Getting
back to writing on me, the nature of where I am. Yesterday, a friend
that I use for reference informed me that a school had called him to
ask about me. Apparently they had done a Google search on me and were
concerned that my Internet activities might flow into the classroom.
What
am I honestly able to say to allay their concerns? My plan all along
has been to change the nature of me to one who is humble, considerate
and caring, one who lives the principle of equality.
Therefore,
of course, I would say that this should flow with me into the
classroom, and yes it does. I practice equality in the classroom. In
other words, rather than enforce a hierarchy wherein students are
required to pay respect to me, I respect them as I ask them to
respect me. This, I have found works very effectively in assisting
students to remove many of the psychological barriers that they/we have
towards speaking out. However, mutual respect requires time and
patience to nurture.
In
my experiences of standing up for equality in the physical reality
and the public domain of the Internet, there have been difficulties.
As I have changed me in relationship to others/all, many of the
relationships that I used to participate in are no longer. At first,
I felt as though I was losing parts of me. Later however, I realized
that there is nothing of me that I am able to lose.
Some
apparently view ones who speak out and present solutions to the
inequalities of this world, as trouble makers. Others I guess agree
with what we do, but not enough to take a stand, leaving the ones who
are willing to face the risks of taking a stand, standing alone. I
have very carefully considered the risks of standing for
equality, standing and facing the hammers of those that would hammer
us down, and honestly, this does not concern me that much. My
focus is on the process of realizing/understanding solutions to the
problem of inequality, and implementing them.
The
reason I am not concerned with the system hammering me down and
casting me out is not because I am brave or courageous; it's simply
because I realize that my time on this planet is limited. One way or
another I'm going to die, and when I do, the only thing I care to see
is the foundations of equality, humanity on the path of standing one
within and as the ecosystem of earth.
There
is also one plain and simple fact. Although, I felt very poor growing
up, I was actually born into privilege, and as such (other than the
process of realizing this and changing me), nothing has ever been
that difficult - along the lines of what I imagine billions are
currently facing in this world. However, as we do require to walk
within the current system so to change it, each one must determine
for self the amount of systemic feedback that he or she is able to
deal with and direct.
The
reality (as I now realize it) is that the current system of
inequality attacks where it senses fear; therefore, once one decides
to walk a path of participation in changing self to change the world,
the decision ought to be crystal clear because there is no retreating
or turning back without leaving one's back exposed to attack.
So,
I applied for and interviewed two universities, one that I would like
to work at, the other probably not. Will I express what I understand
of the world system, the mind consciousness system, the path to
equality, etc., if I teach at this or any other university? Most
definitely; for this is the main reason I am looking to move once
again into teaching settings of students of higher levels of English
proficiency. I stand by all that I have published on the
Internet; it's what I have been and who I now am; therefore, of
course this is the stand I will make in all classrooms, everywhere I
am.
That
so many educators apparently tow the line of the current education
system without even considering what is being programmed into and out
of the students is (I would say) one of the reasons students'
creative problem solving abilities are diminishing rather than
increasing.
For example, the English proficiency “Testing” industry has grown to such an extent that a substantial portion of students' time and money now goes towards “learning how to take tests” so as to attain higher scores that are supposedly indicative of higher levels of English proficiency.
For example, the English proficiency “Testing” industry has grown to such an extent that a substantial portion of students' time and money now goes towards “learning how to take tests” so as to attain higher scores that are supposedly indicative of higher levels of English proficiency.
Using
before and after test scores, governments and educators alike justify
this focus and allocation of resources with the so-called proof being
the higher test scores. The irony in this is that, the improvements
in students' test scores after having taken the “how to take the
test” classes are not indicative of higher levels of English
proficiency but higher levels of test taking proficiency. Thus, the
focus of education has been moved from cultivating real-world
problem-solving creative abilities to the virtual reality of memorizing and
regurgitating whatever information the global testing industry
decides that students should be filled with and boxed into.
That
government and educators alike apparently do not see the irony of
teaching students how to take tests to increase their proficiency-scores instead of simply teaching students to become more proficient
in the subject-matter and then designing tests to accurately reflect one's understanding of that matter is indicative (I would say) of diminishing
levels of cognitive reasoning skills within and as the components of society
and the education system itself.
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