Sunday, January 30, 2011

Can Government Continue to Operate This Way?

Just like with the health care insurance funding, at some point, you can't just keep on providing more money for more people to get more medical care and services, but people have to actually get better, and be better able to take care of themselves -- because the present pace of more people requiring more other people to take care of themselves, is unsustainable, as well as downright unhealthy.

In the old days, that was called, self-sufficiency and self-reliance, which was actually the original purpose of public education in the first place, and not more reliance on other people, and particularly educational professionals, lawyers, and unions to do all our thinking and talking for us.

So obviously, we are at another one of those inflection points, at which everything that has been true but not working and solving the problem, has to be revisioned and repurposed, so that the objective is not simply providing more money for the codependents, but actually improving the lot of the disabled and dependent.

Fortunately, a few leading edge thinkers are already breaking new ground -- to eliminate these problems, rather than continuing them, to continue to exploit them. The chief beneficiaries, will be the codependents themselves, who are the most vulnerable to providing that help even when it is detrimental to the health and well-being of the clients -- as well as them.

These lines are not well-defined, and so those most vulnerable to exploitation and abuse, are the most trusting and compliant -- by those who pride themselves on knowing how to work the system to their exclusive advantage, which is largely what government has become, and why we need to take this opportunity to rethink everything, so that they make sense again, and not just simply so we can hire the best lobbyists and public relations to get "more than their fair share -- as what they are entitled to."

Nobody should be a fulltime caregiver for everybody or anybody else -- and teachers have to learn too.

Wednesday, January 26, 2011

Reconditioning, Recreating, Rejuvenating Life in the 21st Century

It is obvious to most people who grew up and were conditioned (educated) in the 20th Century, that the world is wholly different now, but the knowledge and possibilities they learned back then, may not serve them so well now and in the future – if they simply repeat the patterns of the past, rather than explore and develop the greatest possibilities of living in the 21st Century.

Quite possibly, most of what we know, may be no longer true, if it ever was, because information keeps evolving to higher levels of understanding – so that many things thought impossible in the past, including and especially a vastly different and better life, are now the present day realities for increasing many. Some are the first to know about these new understandings and possibilities, while many others, resist them until they are the last to know and accept them.

The conditioning of the past, was partly this resistance to change and accepting different ideas and ways than the one in which they were taught to live out their entire lives, as the only way it has always been done, or had been convinced of that. But the new world, is the understanding that there are many ways, ideas and options – than the one the present conventional wisdom and defenders, try to convince us is the only, if not the best way, even when it obviously does not work for us.

When the knowledge we possess, does not produce the results we desire, we are often told we must simply try harder, and devote more time, effort and expense, into what has not been working, rather than consider that there could be a different understanding, that makes more sense, and in fact, achieves the remarkable results and benefits, with vastly less – because no amount of effort with the wrong understanding, will achieve the results of a very little effort with the right understanding.

In fact, the right understanding automatically leads to the right actions and practices – rather than having to force oneself to continue to do what is obviously not working, and may even be undermining our efforts, and confidence. We often acquired that knowledge (conditioning), because nobody thought to question that there might be a better way (than it's always been done before) – without all the problems, demands and reservations previously thought necessary and essential in those undertakings.

That is the possibility of life in the 21st Century – to be healthy and whole, not as an exception for only a privileged few, but as the new paradigm of living in these times. One no longer just learns everything in school, from experts or teaching professionals, but learns all the time, from everything, and everybody, all one's life – and it is being in that perpetual state of learning, by which one remains healthy, vital and evolving to ever higher levels of well-being, rather than thinking one has learned everything one needs to know in school, and never needs to learn anything else ever again – which is the familiar and destructive pattern of deterioration, decline and dysfunction (disease).

This is very different especially from how we have been conditioned to think of exercise – as the need to do incessantly “more,” rather than that we could be doing less, but better. People don't get better because they do more (of what made them worse with their old understanding), but because they do better, that allows them to do less. But not simply less with their present understanding – which is to think of themselves as a struggle and competition against everybody else, including themselves, working against gravity, time and circumstances, rather than the proper orientation and understanding of optimizing their actions, choices and behaviors to obtain the fullest benefits from their environment and conditions – which produces greater health and fitness as its logical and inevitable outcome.

Much of what we believe to be true, we take on the word of other people telling us so, rather than that we can verify and validate our knowing through our own experiences and sensibilities, so that we can all think for ourselves and make our own inquiries and discoveries thereafter – and not just be told what to think, and when to think them, which no intelligent human being, would settle for.

Vital to any instruction, is that the student learns to be their own teacher – but in order to learn that, they need to see how one learns, and not simply, how the teacher teaches. The great value of education, is observing how the teacher learns – if they in fact do, and not simply repeat what they have been told, is what they must teach. Nowhere is that more true, than in traditional physical education classes and instruction, which is usually just the most obvious of a heavy-handed indoctrination and coercion that doesn't allow one to come upon the truth of any matter for oneself – which allows them to take that basic and vital skill to all the challenges of all one's activities, interests and pursuits.

