Posted on 04/22/2011 8:37:56 AM PDT by IbJensen
“In every adult work and social environment in which I have been involved pleasant cooperation, reliability, dependability, and especially **competency** were the qualities that were valued. While there may have been competition with outside business competitors, competition within the group was NOT helpful in any manner.”
And everyone is promoted at the same time, and everyone makes the same salary, right? If you don’t think people compete within a company for salaries, positions, etc, you’re nuts.
“Would an adult willingly place himself in a situation where he would be “humiliated” and subjected to “scorn”? If an adult would find it very difficult to cope with this type of social abuse, why on earth would we think it is good for children? Perhaps it is the environment itself that is responsible for the lack of motivation.”
Nobody’s making them be lazy or forcing them not to study. It’s called a “consequence”. If people come to recognize, FROM YOUR ACTIONS, that you choose not to work, then so be it. It’s going to be that way for the rest of your life! The good part about it is, the kids completely forget about socioeconomic class, cliques, etc., and select ONLY based on the fact that someone might be a hard worker. In other words, they see the VALUE in a person where they otherwise might not. Conversely, sometimes best friends are passed over if they’ve shown lazy tendencies. But, it’s all up to the kid to work hard and create that value in himself, as it will be for the rest of their lives! That’s the way it SHOULD be! And as for blaming the environment, that’s just one of a long list of things that people use so they don’t have to hold the kids responsible. “It’s not the kid’s fault, its the environment”. If that were true, none of them would succeed.
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Those who get promoted are those with the most competency ( they **know** their job), reliable, dependable, pleasant, and can generate the most productive cooperation among those working under them.
The typical prison-like government school is one of the worst places to learn the interpersonal skills needed to advance in business. The is one place that is definitely worse: real prison!
Load of balderdash.
Since when isn’t competition a part of the adult work world? Maybe it isn’t where you work, but for those of us who have no job security, you bet we have to work our tail off just to see through to another paycheck.
I am a cub scout leader. My little scouts LOVE to learn.
However.....Every one of them **HATES** school! It must be a visceral feeling for them. It shows on their faces when the very word, “school”, is mentioned.
we have to work our tail off just to see through to another paycheck
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Anything less would be stealing from your employer. That’s one of the Ten Commandments that are not taught in our government schools.
Apparently not in your competition-free world.
The reality is that unless people know they will be fired and replaced, they will slack. Guaranteed.
An Enlightened, Committed People Who Understand The Principles Of Our Constitution- The Most Effective Means Of Preserving Liberty |
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"Although all men are born free, slavery has been the general lot of the human race. Ignorant - they have been cheated; asleep - they have been surprised; divided - the yoke has been forced upon them. But what is the lesson? ...the people ought to be enlightened, to be awakened, to be united, that after establishing a government they should watch over it.... It is universally admitted that a well-instructed people alone can be permanently free."- James Madison
America's Constitution is the means by which knowledgeable and free people, capable of self-government, can bind and control their elected representatives in government. In order to remain free, the Founders said, the people themselves must clearly understand the ideas and principles upon which their Constitutional government is based. Through such understanding, they will be able to prevent those in power from eroding their Constitutional protections.
The Founders established schools and seminaries for the distinct purpose of instilling in youth the lessons of history and the ideas of liberty. And, in their day, they were successful. Tocqueville, eminent French jurist, traveled America and in his 1830's work, DEMOCRACY IN AMERICA, wrote:
".every citizen ... is taught . the doctrines and the evidences of his religion, the history of his country, and the leading features of its Constitution ... it is extremely rare to find a man imperfectly acquainted with all these things, and a person wholly ignorant of them is a sort of phenomenon."
On the frontier, he noted that "...no sort of comparison can be drawn between the pioneer and the dwelling that shelters him.... He wears the dress and speaks the language of the cities; he is acquainted with the past, curious about the future, and ready for argument about the present.... I do not think that so much intellectual activity exists in the most enlightened and populous districts of France' " He continued, "It cannot be doubted that in the United States the instruction of the people powerfully contributes to the support of the democratic republic; and such must always be the case...where the instruction which enlightens the understanding is not separated from the moral education.."
