose track of reality as we forget how to become social. In excluding the other by thinking only of self lies the tragedy of becoming an antisocial person. 95 http://www.pianostreet.com/smf/index.php?topic=50074.0 102 Preparing the child to live within a global village Chapter 14 –“My social teenager” This chapter looks at the senior high with group compassion at the grade ten level– the Argentine culture, group resiliency at the grade eleven– the afghan culture and group camaraderie of the grade twelve student – the Nubia culture. One marked difference between junior high and high school is the students travel in pairs in the former and in groups in the latter. But if you teach including presentations, learning exercises and tests but excluding inquiries…you leave out what students can learn from each other. Time and again we have observed how group selfassessment can override both parent and teacher influence at this level. So why are we overlooking this part of the learning dynamics in hidden curriculum? The study of Argentine culture is that of generals and political parties who are either together compassionate about disciplines or the democratic process. You see it partially in those high schools which begin the grade ten year with a discipline team staff dedicated to impart a greater depth of each subject and a student body as the year progresses questioning if they will be allowed to make group inquiries as to what is being taught. Teachers like the Argentina generals see the formation of these parties as at a threat to their command of the classroom when it can be so easily viewed as a support. You, the teacher should be learning to work with them instead of trying to divide them by giving them individual assignments and expecting them all to complete them which is now facing oppositions by most students96. To say as many generals have said in Argentina in ustifying their action “I did what needed to be done” excludes 96 Akhila Mol http://www.preservearticles.com/201012301951/homeworkshould-be-abolished.html 103 Preparing the child for the global village what others could have done and limits the broader contexts of other experts. This we learned in Alberta when a teacher gave his interpretation of the extermination of the Jews as never happening and was not questioned for many years because further inquiries of a democratic nature with class discussions, were linked to homework assignment which the teacher marked based solely on his opinion. In contrast we have student unions in Quebec trying to dictate to the government about student fees which is similar to the tactics of how the leaders of Argentine labor movements did the same in assuming that their demand should be met irregardless of the economic consequences, as negotiation was not an option as we further read97; “Argentine workers have a long history of labor militancy and according to James Petras, “general strikes are more common in Argentina than in any country in the world.” In the midst of this compassion by senior teachers to impart what they know and students having a say in what is being taught, is the “Tango” as both sides in learning to dance together, can develop compassionate social learning at the grade ten level of studies. Wither both sides are willing to accept this new arrangement like Argentina, it is still up for debate. The verdict is still out because teachers know so little about group learning and so much about mass education. The students in contrast, feel at home within the group while often lost by the amount of material that needs to be covered in a very short period of time. We (meaning teachers and students) have not sorted out the aspects of the curriculum guidelines which pertain to presentation, learning exercises and tests from those guidelines that are best learned by group inquiries, discussions, projects and self97 Interview with James Petras, International Socialist Review Issue 21, JanuaryFebruary 2002 http://www.isreview.org/issues/21/petras_interview.shtml 104 Preparing the child to live within a global village assessment. We simply do not as yet know the steps in which we can dance together. I admire both the teacher and student resiliency to carry on as the student enters grade eleven as both teacher and students see themselves as part of a system in which they have so little control. It reminds me of Adam Ritscher’s speech delivered to the Students Against War teach-in in Duluth, Minnesota (USA) on the Afghanistan people98. “The story of Afghanistan is in so many ways a very tragic one. Afghanistan is one of the most impoverished nations of the world. It is one of the most war-torn, most ravaged, and most beleaguered of nations. It is a nation that has been beset by invasion, external pressure and internal upheaval since before the time of Alexander the Great. Its people are a people who have endured more than most of us can ever imagine. In fact, for many Afghanis, all that has changed in the last one thousand years are the weapons which have been used against so many of them.” There are no weapons in our high schools even though now we are installing metal detectors at our entrances and the NRA is suggested that we harm our teachers and police our schools to protect ourselves from further attacks from a deranged person who ironically may be so because he has not been taught as to how to deal with groups. Could it be in not being taught how to work in groups, even the teachers often resist team teaching. It becomes part of the hidden curriculum which, unsupervised and uneducated, promulgates enemies like teachers and students who fail to follow “our” way of thinking. The theme that seems to be constantly repeated in Afghan history is “If only my enemies could be eliminated, how peaceful would be my life.” Does that mean we