just such a touch and has been
recognized for it. Almost every year at the University of Calgary.(ucalgary.ca).he
is nominated for the teaching award.
never taught traditionally, but I realized I was critical of it even when
I was in grade one. In public school I would watch the teachers and how
they taught. I could see they were not getting their message across, see
when people were being bored. I always wanted to be a teacher."
Dr. Glasberg goes on to say
that to be effective it is important to place one's self in the student's
shoes, considering how they look at what is being presented. He is also
concerned about what a teacher may be trying to accomplish:."Fulfil
requirement or do they want to change something."
Dr. Glasberg says."All
teaching should be done to bring the students out of themselves, educate
them. That's what education originally meant.".And
of information, as opposed to just instruction, which absolves a student
of important involvement in critical thinking processes.
Engaging critical thinking
processes including the 5 W's.(who,
what, when, where, why and how).and
are more effective than just lecturing on what to think about and what
to repeat and remember.
One should know how to think
well and wisely, so decisions important to life can be handled when circumstances
necessitate adjustments be made.
To bring out the specialness
of each individual is Dr. Glasberg's effective thrust in his teaching.
He goes on to say a great teacher is one who uses what knowledge or understanding
the student possesses and draws that forward. The goal was to make the
student more of an active participant in education.
"The real trick is to take
risks, to try to link up where the students are at that time.".says
Glasberg emphasizes critical
thinking and dislikes the traditional method of memorization.
His aim is for students to
really learn and enjoy the world of ideas. Dr. Glasberg is concerned that
knowledge be not just taught, but presented in a way which is both interesting
and exciting leading to heartfelt acceptance.
Many kids want to rush at
life; anxious to leave school and get living life. They become anxious
to try this and that. This results in what they become. Better to become
the best one can be through proper education. A good education.(thanks
to good educators).can
lead one into what he or she can see should be done in life according to
what one has become, what one has an affinity
toward, that is, what one has enought interest to develop a rapport
with, because we only really get good at those things we love.
We become who and what we
identify with. Thus the need for quality education first. Once one understands
capabilities, etc.), it is easier to
decide what to do in life. Education should center around emotions as much
as it does around facts and figures. Consciousness based education.(type
'consciousness based education' into YouTube or 'Maharishi University'
effective in accomplishing this.
But there are those who are
opposite to the high standards humanity needs to aspire
to. Charlotte Iserbyt,
former chief of all education in the U.S.A. reveals the evil plot to dumb
is pretty hard, if not impossible to convince the kids that the teacher
shortage is a calamity!
"I never let schooling interfere
with my education." ...Mark
"The very nature of education
causes brain imbalance." ...Dr.
John Hagelin. Dr. Hagelin on education.(search
'global solutions' at globalcountry.org).
If the cost of a college
education continues to snowball, a person can soon make a profit by remaining
Never take a history class.
Most of what is taught wasn't worth doing in the first place and was recorded
inaccurately and with bias.
Learn history on your own research.
Isn't it strange that one
has to send their children to a Christian school in order for them to learn
the fine character qualities of mercy and kindness. No one else carries
The cuts in spending on education
will be made up partly by an increase in prison and reformatory spending!
Education should include
the knowledge of what to do with it! Like duh! What good are facts without
the world? What is needed is teaching those being educated just how to
control facts properly and away from destructive patterns. This obviously
is not being done. The educational system has most miserably
Public schools mostly stay
away from character.ethics
like it was planned to turn out kids with no good character
at all. It's a time honored adage
that 'a person becomes one with what he chooses to think' and choices of
what to think are provided by environment. In too many schools students
are forced under threat of failing grades to imbibe
garbage information without analytic
Proper education is education
that exposes human awareness to the totality of knowledge and this comes
The greatest danger for most
of us is not that our aim is too high and we miss it, but that our aim
is too low and we reach it! Modern education provides for our aim to be
world controllers want.
Education today focuses
the attention increasingly upon specialized concerns, thereby limiting
expansionability necessary to fully develop the brain. Generally and apart
from some special schools and some special adept
teachers, children are taught what to learn and not so much about how to
learn. This spells more of indoctrination
than education; more of 'rubber
stamping' the person for compliance,
than an educing.
brain plays out the thoughts of the mind upon the body and its life
Education becomes indoctrination
by advancing information on only one side of an issue. Why then do governments
allow peaceful spiritual beliefs such as the Christian, Jewish and many
of Eastern religions not to be taught and practiced in schools, when they
go so far in producing fine members of society? It's almost as if would
be world controllers want ignorant slave workers.
