Joseph Chilton Pearce, author of several books on child development, stated in a 1998 interview:
“The first thing I would say about any true educational system is that it is not founded on the notion that we are preparing a child for life. The theory we are preparing the child for life, or for the future, is a terrible travesty which betrays every facet of the human being. We don’t prepare for life, we equip the child with the means to live fully at whatever stage they are in.
The idea we’re going to train a child at seven to get a good job at age twenty-seven is a travesty of profound dimension. It makes for a world where every 78 seconds a child is attempting suicide, as is true today. It is this kind of terrible despair we breed in our children when we don’t see the difference between preparing and equipping our children to be present to life…”
More of note, but worrisome :
“Most people involved in educational reform are speaking of curricular programs when the truth of the matter is the children they are dealing with now are, by and large, damaged past the point of educability in any real sense. The public has yet to recognize this is so.
The clearest indications of such damage recently came out of Tubingen University in Germany with a twenty year study of four thousand people. It shows three significant findings as a result of the failure to furnish appropriate sensory stimulation for growth.
First, there has been an average of one percent per year reduction in the sensory sensitivity of the human system and the ability to bring in information from the outside world. Compared to children twenty years age, the children we are looking at now are comprehending or registering information from their environment at eighty percent, which simply means they are twenty percent less consciously aware of where they are and what is happening around them.
Secondly, the kind of stimulus that does break through the reticular activating system in the ancient reptilian brain, the brain stem, is only highly concentrated bursts of over-stimulation. That is, the only signals they’re really bringing in from their environment are those bursts of stimuli which are highly charged.
If it’s sound, it must be a loud sound. If it’s touch, it must be an impact. If it’s visual, it must be intense. Subtleties cannot catch their attention because they are not sensitive to their environment. One comparison is that twenty years ago a child or young person was able to differentiate 360 shades of red, and today are down to something like 130 shades, which means the subtleties are lost to the pure, heavy impact of red now necessary to penetrate the reticular system. Once we look into the whole developmental system, the implications are profound.
The third finding of the German study is that the brain is maladapting on a level which seems almost genetically impossible. That is, the brains of these young people are not cross-indexing the sensory systems, so there is no synthesis taking place in the brain.
Sight is simply a radical series of brilliant impressions which do not cross index with touch, sound, smell and so forth. There is no context created for sensory input, each is an independent, isolated event. It explains why so many kids get intensely bored unless they are subject to intense input.
Source: Starting over with education
- An error has occurred, which probably means the feed is down. Try again later.
- Polls Capture Public's Sour View of Common Core
- Gist wants to delay test-based graduation plan
- Detroit schools cancel 10 percent teacher pay cut
- Free ski pass on for Colorado fifth graders; sixth graders ski cheap
- Philadelphia Schools to Open on Time with Cuts to Programs
- Illinois high schools reworking exam schedules
- Improvement seen on Nebraska math, reading exams
- Minnesota proficiency test scores hold steady
- Colorado school districts have more financial issues, audit reports
- L.A. Unified halts contract for iPads