should eliminate all 98 Adam Ritscher http://www.afghangovernment.com/briefhistory.htm 105 Preparing the child for the global village students from our schools accept only those that want to learn individually from us or fire all teachers that cannot seemed to get along with all the students and keep only those who can? As the article concludes; “What is the solution for Afghanistan? What will end the suffering of its people? The most immediate thing would be for the United States government to end its bombing, withdraw its troops, and respect the Afghan people’s right to selfdetermination. And while this alone would not end all of the bloodshed and the fighting, it would create a situation where the workers and farmers of Afghanistan would be more able to cast off the warlords and petty feudal tyrants, take control of their destinies, and create a society that is based upon cooperation and solidarity. Towards that end let us redouble our efforts to stop the U.S. bombing, to stop the U.S. war on the people of Afghanistan!” Learning resiliency is accepting the fact that within a group, you cannot always have things your way. Teachers and students that make it through grade eleven have learned to give and take as the student is willing to take a longer time to listen and do what is asked of him while teachers are learning to tailor the assignments more to the interest of the child within a system that has no self-assessment mechanism to cage what that interest is. Without self-inquiries on topics that the student wishes to cover in more depth, you have no class discussions. Without class discussions, you have no group initiative projects. In the absence of all three, on what can the student do self-assessment? The teacher may say that they have no time for these activities because they must cover all the guidelines of the curriculum. But when you look at those guidelines, many are better covered in the doing of those activities. This is senior high. Why are we still babying the student or spoon feeding him? Could it be that we recognize with the lack of camaraderie in the way that we teach and learn, we find ourselves with no other choices! 106 Preparing the child to live within a global village What is remarkable about the Nubian culture, as teacher and students teach and learn at grade twelve, is the lack of class distinction which is so important if group are to amicably work together. We note of its history99; "Throughout most of Nubia, archaeological remains of the Ballana culture give the impression of a decentralized agrarian society, poorer but more self-sufficient than the society of Meroitic times. Although differences of wealth are perceptible from family to family and from village to village, there is no conspicuously differentiated middle class...." Their history can be traced back to the Stone age where classification of labor was determined by the type of tool that one could produce. Labor can be improved if one could create devices that reduce the physical labor of doing something. It should be obvious to any grade twelve student that one is talented in different areas as becomes evident over three years of group activities. One is by now sought out in recognition of what one can do within a very short period of time because of one’s own expertise in that area. So explain to me why a student upon graduating in having completed all the required courses, is unable to decide what he is going to do in his life. Could it be that group inquiries, class discussions, practical group projects and self-group assessment were not included in his schedule? As we study the Nubian society further, there was a split between the “A” group who took time to reflect on how to improve the way things interact and “C” group who looked for land that could best be cultivated with the use of one’s tools or talent. The “A” were noted to make friends with their neighbor as they saw in trade and in other services what could be gained with Egypt and other countries while the “C” group moved to more fertile land to practice their trades. 99 http://www.numibia.net/nubia/x-group.htm 107 Preparing the child for the global village But as they separated from each other, they became weaker not stronger and do we do the same by not trying to see how the subjects intertwine together? Do we start to rely so much on textbooks to give us an overview of a discipline that can be taught anywhere to produce the highest number at the lowest cost, that the teacher makes no attempt to see how they work together to explain the world around us? Without the inquiries… where is the links to one’s community to explain why not one but all disciplines are needed to graduate? How do we make the textbooks come alive if we do not consider local politics, resources and health questions as they relate together in promoting the welfare of the community? Self-assessment on social involvement does not end upon graduating from high school. It becomes more complicated as we start to assess our roles in life. You cannot simply tell people what to do because you know what needs to be done; you must be able to also meet their needs. Nor can you just go do your thing and expect someone to manage your affairs; you need to accept supervision. As we study the culture further we learn of a third “X” group the Balana culture emerging which focused on the “souls” of the community. We know this by their increase attachment to funerals. We see this upon students graduating in both congratulating in being able to master multiple disciplines as well loss of friendships as they take different paths in life and the community of that grade level is dissolved. Or do we stand out from the crowd in pretending to be an idealist who is supposed to be well educated in every grace except in what can be achieved