Teaching only one side of
an issue is more of brainwashing than education, so it's garbage. We have
garbage food going into kids bodies, why not garbage information? What
other ways can you think to produce
slaves? Better to have them limited in thinking for the industries of the
world? One would think so, as adding fluoride to drinking water contributes
to making people more tractable.
Consider third world countries.
Why is not enough money been available after all these years? Why
is there never enough for all? It's an abundant universe.
So, it has got to be man and his manipulation
for selfishness based on his fears of losing, of going backward, etc.,
motivating him to hold others down so he can step on them to get himself
a little higher, a little larger in life:.Romans
The educator / learner's
relationship must proceed beyond information embracing emotional encouragement.
we get to know that oneness from which
all else is known, that one master formula governing the entire universe,
and what is that?
Proper education would lead
one to see that we are like branches of
a tree, like facets of a diamond, the diamond being the intelligent
energy of the universe supporting
all things. We see that each of us is a facet, a fractal as it were,
a pattern component in the unity of all things. Here we see that all
other created things including even the so-called.four
forces, including all the stars, all the galaxies, all the air, all
everything we can think and know of, are facets of this same diamond. Think
of it like a flower. The flower is all there is. The petals are us, as
much of the flower as is any of it.
Proper education would include
meditation. Here human awareness is exposed to the totality of knowledge
within, that which all comes from the diamond, is the diamond as it
shines from each facet. Here at the core of everything, transcendence
of all natural law occurs and we can do things regarded by those of ordinary
consciousness as phenomenons. One
comes into knowing that by which everything else is known.
Love is all encompassing.
Love is of higher consciousness levels. Schools have mostly students and
teachers not deep into understanding of higher levels of brain
functioning. They are reciprocally.restrained
from surging forth away from low consciousness levels. That is changing.
Education developers and
controllers who exclude God under the excuse of religion, do not understand
the difference between truth.(information
about the Great Engineer who created the universe to be in such
perfect balance, acts of His plan for all humanity, data on His creating
the misinformation that religion and the
ego level areas of society all too often provide. Ego levels of society
include the corporate system for the most, including media and other institutions
of affect upon those at the ego level of existence. Ego institutions are
by lack of higher
It is herein that education
and religion share the result of their misguided approaches. The result
proves the system is failing people; just look at their lives of little
time, lots of divorce, alcoholism, prescriptions dependency, frustration,
hearts still awaiting a vibrant interesting and exciting life filled with
what is fun, wayward children, etc.
In modern education, technique
is learned and so graduates enter into careers lacking fundamentals of
a way of life involving highly developed intuition;
an intuition so necessary to lead them into the wisdom
required to safely navigate the road of life.
But to have this intuition,
this burning desire to see what wisdom lies within each circumstance encountered,
is to live with the fire Michio
quiet courage that melts everything away with its slow steady force.".It
is from here that life unfolds for each of us.
education designers are really contributing to information entropy.(the
amount of information available to do useful work consistently decreases),
mostly fueled by confusion, thus establishing a socialistic equilibrium
comprising reduced initiative.
In subtle ways many educators
'say no' to students. When information is offset with emotional resistance
to it, you have entropy.
In many ways an 'out of tune'
educator can destroy. Ways can be observed by tracing back from the result
in individual students'
toward life. And sadly some educators do not even seem to care what a student's
perceptions may involve. Out of tune in the sense one may have no intuition.
is developed through deeply caring for others; by determining that your
constantly improving best will be used to improve those willing to absorb
efforts expended to improve others. With this high desire, an educator
can easily sense both those
to benefit from his work and those not so disposed.
Once maximum 'educational
has been reached, a severe impediment resides in an individual.(emotions
have been negatively programmed).hampering
further acquisition of information, i.e., he does not want to learn,
as he sees little personal use for the information. Sadly, only the strong,
but not necessarily the most intelligent, survive.
Educators excluding the Creator
under the excuse of religion and instead favoring the exposition
of evolutionary tenets
such as 'random processes' contribute to this 'educational/informational
entropy', as random processes do not produce information, but rather, distort
Confusion hinders efforts
to accomplish. Couple this with the lack of discipline many students bring
with them to class.(poor
upbringing), and inefficient learning
habits, and we find that mostly the strong survive, with sadly, the most
intelligent often relegated
Einstein was a good example of this, his parents being told he was mentally
deficient, and perhaps should leave school. His own particular
vision was never brought out in his early years, as it was not even noticed.