Possessing a clear understanding of the failure of previous civilizations to achieve and sustain freedom for individuals, our forefathers discovered some timeless truths about human nature, the struggle for individual liberty, the human tendency toward abuse of power, and the means for curbing that tendency through Constitutional self-government. Jefferson's Bill For The More General Diffusion Of Knowledge For Virginia declared:
"...experience hath shewn, that even under the best forms (of government), those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate...the minds of the people...to give them knowledge of those facts, which history exhibiteth. History, by apprizing them of the past, will enable them to judge of the future...it will qualify them judges of the actions and designs of men; it will enable them to know ambition under every disguise it may assume; and knowing it, to defeat its views.."
Education was not perceived by the Founders to be a mere process for teaching basic skills. It was much, much more. Education included the very process by which the people of America would understand and be able to preserve their liberty and secure their Creator-endowed rights. Understanding the nature and origin of their rights and the means of preserving them, the people would be capable of self government, for they would recognize any threats to liberty and "nip the shoots of arbitrary power in the bud." (Adams) (Read about "Our Ageless Constitution" at this site).
A review of textbooks used in the schools until the mid-20th Century reveals a very different curriculum than has existed for many decades now.
It seems the so-called "public schools" stopped performing the role described by the Founders about the time the "progressives" took control of the mechanisms of what now passes for "education" in America. Perhaps the near explosion of home schools and private schools over the past couple of decades has contributed to recent renewed interest in the ideas of liberty and America's founding principles. Is it too little, too late?
Yes, that is the **real** world and the law of natural consequences. People are fired for lack of competency, inability to produce, or inability to work cooperatively with others to produce a desired result.
So?....How often are children “fired” from government school for lack of competency, or inability to get along with others? Hm? No, they are not “fired”. Instead they are “humiliated” and the other children are taught to “scorn” them.
Which is more humane?
1) Is it kinder and more considerate to humiliate and scorn children who are government captives in a government prison-like facility ( children whose only crime was to be born),...
... or?...
2) Do as private schools do? Inform them that they are not a good fit for the private school and the other children, and ask them to leave?
Which is more “real world” and better preparation for the adult world of work and social relationships?
I teach in private school. I don’t humiliate, I don’t scorn. All I do is ask the same from all the students, to reach the standard that I’ve set.
If they don’t reach it, it means I have to work harder with them and they have to work harder too.
The kids don’t want to look bad in front of their peers, and the kids know that I’m not going to ask of them what I don’t ask of anybody else in the class. I don’t pick on people, I don’t make examples of them.
But they know that I will call on them, and they will be expected to know the answer, and I will work with them until they are confident.
Unlike in the real world, you get second chances, as many as it takes until you get it. They also realize that I’m only with them for one year, and that next year, if they don’t work, the consequences will be dire.
Most of them respond. Two haven’t really for the entire year. But every class I keep pushing them along and trying to get them involved in the class.
I don’t and haven’t had to use the stick. Yet. So far the carrot has been effective enough to motivate most of the students. Yes, they compete with each other and I encourage them to do so.
Government education probably wasn't too bad initially due to the basic values brought to the socialist schooling system by the teachers and principals. These values are reflected in the early textbooks.
We will see the same thing with socialized health care.
The professionalism of the doctors and nurses will ( at first) insure that patients get reasonably decent care. In one or two generations, though, as the those who were trained in the private system retire, socialized medicine will exhibit all the pathology seen in our socialist-funded, compulsory, and voter mob controlled government schools.
In one or two generations citizens will be saying:
** We need local control.
** We need to get rid of the Federal Department of National Health.
** We need to elect better people to the health boards.
** We need to get back to basics.
** If only the doctors and nurses weren't unionized.
** If only parents took better care of their kids. It's the parents’ fault.
** If only citizens took more responsibility for themselves. It's the citizen's own fault.
** If only there was less waste.
** We need more doctors and nurses and fewer administrators.
** If only the medical and nursing schools had fewer Marxists.
Americans, in one or two generations, will be absolutely incapable of believing that a private system of health care can exist. They will think that if they could just tweak the socialist health care system in one or two ways that somehow it would be fixed. Very few will understand that the underlying pathology within the system is SOCIALISM!
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