The European Utamawazo's approach to education forces what is whole within self to have to be separated and reshaped into so many disconnected puzzling pieces. Meanwhile each person must take all this and try to be whole and “contribute to society” in a good way when society does not want to be whole. 8. In many cases, the best students are simply those who are good at separating and memorizing. I know this for myself because I got good grades without trying. I got little to no understanding of the subjects and little to no understanding of self. As society would have it, I was praised for this. 9. A minimum level of self-integration is taught for a maximum level of pacification, i.e., the incorporation of achieving “dreams” via education to justify setting aside higher purposes that can't satisfy the temporary desire to survive. 10. All institutions teach us to seek the minimum amount of education necessary to receive the maximum level of gratification. Everyday proof is conspicuously evident of the fragmented approach to education. Here's one last example that may not be so noticeable. Take any single topic and ask one question and there will be several conflicting understandings among students, teachers, graduates, lay persons and so-called experts. This occurs even though everyone is educated in the same system.
Friday, April 10, 2015
Education The Wrong Way | European Fragmented Approach
Unity Consciousness #165
Unity Consciousness #165
.The process of studying any subject leads to studying multiple subjects to assist understanding of the initial subject. If this does not happen, an approach to education that works against knowledge is being taken. This fragmented approach has been adopted as the model for modern education.
Modern education does not want wholeness. People who are whole will automatically reshape their societies into civilizations.Education serves the larger system that created it.
We know enough about the European Utamawazo and the Utamawazos of its co-conspiring countries to know their education must also be imbalanced at best and criminal at worst.Imbalanced citizens cannot set up a balanced government. A wholeness producing education system must flow simultaneously from people becoming whole. This is not what is happening. Instead what we see in terms of education is...
1. Citizens educated to separate and dominate rather than educated to integrate and elevate.
2. An education system that pretends to teach about the world, universe, life and existence while not taking into account the entirety of world, universe, life and existence.
3. Emphasis on mastery of subjects and mastery over others rather than mastery of self.
4. Poisonous permissiveness at moral expense such as “whatever it takes to get someone to buy whatever is being sold ( items, ideas, beliefs, etc.) as long as you call it marketing, branding and advertising.”
5. Identity, thus self-esteem, tied to a false sense of history promoted by the education system and other institutions.
6. Fights to keep the truth out of textbooks.
7. Every subject taught in the education system is ruled by groups of “experts” who make up rules that don't transfer across subjects. Those rules that do usually don't transfer to knowledge of self. As a result, learning is tedious, unappealing and harder than it has to be.
The European Utamawazo's approach to education forces what is whole within self to have to be separated and reshaped into so many disconnected puzzling pieces. Meanwhile each person must take all this and try to be whole and “contribute to society” in a good way when society does not want to be whole. 8. In many cases, the best students are simply those who are good at separating and memorizing. I know this for myself because I got good grades without trying. I got little to no understanding of the subjects and little to no understanding of self. As society would have it, I was praised for this. 9. A minimum level of self-integration is taught for a maximum level of pacification, i.e., the incorporation of achieving “dreams” via education to justify setting aside higher purposes that can't satisfy the temporary desire to survive. 10. All institutions teach us to seek the minimum amount of education necessary to receive the maximum level of gratification. Everyday proof is conspicuously evident of the fragmented approach to education. Here's one last example that may not be so noticeable. Take any single topic and ask one question and there will be several conflicting understandings among students, teachers, graduates, lay persons and so-called experts. This occurs even though everyone is educated in the same system.
The European Utamawazo's approach to education forces what is whole within self to have to be separated and reshaped into so many disconnected puzzling pieces. Meanwhile each person must take all this and try to be whole and “contribute to society” in a good way when society does not want to be whole. 8. In many cases, the best students are simply those who are good at separating and memorizing. I know this for myself because I got good grades without trying. I got little to no understanding of the subjects and little to no understanding of self. As society would have it, I was praised for this. 9. A minimum level of self-integration is taught for a maximum level of pacification, i.e., the incorporation of achieving “dreams” via education to justify setting aside higher purposes that can't satisfy the temporary desire to survive. 10. All institutions teach us to seek the minimum amount of education necessary to receive the maximum level of gratification. Everyday proof is conspicuously evident of the fragmented approach to education. Here's one last example that may not be so noticeable. Take any single topic and ask one question and there will be several conflicting understandings among students, teachers, graduates, lay persons and so-called experts. This occurs even though everyone is educated in the same system.