Effective teaching of children
and students by parents and teachers involves
minds on where students will spend most of their lives, the future!
Education is enjoyable and learning is easier for those with a clear concept
of their place in the future. If education is going to be transformative
it must actively engage the learner.
29:18 "Where there is no vision, the people perish....."
From: TED, a website of
'ideas worth spreading'. What TED celebrates is the gift of the human imagination
videos such as this one:.Dr.
Sir Ken Robinson's video in Monterey, California.(type
'sir ken robinson' into ted.com and select his first video by date),
a most engaging, funny and very interesting video on how we.(especially
negatively affecting our children. Here, once a year, 100 people with helpful
'ideas worth spreading' gather..The
'guts' of the video is below.or
click on the link to see the video:
Dr. Sir Ken Robinson's son
James was in the nativity play at his school getting the part of Joseph,
the bit where the three kings come in.."They
come in bearing gifts and they bring gold, frankincense and myrhh. This
really happened: We were sitting there and we thought they just went out
of sequence. The three boys came in, little 4-year-olds with tea towels
on their heads and they put these boxes down and the first boy said "I
bring you gold". The second boy said "I bring you myrhh". And the third
boy said "Frank sent this".
What these things have in
common is that kids will take a chance. If they don't know, they'll have
a go. Am I right? They're not frightened of being wrong.
all to often dampens this.
Dr. Sir Ken:."I
heard a great story recently, I love telling it, of a little girl who was
in a drawing lesson, she was 6 and she was at the back, drawing and the
teacher said this little girl hardly paid attention and in this drawing
lesson she did. The teacher was fascinated and she went over to her and
she said, "What are you drawing?" and the girl said "I'm drawing a picture
of God." And the teacher said, "But nobody knows what God looks like."
And the girl said "They will in a minute."
"What we do know is, if you're
not prepared to be wrong, you'll never come up with anything original.
And by the time they get to be adults, most kids have lost that capacity.
They have become frightened of being wrong. And we run our companies like
this, by the way, we stigmatize
mistakes. And we're now running national education systems where mistakes
are the worst thing you can make. And the result is, we are educating people
out of their creative capacities. And by the time they get to be adults,
most kids have lost that capacity. They have become frightened of being
"Picasso once said this,
he said that all children are born artists. The problem is to remain an
artist as we grow up. I believe this passionately, that we don't grow into
creativity, we grow out of it. Or rather, we get educated out of it. So
why is this? You don't think of Shakespeare being a child, do you? Shakespeare
being 7? I never thought of it. I mean, he was 7 at some point; he was
in somebody's English class, wasn't he?
"When you travel around the
world: Every education system on Earth has the same heirarchy of subjects.
Every one,. Doesn't matter where you go, you'd think it would be otherwise,
but it isn't. At the top are mathematics and languages, then the humanities
and the bottom are the arts. Everywhere on Earth.
"As children grow up we start
to educate them progressively from the waist up. And then we focus on their
heads. And slightly to one side.
"Now our education system
is predicated on the idea of academic ability. And there's a reason. The
whole system was invented round the world when there were no public systems
of education, really before the 19th century. They all came into being
to meet the needs of industrialism.
"So the hierarchy is rooted
on two ideas: Number one, that the most useful subjects for work are at
the top. So you were probably steered benignly
away from things at school when you were a kid, things you liked, on the
grounds that you would never get a job doing that. Is that right? Don't
do music, you're not going to be a musician; don't do art, you're not going
to be an artist. Benign advice which is now, profoundly mistaken. The whole
world is engulfed in a revolution.
"And the second is, academic
ability, which has really come to dominate our view of intelligence because
the universities designed the system in their image. If you think
of it, the whole system of public education around the world is a protracted
process of university entrance. And the consequence is that many highly
talented, brilliant, creative people think they're not good enough, because
the thing they were good at in school wasn't valued, or was actually stigmatized.
And I think we can't afford to go on that way.
"Now kids with degrees are
often heading home to carry on playing video games, because you need an
MA where the previous job required a BA and now you need a Ph.D for the
other. It's a process of academic inflation. And it indicates the whole
structure of education is shifting beneath our feet. We need to radically
rethink our view of intelligence.
