|1990?||REBOUND Volume 1|
We have learned that, in order to talk to people about the destructive effects of current educational practices, we had to develop a system for qualifying our readers. Any good salesperson knows the importance of qualifying a buyer before trying to sell a product. A good stereo salesperson knows that he (or she) must qualify each person who comes into the store. He must find out if the customer is interested in buying a stereo or if the customer is just browsing. The salesman must find out how much the customer wants to spend. He must then determine what kind of stereo system that customer needs, which involves finding out something about the size and shape of the space in which the stereo system will be used. If the salesman does not qualify each buyer, he runs the risk of giving the customer useless, irrelevant and confusing information, and he wastes his own resources in the process of doing so.
We realized after publishing our first few issues of "Great Education Moves" that we were definitely going to have to qualify our buyers. We discovered early on that some of our readers believe that there is nothing at all wrong with the existing educational system. They say that this system was good enough for their grandparents and that it is good enough for their children.
Other readers indicated that they thought there was something wrong with the educational system, but that they did not know what, or that they were not interested in doing anything to correct it. Still other readers knew long before we ever published "Great Education Moves" that current educational practices were destructive to children and they were already doing something (such as homeschooling) to prevent their children from being harmed.
In publishing a newsletter, we had to qualify our readers so we could decide whom we should attempt to reach. It was evident early on that we would not be able to say the same things about schools to people who did not think that there was anything wrong with schools as we would say to people who had already figured out that current educational practices were harmful to children, and who were already schooling their children at home. We decided that given our limited resources, those resources would best be spent on homeschooling parents and on homebirthers who might one day choose to teach their children at home. These two groups of people were generally aware of the destructive practices found in modern education and our research served to confirm and reiterate what they already knew to be true.
We also discovered that the majority of educated people under approximately 55 years of age either do not believe anything is wrong with current educational practices, or if they do think something is wrong, they have no interest in doing anything about it. In general, we found that these people, as victims of the educational system, were too far gone to benefit from our research.
We have published our qualifying system because we thought that this system might be helpful to others working in this field. This system has helped us to realize that we can distribute our solutions to :he problems in the current educational system to a very limited audience of homeschooling parents and homebirthers who may one day decide to teach their children at home. Furthermore, this qualifying system has also helped us to qualify ourselves. It has helped us to see that we can go to stage 9 only in this qualifying system given the limitations of our own resources and given the fact that all the children over whom we have influence are not involved in the current educational system in any way.
We have found that people who have been exposed to or have knowledge of the current educational system fall into one of the following ten stages:
Stage 1. This person has no recognition that there is anything wrong with the educational system.
Stage 2. This person recognizes that there is something wrong with the educational system, but is unable to identify what is wrong.
Stage 3. A decision stage. Having recognized that something is wrong with the educational system, this person must decide whether or not he or she is willing to pursue this and find out what is, in fact, wrong.
Stage 4. This person has decided to find out what is wrong with the educational system. He or she must now analyze his other personal resources and set up some system for finding out what is wrong with schools.
Stage 5. This person has uncovered and recognizes a clear set of problems in the educational system.
Stage 6. A decision stage. This person, having found out what is wrong with schools and having discovered how big these problems really are, must now decide if he or she wants to go on and do something to help solve these problems. Stage 7. This person has decided to help solve these problems and must now analyze his or her resources in order to determine how to best go, about solving the problems of education.
Stage 8. This person, having decided how to help solve the problems of education, implements a plan.
Stage 9. A decision stage. This person has begun to implement some plan to help solve the problems of education. He or she must decide whether or not to continue with this plan, having seen once again the enormity of the problems, and become more involved in the distribution of what he or she now knows to be solutions to the problems of education.
Stage 10. This person has decided to go on and is now actively implementing the solutions to the problems of education.
Most educated people cannot get past stage 2, and most educated people under 55 (roughly) are still in Stage 1 (no recognition of anything wrong with the existing educational system.) The fact that Americans are now complaining about the low test scores of American children as compared to the test scores of children from other major industrial nations is not an indicator that Americans are recognizing problems with the educational system. It is only a sign that Americans think there is a problem with test scores. If these test comparisons were not available, or if American children were scoring high in the subject areas being tested, Americans would not be at all concerned about what is happening to children in schools. In fact, what most Americans want to do is to implement anything that will raise the test scores of American children, no matter what happens to the children in the process. People in this society are concerned only about being competitive in the world marketplace. Americans want educators to do more of all the things that are destroying children already, not seeing that, to be truly competitive in the world market, children would need to be educated in a system that preserved all their natural talents, instincts, gifts, hopes and dreams. Current educational practices eradicate these things and turn children into robot-like drones. The Japanese children tend to have high test scores, which concerns many Americans. But these concerned citizens should fear not. The Japanese have adopted American educational practices and have taken these practices to the next level of destruction. The Japanese people are destroying their children even faster than we are, and at even earlier ages. Within a short time, the Japanese society will also be filled with robot-like drones who have been purged of all their natural talents and gifts, and they, too, will be unable to "compete" in the world marketplace.
When we decided to publish "Great Education Moves," and now "Rebound," we were already at stage nine in this qualifying system. We had already undergone many years of experiences in the course of our research which led us to see and understand how destructive current educational practices are to every child exposed to them. So when people wrote to us and said that there is nothing wrong with today's schools, we realized that we had a serious problem. 'There was a time in the history of modern medicine when physicians did not realize the importance of washing their hands before assisting a woman in the delivery of her baby. Physicians were going from the autopsy room, where they were dissecting cadavers, directly to the delivery room without stopping to wash their hands. These physicians just assumed that the high rates of infant mortality and maternal infection and death were just a normal part of the practice of obstetrics. Then, a physician figured out that there was this stuff called bacteria, which could be carried on the physicians' unwashed hands and which could cause women and children to die unnecessarily in the process of childbirth.
For a long time, physicians did not want to believe that washing their hands be fore going into the delivery room could be so significant. They went right on going from the autopsy room to the delivery room without washing their hands, even though all the evidence in physical reality suggested that washing their hands could save the lives of women and infants.
The fact that Americans are now complaining about the low test scores of American children as compared to the test scores of children from other major industrial nations is not an indicator that Americans are recognizing problems with the educational system. It is only a sign that Americans think there is a problem with test scores.
Now, we are trying to tell people that educators are infecting children with deadly forms of mental and emotional bacteria, and that they had better start washing their hands. There are a lot of people who are trying to tell us that it is not cost effective to change educational practices and that our ideas are idiotic. They say that it is too inconvenient to change what is happening in schools, just as it was too inconvenient for physicians to have to wash their hands before entering the delivery room. After all, patients die all the time, so what is the big deal? Are you people at Gentle Wind afraid of having a few patients die?
When people at this stage write us with these foolish opinions and prognostications along with their undocumented personal points of view, we have no alternative except to kick them in the butt with an unpleasant response. We try to determine how damaged these people are and what action can be taken to jolt them out of these disturbed idea systems which allow them to believe that it is okay for teachers to destroy generations of children as long as what the teachers are doing is convenient for them (the teachers) and appears to be cost effective. We found, however, that these people were just too far gone and there was nothing that we could do to help them. All we can do is devote our newsletters to homeschooling parents and homebirthers who somehow have enough of themselves still intact to be able to use our research findings effectively.