if mankind shared his knowledge and skills and made an effort to create an ideal world. If we are the former , you may want to read the poem by Edwin Arlington Robinson on Richard Cory100 100 Edwin Arlington http://www.poemhunter.com/poem/richard-cory/ 108 Preparing the child to live within a global village Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, 'Good-morning,' and he glittered when he walked. And he was rich - yes, richer than a king And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place. So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night, Went home and put a bullet through his head. I ask my reader to read on because usually you need to reach the age of thirty before you have such control over your emotions that you are ready for life as sadly so many youth commit suicide in believing that they are ideal and ready for life when they are barely half way. In studying the ideal in post-secondary , you will need far more study on those before you who share in what you want to accomplish as you are not alone nor supported only by one person, who may at times doubt what you wish to achieve (chapter 15) Nor is your design for your world truly viable without some mastery of certain skills and greater understanding of the dynamics of your field of study and some post-doctoral case studies as to its possible application (chapter 16). Your own conclusions should come after these chapters and not before them. Ideas are what we share, not what we are as a person. 109 Preparing the child for the global village Chapter 15 – “My teenager as an idealist” This chapter deals with post-secondary education. The years of college where we protest that there must be a better way of doing things – Swiss culture. The next years of University where we take a step back to study the bigger picture and our place within it – Buddhist culture and the last years of university where students begin to make new allies in their chosen field – Thailand culture. As a student reaches the age of nineteen, there is idealism within him of how the world can be improved from what it presently is. He takes specific courses in that area where he can make the most difference. This process usually begins in protest as to what for self is no longer acceptable. Prime examples of protest are the Swiss101. They protested against barbarianism, Roman rule and church corruption. You do not, as terrorists would like us to believe, destroy things to make something better. You take them apart and find ways to improve them like a properly functioning Swiss watch. You do not become lawless in protest against rules that were supposed to establish order but are causing unrest, you take the time to negotiate new rules that both parties can agree to as Swiss became excellent third party conciliators. You do not join in the share of corruption in seeking to justify it because others are doing it and you cannot afford to live at your current salary. You learn higher skills and knowledge, which brings in a better pay and makes you less in protest against yourself in knowing that you can do more if only you can take some time to assess yourself to be of service to the multi-groups of society. When the Swiss gained their democracy, their protestation ended. In other words, by putting the people in charge who were doing the protest, they began to see that they who complain may also if left in charge, find the answer, or at least understand how 101 Thurer, Georg “Free and Swiss” translated by Heller & Lang, Oswald Wolff, London,1970 110 Preparing the child to live within a global village complex is the actual problem. Hence the question every student should be asking as they enter college or trade school is “What irritates me most about my present world?” Does an engine not running properly bother you? Do you become upset that a house is built improperly and as Mike Holmes says “Let’s do it right”. Does in ustice bother you? And so on… What the Swiss culture is saying very bluntly is that you are not a baby anymore where crying will get you immediate help. You are now old enough to do something about it except the resolving of your issues will take time. Are you willing to give of your time to discover viable solutions! Nor should you take on issues that do not concern you as you need to focus on issues that do and like the Swiss become neutral to concerns which neither affect you and of which you are not sufficiently knowledgeable to make a comment. This does not mean that you ask no questions when money is deposited in your bank and you are rewarded by concealing where it was derived. When universities were completely funded by rich alumni graduates, one did not question where the money was being used having appreciated the education. Today such funding is mostly public and many in not have attended, are beginning to question its usage. I know of one institution in particular whose director though it wise to consult the industries using their graduates. When the personnel managers came to evaluate their programs, they suggested closing the institutions as the trades that they were teaching were no longer in in use within the industry. Instead of taking their advice, they reasoned among themselves as to the intrinsic values in taking the courses and kept the school open for their own benefit of having a job and certainly not to alleviate the protest of their students. 