"The brain isn't divided
into compartments. In fact, creativity, which I define as the process of
having original ideas that have value, more often than not comes about
through the interaction of different disciplinary ways of seeing things.
The brain intentionally has a a shaft of nerves that joins the two halves
of the brain called the corpus collosum, and it's thicker in women.
"I'm fascinated by how people
got to be there. It's really prompted by a conversation I had with a wonderful
woman who maybe most people have never heard of, she's called Gillian Lynne,
have you heard of her? Some have. She's a choreographer and everybody knows
her work. She did Cats and Phantom of the Opera, she's wonderful.
I used to be on the board of the Royal Ballet, in England, as you can see
and Gillian and I had lunch one day and I said Gillian, how'd you get to
be a dancer? And she said it was interesting, when she was at school, she
was really hopeless. And the school, in the 30s, wrote her parents and
said, "We think Gillian has a learning disorder." She couldn't concentrate,
she was fidgeting.
I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s
and ADHD hadn't been invented at this point. It wasn't an available condition.
People weren't aware they could have that.
"Anyway she went to see this
specialist, in this oak-paneled room and she was there with her mother
and she was led and sat on a chair at the end and she sat on her hands
for 20 minutes while this doctor talked to her mother about all the problems
Gillian was having at school. And at the end of it, because she was disturbing
people, her homework was always late and so on, little kid of 8, in the
end, the doctor went and sat next to Gillian and said "Gillian I've listened
to all these things that your mother's told me and I need to speak to her
privately." He said "Wait here, we'll be back, we won't be very long" and
they went and left her.
"But as they went out the
room, he turned on the radio that was sitting on his desk and when they
got out the room, he said to her mother "Just stand and watch her." And
the minute they left the room she was on her feet, moving to the music.
And they watched for a few minutes and he turned to her mother and said,
"Mrs. Lynne, Gillian isn't sick; she's a dancer! Take her to a dance school.
"I said "What happened?"
"She said "She did. I can't
tell you how wonderful it was. We walked in this room and it was full of
people like me, people who couldn't sit still. People who had to move to
They did ballet, they did
tap, they did jazz, they did modern, they did contemporary. She was eventually
auditioned for the Royal Ballet School. She became a soloist. She had a
wonderful career at the Royal Ballet. She eventually graduated from the
Royal Ballet School and founded her own company, the Gillian Lynne Dance
Company and met Andrew Lloyd Weber.
"She's been responsible for
some of the most successful musical theater productions in history. She's
given pleasure to millions and she's a multimillionaire.
"Somebody else might have
put her on medication and told her to calm down.
"The future is to adopt a
new conception of human ecology, one in which we start to reconstitute
our conception of the richness of human capacity. We have to rethink the
fundamental principles on which we're educating our children.
"We need to see our creative
capacities for the richness they are and see our children for the hope
that they are. Our job is to help them make something of it. Thank you
The only thing more expensive
than an education is ignorance!
It is sweet
when knowledge is presented in an interesting manner and in such a way
as the student is encouraged to contribute:.Proverbs
16:21 "The wise in heart shall be called prudent and the sweetness
of the lips increases learning."
the info from them: Why isn't truth
about money taught in schools and universities? Why aren't the spiritual
faculties humans have, being taught in schools and universities? Why
aren't the wonders of the human
immune system held up high and taught about, rather than the steering
toward highly poisonous vaccinations
and medical treatments? Why is medical quackery ignorantly lauded
while time tested health principles placed in disdain?
And the same applies to relationships.
Why are kids not taught the value of independence instead of group think?
Why can so few teachers teach so children actually learn on how to have
a life based on the true universal laws, rather than them being graded
on repeating and remembering information most of them will never use. Why
is education mandated to be 'cookie cutter' one size fits all, instead
of each child's unique individual strengths emphasized? Why are not questions
from children massively encouraged in schools and universities?
down kids: Why are billions
are being spent to dumb down people?.(type
'dumb down' at brasschecktv.com).The
organized effort to purposely dumb down people.
-And if your kids are in
dumb ass school, consider doing a better education job by home
-Ethics for students from
the Josephson Institute.(search
for 'lessons' at charactercounts.org).
-Taxpayers made obligated
to bail out the banks.(who
alone create money out of thin
their consent and now details of the bailout are hidden from the people
who are on the hook for the tab.(type
'bail out the banks' into the search at brasschecktv.com),
talk about collusion.