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2. Ten Commandment of
Education |
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Proposed Nominal Axioms1 Axiom the premise acceptable as true by a community. |
Appropriate Postulates |
Opinions from |
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1 |
Reading is paramount. Enjoyment maximized success. |
Students determine3what they read and level.
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Reading is the building block, and it must be |
| 2 |
Howard Gardner's
equally valued normally distributed Multiple Intelligences should be at the center with education concentrating on a student's Special Intelligence while not harming a student's self actualization. |
Unique individuals
with unique intelligence are to be educated. |
"Do not train a child to learn by force of harshness; but direct them to it by what amused their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each." Plato "The most important thing about education is appetite." W. Churchill “Education is no substitute for intelligence." Frank Herbert "Education is the ability to listen to almost anything without losing your temper or your self-confidence." Robert Frost |
| 3 |
Heuristic
and
Autodidactic approaches based upon a student's Special Intelligence, what they best, should be determined and central to their educational efforts. |
Success is
always better than failure. |
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| 4 | Interpersonal Intelligence education enhances everyone's potential success. |
Interpersonal
Intelligence is underappreciated. |
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| 5 | Equal does not = the same. |
Unique
treatment using
Individualized
Curriculums is essential and requires equating required memory skills to learning. |
"By... [selecting] the youths of genius from among the
classes of the poor, we hope to avail the State of those talents which
nature has sown as liberally among the poor as the rich, but which perish
without use if not sought for and cultivated." "Delivering literacy--even on the high level appropriate to a knowledge society--will be an easier task than giving students the capacity and the knowledge to keep on learning, and the desire to do it."... "All it requires is to make learners achieve. All it requires is to focus on the strengths and talents of learners so that they excel in whatever it is they do well." But schools do not do it. They focus instead on a learner's weaknesses." Peter Drucker |
| 6 | Memory skills are important to education success. They begin critical thinking skills development2 and should be determined and enhanced early in the education process. | ||
| 7 | Gresham's Law of bad money chasing good money also applies to the individual characteristics required for success as people migrate to opportunity. |
Each geographic educational cohort is unique. |
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| 8 | Learning efficiency varies and decreases after x hours for almost all students and it can become negative. |
Current school calendars does not fit all. |
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| 9 | Intelligence bias exists for all multiple choice and true/false test. |
Give
learners a little reading and math direction, see what happens, adjust. |
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| 10 |
Investment Returns should maximize the maximum for the talented maximize the minimum for poor students, while minimize the maximum regret for those in the middle. |
State and local governments should be used as educational laboratories approach. |
"Not all students need programming but they need to easily make the most of
technology."
Tyler
Cowen
"many workers have difficulty acquiring the new
skills. ...their wages have been stagnant... ' |
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1Proposed
Nominal Axioms, They are author's attempt to have people on the same
page
Charles Murray has no chance of his thoughts expressed in his book
the Bell Curve |
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2Critical Thinking Skills development begins with knowing the relevant basic information related to the analysis. Then one or more related analytical processes sometimes called models (outlines, formulas, diagrams, schematics, graphs ... ) should be developed. Resulting materials is then compared and contrasted and a final model chosen and improved upon.
For many students, an outline will begin the processes.
Depending on student skills and desires, |
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3 Proposed Reading Method Students go to their reading computer and begin with Jack, Jill went ..., and then they choose an option like animals, dance, dolls, Relegion, rodeo, sports... Then the computer takes over and sets the reading level and material to be read for each student based on what they want to read, how fast they read and how well they read based some continuing process measuring comprehension. Eventually students read some desired subject matter but only after achieving reasonable success. Progress not achievement will be tracked. There is no hurry. The only issue is the ability to read well enough to continue the process. If a student cannot continue, special personal attention is required. A 7th grade reading level at H.S. graduation is OK if desire means continued reading. Computers are the real problem. They help the strong academic students and poor students just fall more and more behind. Computers enhance our "winner take all society." Thanks! See
getting-started-with-reading-progress |
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