111 Preparing the child for the global village Some universities are now asking on their application for students to put down the questions that they want answered in coming to their university. This often takes the first year of studies to learn the nature of the problem. As the student enters his second and third year of university, we turn now to the Buddhist culture in detaching oneself from the wheel of what I call “irritation’ in noting what is really bothering you from that which is only annoying you. If Mary forgot to tell me about something she did which I found was important to my activities that is annoying. But if Tom tells me that he has the solution to my problem and I discover that he did not know what he was talking that is more than annoying and I begin to question why I ever asked him in the first place. In reaching the second level of not being annoyed by actually consulting with one who does know something about what I wish to know, you can bring peace where once there was war as noted in this encounter102; “One of the most significant events in the history of Buddhism is the chance encounter of the monk Nigrodha and the emperor Ashoka Maurya. Ashoka, succeeding his father after a bloody power struggle in 268 bc, found himself deeply disturbed by the carnage he caused while suppressing a revolt in the land of the Kalingas. Meeting Nigrodha convinced Emperor Ashoka to devote himself to peace.” An idealist looks for an amiable solution and often rejects warfare as it often makes matters worse. By choosing a “middle way” that is neither confrontational nor apathetic in its gesture, but a theory worth considering in resolving certain issues, the student begins to grasp the many forms that relationships can take in matter and people and the possible actions within each one. There is however such a thing as being so middle minded, so knowledgeable about theories that have not been challenged by 102 Dr. C. George Boeree http://webspace.ship.edu/cgboer/buddhahist.html 112 Preparing the child to live within a global village further inquiries…that the student may become book wise but useless in actual circumstances. It is not that the theory does not have some validity, but not knowing when it can best be used, makes one question its utility. Let me give you an example. In my teaching of undergraduate teachers, I gave them the curriculum guidelines for various grade levels, I then ask them to place these guidelines within the dynamics of a schools year where the teacher and student relationship as well as class interaction changes over the year. Now instead of being annoyed by so many theories or ways to teach, they began to see the need for so many as circumstances change in the course of the year. This brings us to the third aspect of Buddhism – reincarnation as the student has begun his third year of university. Now that you have familiarise yourself with the subject in your first years, you can now undertake more complex concepts in the second or third year which you could not even conceive in your first year. This is known in the university argon as “prerequisites’ for higher learning courses. You are literally reincarnate as you look at the same issues in a new light and begin to see what maybe somebody wrote long ago that now makes sense to you or something recently that now has relevance. This is reinforced by inquiries… and sadly denied by professors who believe that you have not the intelligence to comprehend the way they do as they dwell on their lectures and their research and not the feedback of their students. They are more focused on “publish or perish” than the present reaction of students to what they are researching and often do neither. These professors need to take a lesson from the Buddhist who went out to meet the public versus those who sought to avoid humanity by hiding in ivory towers. The public greeted them with open arms and supported those who succeeded in raising their consciousness while we today question those who accept our money and give us nothing in return. 113 Preparing the child for the global village As the university student approaches graduation, he should like the Thailand culture, seek out people whom he can now be of service to as we read about Thailand during the Sukhothai period103; Thailand Sukhothai, meaning the ''Dawn of Happiness'' was the first truly independent Thai Kingdom founded in 1238, by two Thai chieftains, Khun Bang Klang Tao and Khun Pa Muang , this ending Khmer rule from Angkor Wat. In the early 1300s, Sukhothai enjoyed rule over the Chao Phya River basin, westward to the bay of Bengal and the entire Peninsula. A kingdom that was short-lived but of immense cultural importance in the nation’s history. Sukhothai period was the most flourishing period of Thailand. It quickly expanded its boundary of influence after independence. Sukhothai period was considered to be a golden age of Thai culture. During that time in the history, everybody could say that "There were fish in the waters and rice in the fields". …During this time Thai had strong friendship with neighboring countries. It absorbed elements of various civilizations which they came into contact. Thai maintained and advanced their culture ties with China. The potters entered Thai artistry and extensive trade was established with Cambodia and India. After the death of Khun Pha Muang in 1279, Ramkhamhaeng King, the third son of Si Inthrahit, ascended to the throne. Under the Ramkhamhaeng King, Sukhothai had strong friendship with neighboring China. Between the caring for others as exemplified in the Buddhist, there are friendships or a commitment to care for each other. Two chieftains instead of fighting with each other as to who should rule, chose to be friends. They set the tone of cooperation rather than advisory within their nation and the nation as a whole became more caring in noting that there was more to gain in sharing and appreciating what the other had to offer than in trying to find ways to restrict and prevent the other from marketing so as to advance ones wares. 