Unbinding Education

Eric Mullin

Description

Setting out the current system of 'education's' flaws, background, and rigid binding approach to learning and being credited for knowledge and skills, this reading then lays out an applicable, practical, tangible, better solution that benefits all in society and is intelligent with human and social well-being in the design, and entirely flexible to the extent tangibly possible.

Sujets

• Education

Informations

• Publié par: Austin Macauley Publishers
• Date de parution: 30 avril 2019
• Nombre de lectures: 0
• EAN13: 9781645364535
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Unbinding Education
Eric Mullin
Austin Macauley Publishers
2019-04-30
Unbinding Education About The Author About The Book Copyright Information ©
About The Author
Eric Mullin is a regular citizen looking to improve conditions he finds around him. He is interested in current events, health, ecology, cultures, history, and social and political workings.
About The Book
Setting out the current system of ‘education’s’ flaws, background, and rigid binding approach to learning and being credited for knowledge and skills, this reading then lays out an applicable, practical, tangible, better solution that benefits all in society and is intelligent with human and social well-being in the design, and entirely flexible to the extent tangibly possible.
Copyright Information ©
Eric Mullin (2019)
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law. For permission requests, write to the publisher.
Any person who commits any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
Ordering Information:
Quantity sales: special discounts are available on quantity purchases by corporations, associations, and others. For details, contact the publisher at the address below.
Publisher’s Cataloging-in-Publication data
Mullin, Eric
Unbinding Education: From the Non-Intelligent Authoritative System to a Flexible System
ISBN 9781645364535 (ePub e-book)
Library of Congress Control Number: 2019937088
The main category of the book — Education / General
www.austinmacauley.com/us
First Published (2019)
Austin Macauley Publishers LLC
40 Wall Street, 28th Floor
New York, NY 10005
USA
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‘Unbinding education’, from an illogical authoritative binding approach to a flexible self-driven system.
Important to read, the appropriate time to change the current inefficient and unintelligent model.
Society is in the grips of an illogical and unhealthy system and engrained ideology that is beyond most people’s scope of awareness; it is something taken for granted and as normal, when in fact it is not. It is built on the foundations of authoritative and oppressive systems of the past, and has never been addressed and opened to change, because of the engrainedness with which it exists and that most have been from a young age placed and forced to be a part of it, without choice, all the while it being purported as normal and good and necessary. It is important to speak first of all what the purpose of ‘education’ is, why it happens, why it is beneficial, and how and why from the ground up such a thing exists. For the max benefit and cohesiveness of society’s functionality, it is good that people are made aware of knowledge and acquire skills…this is it. Does it matter how this happens? – in other words, does it matter if someone is knowledgeable and capable of valuable skills via having learned from their parents, a tutor or ‘master’, learned on their own via research and practice, or within a structured authoritative judgmental environment? If hiring someone for a business, or project of importance to society, or as a partner in a project for personal importance, does it matter where or how they acquired their skills, or at the end of the day, does it not matter more that they are capable of doing the necessary work, and just as importantly that they are ethical, intelligent, communicative, responsible, and even able to intelligently solve the problem or seek proper guidance before making a move if necessary? So the fact that such a person earned a ‘degree’ from a particular college, school, learned from here or there, has this or that degree doesn’t matter as much as it is supposed to indicate a certain capability. A ‘degree’ in the current system is supposed to indicate capability, which might have a purpose, but the manner with which this ‘degree’ was obtained should not matter; in other words, when or if one is capable, and can demonstrate this, they should be signaled as such by an accreditation in a broad general sense, not only when having gone through a particular institution in a particular way, doing whatever that institution defines and forces as the matter of needing to go through as the process to obtain the ‘degree’. If within a day of interacting with a person who seems pleasant, enthusiastic, trustworthy, and aware of the purpose of the task, they demonstrate capability and good potential, does not the fact of where and how they learned this, or in what manner, lose much of its importance…whether this person learned under the tutelage of a parent or relative, or ‘master’, teacher, and did not have such paperwork or prestige from a specific institution ultimately has little relevance, other than perhaps a sense of arrogance…considering pride comes from capability, not the process or place of having obtained this knowledge and/or skill. The point that needs to be emphasized is that even if a person was capable, it is unlikely without paperwork from such an institution, they would be given a chance to do the work in today’s current system…and this is inefficient and impractical, considering the barriers and inflexibility in the potential for people to obtain knowledge, skill, accreditation in the current system, for various reasons from monetary to time and the systems and ways with which the processes defined to obtain accreditation are set up. If they had ‘failed’ in the past, later passed, and had a meager ‘average’, they would be judged as minorly, at best, capable, despite potentially being just as capable. This is just an overall picture to point out that it is important for people to demonstrate capability, of paramount importance, but where and how, and at what pace they obtained this knowledge or skill is irrelevant to its purpose, which is to benefit and keep cohesive society. And other things such as personability, broad ethical intelligent perspective, trustworthiness, as well as freethinking and problem solving capability are also very important. Doing things out of fear of an authority and the control they exert is not constructive, does not cultivate intelligence, and does not bring out the best in people. Doing things from an optimistic, self-driven perspective, where a sense of trust and opportunity is there, and the honor and pride one gets from being constructive, capable, able, and with the eye of a bigger purpose and perspective of how what they do fits into society and the world hopefully at large, is a much better approach. This will be dissected in the upcoming paragraphs and sections, and be kept to the point as it will be followable. This prelude is simply to point out how the current system of ‘education’ is non-efficient or flexible, and much of it is illogical, inconclusive, and based on much arrogance and fear rather than a simple, constructive, more friendly, and appropriate approach. The current system of ‘education’ is illogical, non-constructive, and very wasteful, and does not cultivate the best in people or their desire or awareness of fitting into a bigger picture of society, is often unfair, and ultimately unduly harsh…and extremely inefficient. It was built on oppressive models of the past when cultural oppression, cultivating people for military purposes by authoritative leaders, and other such mal-intended purposes were a part of its design. It is not how people learned at any point in history up until the 20 th century, is counterintuitive to human nature, inefficient, does not bring out the best in people, is binding, and serves only those in control, or so it is thought. It is a system of using fear to cause blind or out-of-fear obedience to ‘all knowing’ authority figures or purported information, as much or more than it is to actually teach skills…even if it minorly achieves this, it could be done in a multitude of other, better, more intelligent ways, as will be laid out, without any detriment, the only difference being people will feel more pride in their self-drive, have more flexibility, interaction with society and others at large, more options, many more perspectives, and won’t be forced to adhere to rigid standards being forced, to get a ‘grade’, but instead will be able to actually learn in a multitude of ways, and via their own pursuit obtain knowledge and skill, where as much or more will be available to aid in this, without meaningless restrictions in terms of the purpose of people learning and becoming accredited. It will free teachers in all senses to not have to be subservient, but actually teach in a more loving rather than whipping manner. It should be noted also that inherently fear or being under authoritative pressure closes people off to learning, which is a process that happens when in a non-fearful, open state, inherently turns them off out of a fightback response to whatever is supposed to be taught, subconsciously in most cases, disinterests them, makes them want to have little to do with such things, makes them less personal, and potentially less sociable, less caring about society or other people, and potentially suspicious and even deviant as a cause – feeling oppression does not cultivate an attitude of care towards others as much as it does a leaning towards ‘going for your own’ in many cases. At least it has this propensity.
What will be laid out is a better approach, that, as it is read, should be considered in the sense that there is no loss as to things being done this way compared to the current way, and there are many more benefits.
This approach will be built on being entirely self-driven, all bei