That is the critical difference in how life has changed from the last century to this: we are no longer merely narrow specialists capable of knowing only one field of expertise or automatons performing one task endlessly, but can broadly experience and operate confidently and competently in as much as we want to. Undoubtedly, some will be more talented in some fields than others, but on a base level of participation, one can feel qualified and welcomed to participate, and not be intimidated and bullied by the self-appointed few who feel they are the only ones who belong there, and own the turf, and everybody else exists only to pay their dues and homage to them.

We no longer live in that world, and so the new paradigm of conditioning in the 21st Century, is the liberation from the compulsion and coercion that restricts and limits movement and funnels them into self-defeating and destructive patterns, to the realization that the range of movement is much greater than thought/imagined possible, and increasing those ranges – and not simply doing a self-limiting familiar range, as a veritable self-fulfilling treadmill -- is what will enable one to do what one has not done before, no matter how many countless, tedious times of thoughtlessly going through the motions.

The conditioning of value is what enables and empowers one to do what one hasn't done before – which is to extend one's range of movement and expression, safely, confidently, sensibly and effortlessly – and create that as a base template for every other activity one engages in the normal course of one's day, rather than being a disruption requiring inordinate amounts of energy, time and focus that takes away from one's day, and becomes one's excuse for not having enough of to do it.

Wednesday, January 12, 2011

"Education" in Hawaii (US)

It is the teachers' own union that convinces its members that they are worthless and powerless without them -- and not that people inherently feel that way about real teachers, but of course have no respect for those who only want to get as much as they can from their communities without giving anything in return.

The union disempowers teachers so they cannot speak for themselves and determine their own rules for conducting their own classes in the best manner possible for each -- but instead, one union spokesperson assumes that power to speak for all, and detrmines the rules for all. They've turned a profession and calling, into assembly line workers who have no right to speak for themselves and exercise their own best judgments -- which is the denial of their capacity as "teachers," who if they cannot speak and make these judgments, well then, what exactly is it they have to teach that would be of value to society?

We don't need teachers to demand as much as possible for as little in return as possible -- and ultimately, to demand something for nothing as their entitlement simply because they can "stick together" and bully everybody else into doing whatever they can force them to. That's not a free and "democratic" (egalitarian) society but an authoritarian one based on the notion that might makes right, and that they are more important and deserving than anybody else (which they do ceaseless propaganda for) -- which is not fairness just because they are the most efficient and ruthless at organizing for that purpose.

And so, many growing up in Hawaii, are educated (indoctrinated) into thinking that status quo, is what they must agree to and fit in, instead of learning to think for themselves and acting responsibly as individuals, and not always as a group who demands that they are worthless and powerless and need a union strongman to do their thinking and talking for them.

They've destroyed the whole meaning and purpose of education -- which is to identify and promote merit, and not just promote themselves over every other member and group in society. Why does the future of Hawaii need to be taught that? Why would any society value that kind of "education" and educators?

There is very little real education going on besides that.

Saturday, January 01, 2011

What the Future Holds

Contrary to what the education lobby would like us to think -- the whole reason for education is to get people capable of learning on their own, so that they can do it all the time, whenever they need to -- without paying tuition to the keepers of the information, and creating endlessly more, high-paying jobs for education bureaucrats (controllers).

At least 50 years ago, real educators created "learning machines" so that students could drive (direct) their own learning, but the technology didn't exist to make that leap, because the machine couldn't learn from the student also -- which is now programmed into the instruction, and that's why it is more appropriate and effective, than the one-way transmission of information -- just as the old media publications also suffered from the one-way communications (propaganda). Now, people are used to interacting as co-creators in the learning/information exchange, which is the primary skill of learning in the 21st century.

All the specialized subjects were merely "tools" for this process of learning -- and not sacred information in themselves. Language is in fact, merely a tool -- but a primary tool for communication, just as math is a tool, for conducting rigorous and products experiments by which we hope to enrich our experiences and efforts -- and not just to parade our knowledge and superiority, for no other good purpose.

The future of health is also the same way. We won't continue to add more professionals to take care of more people but more people will have to take better care of themselves first, and then consult the experts when they are stymied -- and not as a first resort, because there are not unlimited resources, and never was.

In the new world and new age, people have to learn for themselves, and by themselves, what the future will be -- as they discover it. The "teachers" can only teach us the knowledge of the past -- but we have to individually discover the future that is not simply the repetition of the past. So learning has to take on this greater significance and effectiveness, and not simply repeat the ways that are failing, as though they could not learn from their own failings, because that is the most essential lesson in learning, and not simply repeating things as they've always been done before, no matter how predictably and reliably they fail.

That is not intelligence.