103 http://www.hellosiam.com/html/thailand/thailand-history.htm 114 Preparing the child to live within a global village This friendship was further enhanced by seeking to make friends with the surrounding countries which with such diversity ensured prosperity for all. It reinforced the concept that active friendships makes for a good economy as we note how little was spent of wars and repairs afterwards. It did this by absorbing or including the dynamics of other cultures into its mix rather than trying to sustain its own dynamics as the only aspects worth pursuing. A theme that is consistent throughout history when nations grow as they accept to interact with other cultures and shrink when they start to inner fight among themselves and lose sight of their group ideal. Where this clash occurs as noted on an episode on “Mash” when Bj and Charles fight over who should get credit for a surgery104, it sometimes require comedy or an awareness of the absurd to make us aware of how many people are involved in finding a solution. This is the same absurdity we sometimes find in faculties that are trying to justify their funds over another while limiting the questions being asked and the funding that can be awarded to the university. I see it in cultures asking the government for funding in assuming that their culture is the only one to be taught in the school and government saying “No” because they simply do not have the funding to support every culture in the province. More importantly, as we reach the masters, doctoral and post-doctoral studies, you create poor designs for the real world in trying to advertise that your product is better than the other while lacking so many components and consideration in making it. As Victor Papanek in the preface of his book “Design for the real world105” writes; 104 Mash episode 183 – “Stars and Stripes” December 7th, 979 Victor Papanek http://playpen.icomtek.csir.co.za/~acdc/education/Dr_Anvind _Gupa/Learners_Library_7_March_2007/Resources/books/designvictor.pdf 105 115 Preparing the child for the global village There are professions more harmful than industrial design, but only a very few of them. And possibly only one profession is phonier. Advertising design, in persuading people to buy things they don't need, with money they don't have, in order to impress others who don't care, is probably the phoniest field in existence today. Industrial design, by concocting the tawdry idiocies hawked by advertisers, comes a close second. Never before in history have grown men sat down and seriously designed electric hairbrushes, rhinestone-covered file boxes, and mink carpeting for bathrooms, and then drawn up elaborate plans to make and sell these gadgets to millions of people. Before (in the 'good old days'), if a person liked killing people, he had to become a general, purchase a coal-mine, or else study nuclear physics. Today, industrial design has put murder on a massproduction basis. By designing criminally unsafe automobiles that kill or maim nearly one million people around the world each year, by creating whole new species of permanent garbage to clutter up the landscape, and by choosing materials and processes that pollute the air we breathe, designers have become a dangerous breed. And the skills needed in these activities are taught carefully to young people.” By excluding subjective evaluation and any inquiries, discussions or group projects for efficiency of design, are we leaving something critical out of the learning process? Does the Gordon Commission make a point; in discovering that this socalled objective testing by itself, though efficient, is not producing the critical thinking that we expect from an educated student? Could it be as we enter the post graduate years of overall design, the paradigm itself of being so objective in our education has become the problem in not leaving room for any subjective assessment? Can we take the soul out of learning and still have a design? 116 Preparing the child to live within a global village Chapter 16 – “My designing adult” This chapter looks at the post graduate years in envisioning a better real design for our world at the master’s level – Iraq culture, in noting traditions that should be kept within the design at the doctorial level – Iranian culture and modern changes in acceptance over past designs at the post-doctoral level – Turkish culture. At twenty four, you know enough about life to begin to notice what is not working. You begin taking time off to “twink” – (meaning make it shine more brightly). As you read how far back Iraq’s history goes106, you would think that we got it right by now, but in fact, we are still twinking. Iraq, known in classical antiquity as Mesopotamia, was home to the oldest civilizations in the world, with a cultural history of over 10,000 years, hence its common epithet, the Cradle of Civilization. This “twinking” creates active visions as oppose to dreams which come from reflection, like the city of Babylon which had undergone many changes over the years as what we expected has not been what we wanted. But at the master’s level we are learning what within this field what enlightens us by trying new approaches that seems to improve the way we do things. In education, in my case, this translated into asking what would happen to education if we included cultures within the curriculum. Would we result in a Tower of Babel curriculum as we try to incorporate subjectivity into a very objective education as we further read into Iraq’s history107; The first great nation to rise out of the fertile crescent was Sumeria, this in about 4000 B.C. The Sumerians built irrigation 106 107 http://en.wikipedia.org/wiki/History_of_Iraq http://www.indepthinfo.com/historycountry/iraq/ 117 Preparing the child for the global village canals, and also developed the first known form of writing, known as cuneiform. But like all empires, the Sumerians would pass from the