Why Johnny and Jane Do not Learn in Public SchoolingJanuary 12, 2018 / byPuget Sound Life / Categories : Puget Sound General
The ageless social formula yielding the degree of learning obtained by a student from the efforts of a competent teacher remains reasonably replicable in any given educational endeavor. If a child is prepared to learn, and desires to assimilate whatever the curriculum may contain, the classroom, regardless of where it might be located, is not a significant variable unless an experimental science is being taught, where a laboratory and essential research apparatus are necessary. Generally, if the teaching methodology is a valid one, and the particular environment is created by the teacher to be attractively conducive to learning, the classroom may be in a garden, under a spreading oak tree, or, sometimes, in a pool parlor. It really does not matter as long as the child, or anyone for that matter, is prepared to learn. And where, pray tell, does this preparation occur? It's not during the first half-hour of a teacher's classroom subject presentation, or in a special public school class where teachers act as parents; but, rather, in the home, the place where almost all children spend the bulk of their time, presumably under the direct control of their mothers, fathers, or regular caregivers. For if pre-adolescent or adolescent children are not prepared in the home each, and every, school day to go to school and learn, they will, probably, only occupy seats in all of their classes without assimilating any new knowledge, and developing intuition , from their teachers' presentations; merly attending but not learning.
What I am saying is that the basic reason for most American public school students not learning to read, write, and perform arithmetic and advanced mathematics and science, as equivalently well as their Asian and European counterparts, is that their parents are not really preparing them to learn. Asian, European, and Scandinavian parents take the education of their young people very seriously, and, as a whole, impress on their children's malleable minds continual responsibility for studiously pursuing elementary, secondary, and, extremely, collegiate schooling.
The fundamental issue as to why American parents, since 1965, have tragically shirked their familial obligations to their children seems to coincide with the intrusion of federal government regulation (and its purse-stringed tax money) into the states' sovereign right, according to the American Constitution's 10th Amendment, to police and set their own particular educational standards. Around the same time that federal desegration, and cross-town busy, were being ordered for the Southern states' public schools, a whole new maze of federal regulation (culminating in the "Individuals with Disabilities Education Act," which directly preceded other regulatory legislations affecting how states apply federal education law) was being implemented. If, indeed, the US Constitution had been originally created solely by a federal entity to nurture a federal nation-state, where the several states were direct creations of an all powerful federal government, the feds would have been able to leap, with impunity, into the process of educating its citizens, calling the shots. The ultimate performance of the nation's parents, in that situation, would have been the responsibility of the all-powerful central government. But this was not the way the US Government was organized and empowered under constitutional law. It was, instead, a creation of the few sovereign states, not visa-versa.
While federal social states in governmental and economic form, most of the European, Scandinavian, and Asian nations have predisposing, attitude-constraining, cultural mindsets, all different in some degree, which prescribes the prevailing tone for educational achievement, and the importance and value of learning. The United States has no such cultural mindset. Without any doubt, educational excellence to these people is a national value. In other words, the great importance of parents in these countries are mutually aligned in their belief that their children must be induced to learn at home through integral parental involvement in the educational process.
While you do not find large Asian, African, and Hispanic minority segments within European and Scandinavian state populations, nor large Hispanic, African, and European minorities in Asian nations, the United States stands out as a diverse demographic model of a federal system comprised of numerous minority populations of immigrants, which can not seem to find a definite cohesive affinity. The great heterogeneity of the United States is the primary reason for its extraordinary diversity and, at the same time, for its severe educational disparity. It could have considered an awful curse as well as a great potential blessing. As I have said in previous essays, such extreme heterogeneity is what Machiavellian government leaders want to see in a prevailing population status quo, in order to manipulate the political order. Such heterogeneity produces a sore accessibility of a majority of the American people to unify, and to coalesce as a consensus of the electorate, in order to advocate common beliefs and desires and to oppose unconstitutional federal agendas. The one very significant aspect of multi-cultural heterogeneity, which is seen today in the United States, is that the particular cultures retaining their ethnic identity, which as groups aspire to great academic achievement, will prominently standout among the majority of the population that does not. This is why the children of Asian, Indian, and Middle Eastern parents are accomplishing so much more with their free public American education than are the children of white, black, and Hispanic parents; and the trend is going to continue, and get inexporably afraid, until parents are forced, by the various school districts, to change their parenting habits, or be held legally accountable (they are already morally accountable) for their children's behavior at school and their basic unwillingness to learn.
The congruence of valid learning with proper parenting leads to an understanding that regardless of the amount of federal, state, and county tax money spent in public education, on state-of-the-art classrooms, laboratories, laptop computers, graphic audio-visual teaching aids, and other adornments to the basic didactic process, it is all wasted unless you have prepared young people sitting at their classroom desks. Contrary to what is considered politically correct by state governors, mayors, state and federal representatives, and American presidents, it is not the teachers, or the learning facilities, that are at fault for the many miserably failing students. Politicians are very afraid of alienating their electorate, the collective American parents, and getting kicked out of office by staging the awful truth that mothers, fathers, and authorized guards are not doing their jobs at home to prepare their pre-adolescent and adolescent students to achieve and accomplish at school. The abject sophistry coming out of Washington, DC and the 50 state capitals, from the so-called educated pundits, about improving public education is hard to handle when you realize that nearly all of it is worthless. Again, public education, as a whole, will not improve in the United States until American parents are called up to account for their grievous negligence in not preparing (helping, nurturing, encouraging, empowering, guiding) their children, the republic's greatest and most important natural resource, to succeed in their public education endeavors.
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