“Look Who’s Talking Now!”

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Why is change so radical?

I suppose the pursuit of positivity and progress can appear to be significantly remote.  Change is inevitable, right, or is that something that just sounds encouragingly good? 

It’s instantaneous.  And revolution has many degrees.  It’s just a matter of which or whose direction you choose to follow.

How do you define school and what is its function? Your answer dictates what you deem as plausible solutions to a largely, failing national education system.

One or many need the aptitude to discern the point of no return or when it’s time to turn around. Such is cued, when complexity becomes too complex.  There’s this notion that if it’s significant, luxurious, and glossy; the product created from this thing, this idea will be equally productive, life altering—if not sustaining.

Strangely enough, many “thinkers” forget that what it takes to break ground and plant a seed is elementary—nature completes the hard parts.

Everything is trendy. 

These Warholesque concepts creep up the ladder to places of elected importance; with the hopes of acquiring enough capital to have the means to brainwash people.  The façade is that they will fix things because they can afford to.

The craze of the times is technology.  Technology’s durability is arguably supplied by its innovative exigency. 

It has become the great Messiah that will save education

The presence of electronic components will baptize America’s schools; wash them clean of their problems.

There were no silver spoons or golden toilets present during my childhood, but there was definitely peace.  My innocence was not only protected, it was cherished.  I think back to hours spent in my room imagining, thinking, creating and playing. In grade school, my mother expected my projects to consist of necessary experiments with real resolutions. My teachers were onions of knowledge.  My fifth grade science teacher was a dead ringer for “Valerie Felicity Frizzle.”

I’m searching for something outside of myself and the persons who orchestrated inspirations that afforded me my personal ambition for wanting to know things.  I am coming up short.  Unless we nominate things to have value; they are lifeless, idle, and stoic.

In February 1996, Gary Wolf for “Wired” Magazine interviewed Steve Jobs to learn what the “the next insanely great thing” was.  “This stuff doesn’t change the world. It really doesn’t,” Jobs said when Wolf asked him about the big surprise that technology would deliver.

Technology is just something else thrown into the shredder to appease those who actually create the problems.  Education has become a business sullied by non-educators and socio-politics.  The bottom line is no longer to construct an environment that garners self thinkers that will discover new and better inventions. Beyond things, schools need people that are invested in tilling and planting.  Naturally, antagonists oppose accepting blame.  Greed has stripped teachers of their freedoms to ingeniously share their wells of scholarship.  Thus, students must now learn according to scripted curriculums in order to pass standardized tests.  In an ocean of statistics, adjectives like single, most, rich and poor have smeared the roads to success.  Prejudices have doomed students before books are even cracked open.  Shortcuts have eliminated countless essential procedures and resources.

I am not choking on old-fashioned ways or afraid of new strategies but I am very concerned with the sufficiency of any ideas that are being debated or readied as the savior of our educational communities.  Technology can not be handed off as some golden key, if the very edifice or door it intends to open is not secure.

Machines are not suitable replacements for humans.  We were the machines before the machines.  Think about it!

 

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