scene. Subsequently, the region would spawn empires or host them over the centuries. These included the Chaldeans, Hittites, Assyrians, Babylonians, the Medes, Greeks (Macedonian and Seleucid), Romans, Parthians, Arabs, Mongols, Ottoman Turks, and the British. The reason so many empires fought over the area was partly the region's agricultural resources. In modern times oil has been a factor because Iraq possesses huge reserves. But the main reason Iraq has been so often fought over is that it lies in a conspicuous place on the world map, in the middle of an invasion route that meets at the crux of three continents, Asia, Africa, and Europe. Would every parent expect their culture to be taught in the school with every child speaking a different language or like all structures, start with a very wide base and build smaller structures upon it as we go to what is relevant to all as we start with creating chapter one to what is mostly relevant to us, chapter sixteen, one’s own design? Secondly, how would we evaluate such a design as every level contains different meaning unless we include subjective selfevaluation that can explain why the objective evaluation will be different for each child? Just like in a building manual, you do not expect all bolts to be the same nor the pieces to construct it. It is in the way that we have been created differently. We have different curiosities, diversity of views in class discussion and selection of roles to play in group projects that like a “lego” construction with many diverse parts. The design potential becomes practically limitless. Or does It? As the one who knows the land says to the American who wants to make the wheels go faster to irrigate it. “If you increase the flow, you will flood the lands” There are reasons why certain traditions continue in different part of our world and why they are religiously followed. 118 Preparing the child to live within a global village This brings us to our doctoral studies as we turn to the Iranian culture to evaluate the application of our designs as we note on the Iranians by Foltz108; “Foltz has emphasized the role of Iranians in the spread of culture in world history, particularly in the domain of religions. In particular, he sees the Silk Road as having arisen from the travels of traders who were mostly of Iranian background” To find out more of the major influences, we read in a very Brief History of Iran and Iranian Religions109; As you probably know, the religion in Iran has a very long history, more than 10,000 years. Mithraism and Zoroastrianism are two old Persian religions that influenced almost all religions. Mithraism is about the slaying of the bull within us as it will lead us to doing that which we know is wrong but we are “too bullheaded” to admit it as we try to defy all cultural traditions dealing with reflection and listen only to those who assert action. If you eat and exercise, you will probably avoid many illnesses. But if you continue to eat and over exercise, it does not follow that you feel even better. In fact, you may even be worse in not taking time to reflect on matters which gives your body time to rejuvenate. Andrew Ho from Harvard in his most recent presentation in San Francisco last month (April 2013) on the future of the Gordon Commission warned of what he called the “Purpose Drift” where even with the best of intention, in not considering the dynamics of where something is being implemented, one can in overly generalizing its usage, find oneself with unexpected results. This response that we do the same exact steps without factoring the people input, is like telling everyone to conform to the same diet and exercise and expecting everyone to have the 108 http://en.wikipedia.org/wiki/Richard_Foltz http://iransnews.wordpress.com/2011/12/04/a-very-brief-history-of-iran-andiranian-religions/ 109 119 Preparing the child for the global village same results. The second form of religiosity is Zoroastrianism that of temptation as we struggle not to commit acts which are known to be inhuman. We purposely refrain from acting as we assume that reflection cannot lead us into temptation of committing the wrong act. We make sure that we are well rested before taking on any exercise and the exercise that we do accept to do are of the least strenuous to us. Muscles atrophy when not in use which makes us all “couch potatoes” so called brilliant in reflection because we spend so much time doing it. But often unable to execute any of our great ideas as we say “Maybe it needs more thought” to camouflage our poor fitness record. But my purpose in writing this book is neither to criticize those who are inactive by being to reflective nor overactive by becoming so much of a doer, it is to educate the public in the lack of both in making critical decisions, especially as the child of today’s village is global. Iran is correct in that we cannot make these decisions unless the cultural factor is included in our education. Is it however “Allah’s way” in reviewing how children develop their consciousness that it be done solely within one culture? Do we make better decisions by being and becoming multicultural minded? The original purpose of universities was to raise our consciousness above the state so that this would not happen. But as Plato once said “Who is guarding the guards?110” or in today’s context “Have we forgot what we are guarding – our cultures?” For a doctor to become a healer, he must examine the whole patient, not just one aspect as this can lead to misdiagnosis. 110 http://www.scu.edu/ethics/publications/submitted/dillon/education _plato_republic.html 120 Preparing the child to live within a global village In the same manner, by Iran focusing solely on the “Will of Allah” as it is God’s will that we do develop our own identity, they may have touched upon the overall purpose of the design of Creation but certainly not how to make it relative for me today. For modern design, we need to look at Turkey and its background111. “Eastern and Western, Asian and European are intermingled in the civilization or modern Turkey.” And to the visions of Ataturk112 “In the following centuries when the Ottoman Empire lost its momentum, Turkey entered a period of stagnation and gradually a period of decline. Against this challenge, the Turkish nation engaged in a struggle to restore her territorial integrity and independence, to repulse foreign aggressors, to create a new state, to disassociate Turkey from the crumbling Ottoman dynasty, to eradicate an old and decrepit order and to build a modern Turkey dedicated to political, social and economic progress. This was the vision of Ataturk, a general in the Ottoman army who had distinguished himself in the defense of Çanakkale.” What Ataturk had which most nation lack as do many doctoral graduates who chose to overspecialize early in their career, is a diverse heritage to better understand a modern design that could embrace so many different perspectives. You cannot expect your child to become a modern thinker while denying how much new designs have come from the mixing of old ones in a new way. The identity of our children lies in the mixing as I created this story on cultural design to illustrate where modern thinking is heading. 111 112 http://www.gototurkey.co.uk/culture-arts/history-civilization/ http://www.turkeyexplorers.com/brief-history-of-turkey.html 121 Preparing the child for the global village Our Heritage At first there was only two cultures; those who contemplated on life’s meaning and what was beautiful about our world which we called women or white people and then there are those whose task it was to do all the labor which we labelled as men or black people. Children came into being as colored people because they had within them a mixture of light and darkness. They enjoyed contemplating as well as the completion of a task though the parents tried by their upbringing to keep them white or dark by what they could or could not do. What they finally accepted as each new generation eventually outnumbered them was a color that could be light or dark and the segregation of those who were not of true blood in not being the same pigment as them. Their blue color of the light was different than a red view or a yellow one and it was important that their children learn the difference. But as nature would have it, these colors intermarried to form new colors and affirm that we can indeed have more than one way to perceive our life as we fully explore its dynamics. Hence cultures enable us to understand these dynamics as we focus together on a specific aspect but no person today can be labelled as purely being from this culture unless they deliberately wish to think solely from this point of perspective. For with the intermarriage continuing, the multi-colored people soon outnumbered the pure colored people and saw themselves far more dynamic in their thoughts than those who preferred to live solely within their own culture. Like the Turkish people who revisited their Ottoman culture once they saw what other countries were doing, we appreciate a culture more in context with other cultures than we do by itself in the absence to its contribution to the overall dynamics. This I have observed from people who have travelled abroad and returned home. While those who stay always at home make me question if they actually know the full value of their culture. Those who stay only with their own culture puzzle me as 122 Preparing the child to live within a global village who would want to live in a neighborhood where everyone wears the same clothes and all the houses are built alike. It is not within our makeup to marry people who are closely related us so why would we want to promulgate sameness! My only answer as I watch the movie the “Matrix” is that we would be easier to manage as we would be all alike. But I cannot believe that this would suit our nature as I read this story of the child who drew a picture with a white and black crayon. “ A teacher in seeing a picture drawn by a child only in black and white, immediately reported it to the school counsellor. The counsellor, having studied the implications of drawing in these colours, had a meeting with the parents. Then after finding no apparent reason why the child drew in such contrasting colours, asked the child. The child responded “They were the only crayons left in the box.”113 This brings us to the conclusion in asking where some modern trends are heading in providing a full box of crayons for our children in starting to seriously consider living within our global village. There are not to coin a phrase “fifty colors of gray”. There are an infinite amount of colors to those who seek to find meaning in their life. I have high hopes for those who are prepared as this preparation comes to an end. I am very doubtful of those who having not prepared, will discount culture and try making us believe that life is in fact meaningless and everything in life happens by accident. They will say “Education is a waste of time because in a fully objective world, nothing has meaning”. If we continue solely with objective testing, they may have a point. 113 Snyder, Benson R “The Hidden Curriculum”. MIT Press, London,1973 123 Preparing the child for the global village Conclusion: “Dynamic thinking” The moment the student starts living life instead of preparing for it, he enters the world of dynamic thinking. If education is only about remembering facts and mastering certain skills, students are not ready for life. Dynamic thinking requires; making inquiries so as to be relevant in your in your information, the capability to discuss your findings with others, the capability to work with others on projects and ask yourself are you doing your best in making your contribution. Many great educators have delved into it; like Jürgen Habermas in action research and Ludwig Wittgenstein logic within each phenomenon, Lawrence Kohlberg & Paul H. Hirst reaching consensus, Harry Broudy’s knowledge of human nature, John I.Goodlad’s non-grading approach, Ivan Illich’s words of “deschooling” and Nel Nodding, care”, Simone Weil’s “décréation” & Michael Apple “rights of the individual”, H. Rugg “child centered” ,Bruner’s interpretive capacities and respect,Jane Roland Martin’s gender difference, Clark Kerr’s importance of new knowledge from the student,Neil Postmen “teaching can be a subversive activity”,A.S.Neil, Carl Rogers and Joseph J. Schwab mastery in the Gestalt ., Basil Bernstein & Israel Scheffler on functioning for a particular context, not just knowledge about a subject, Theodore R. Sizer “functional capability” and many more114. But none connected to cultures nor at which grade level one can do different forms of inquiries, classrooms discussions.. As a result until now in the publishing of this book, we have had numerous affirmations of doing these activities within our classroom with very positive reactions from students but no sustain commitment in not seeing how they build on each other at and through the grade levels. Like the focusing on a culture rather than how together how they making us think more dynamically, educators saw the importance of their contribution, while overlooking the combine impact of their work. 114 Palmer Joy A, “Fifty Modern Thinkers on ducation” London,200 124 Preparing the child to live within a global village It is in using many cultures which seem suited for different grade levels that we can now better understand the student in being and becoming dynamic in his thinking as he seeks to apply what he has learned. This is provided that we included subjective assessment within the learning process. Dynamic implies that one is at times objective in considering what needs to be learned and retained and at other times subjective in what one choose to further learn as more personally related to oneself. If you exclude the latter as the Gordon commission uncovered, the student becomes lacking in critical thinking. If one excludes the former in making the school solely an inquiry process, you find parents asking for a return to the basics as students waste too much time reinventing the wheel. To be and become dynamic, a student needs to learn how to listen (teacher presentation, learning exercises and tests) and to speak (inquiry, class discussion, group project and self-assessment). To do both requires a time for social interaction within the classroom. This you cannot have if you either exclude culture from the classroom or perhaps unknowingly restrict conversation to the culture that one is familiar. In restricting it, one finds education to be solely about instructions which requires very little feedback by the students and a bias evaluation towards those proficient in this area. In inputting only one’s culture, it becomes hard not to indoctrinate the student as the subject in conversation becomes limited to how it has been interpreted by that culture. Wither a person chooses certain cultures over others upon graduating or entering life is dependent with which they choose to associate. But a child in growing up as we have seen through these chapters should not be solely committed to any one of them less he or the teacher deliberately retard the growth in doing so and often begin to fabricate cultural labels which next generation of children in an new type of environment, they clearly do not have. 125 Preparing the child for the global village As the story of heritage in the last chapter reveals, we are not heading in the direction of becoming a one culture society fighting over which one should be predominant. We are instead in learning of many cultures, becoming more dynamic in our thinking and perhaps better understanding Max Ehrmann’s Desiderata115 Go placidly amid the noise and haste, and remember what peace there may be in silence. As far as possible, without surrender, be on good terms with all persons. Speak your truth quietly and clearly; and listen to others, even to the dull and the ignorant, they too have their story. Avoid loud and aggressive persons, they are vexations to the spirit. If you compare yourself with others, you may become vain and bitter; for always there will be greater and lesser persons than yourself. Enjoy your achievements as well as your plans. Keep interested in your own career, however humble; it is a real possession in the changing fortunes of time. Exercise caution in your business affairs, for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals, and everywhere life is full of heroism. Be yourself. Especially, do not feign affection. Neither be cynical about love, for in the face of all aridity and disenchantment it is perennial as the grass. Take kindly to the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe, no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should. Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors and aspirations, in the noisy confusion of life, keep peace in your soul. With all its sham, drudgery and broken dreams, it is still a beautiful world. Be cheerful. Strive to be happy. 115 Max Ehrmann 1920 http://www.businessballs.com/desideratapoem.htm 126 Preparing the child to live within a global village Cultural Bibliography Aldred, Cyril “The gyptians”, Thames & Hudson, London, 98 Arberry, A.J. “Revelation and Reason in Islam”,Allen & Unwin, London, 9 7 Armstrong,K. “Ahistory of God”. 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