What If…….

What if …

Love was eternal

I could see you of  tomorrow in your eyes today

I never caused one person a moment of pain

We had the power to mend the deep hurts in one’s heart

Money was not the god of this world

Every child had a mother and father or people who loved the unconditionally

I dared to lose my heart and soul in the service to others

We could understand the soul wrenching effects of lust

We really valued things that matter rather than celebrity or sports

We all understood the gift we are to one another

I begin to know who I really am.\

I see past the illusions that keep me from accepting you as you are!

 

 

 

A THOUGHT

YOU ARE NOT WHO YOU THINK YOU ARE!

Then by what method or process do we come to understanding who we are?

The understanding gained in examining a life itself comes to permeate that life and direct its course. To live an examined life is to make a self-portrait.
The philosophical tradition since Plato has sought to ground ethics by showing that our own well being is served or enhanced by behaving ethically.
We do not want to get committed to any one particular understanding or locked into it. This danger looms larger for writers, in the public’s mind or in their own they have easily can become identified with a particular philosophy that marked out a distinctive view, one that now seems seriously inadequate.
Once having pigeonholed people and figured out what they are saying, we do not welcome new information that would require us to re-understand and reclassify them, and we resent their focusing us to devote fresh energy to this when we have expended more then enough in their direction already!
Once upon a time, philosophy promised more than empty contents of thoughts. “Citizens of Athens,” Socrates asked, “aren’t you ashamed to care so much about making all the money you can and advancing your reputation and prestige, while for TRUTH and WISDOM and the IMPROVEMENT OF YOUR SOULS you have not thought or care?” He spoke of the state of our souls, and showed us the state of his own.The understanding gained in examining a life itself comes to permeate that life and direct its course. To live an examined life is to make a self-portrait.
The philosophical tradition since Plato has sought to ground ethics by showing that our own well being is served or enhanced by behaving ethically.
We do not want to get committed to any one particular understanding or locked into it. This danger looms larger for writers, in the public’s mind or in their own they have easily can become identified with a particular philosophy that marked out a distinctive view, one that now seems seriously inadequate.
Once having pigeonholed people and figured out what they are saying, we do not welcome new information that would require us to re-understand and reclassify them, and we resent their focusing us to devote fresh energy to this when we have expended more then enough in their direction already!
Once upon a time, philosophy promised more than empty contents of thoughts. “Citizens of Athens,” Socrates asked, “aren’t you ashamed to care so much about making all the money you can and advancing your reputation and prestige, while for TRUTH and WISDOM and the IMPROVEMENT OF YOUR SOULS you have not thought or care?” He spoke of the state of our souls, and showed us the state of his own.

EDUCATION IS….

When you ask someone what education is a multitude of answer will come hurtling back at you. With every opinion being “right,” to them.

Having encountered many “ball-less” wonders, or administrators, those who are so enmeshed in the culture and politics of education they lack the courage to actually lead and rely on those higher in the pecking order to decide for them rather than make unpopular decisions. These thoughts are mine and those from Ken Robinson’s Out of Our Minds.

All over the planet, governments are investing vast resources in educational reform.  In the process, policy makers usually narrow the curriculum to emphasize a small group of subjects, tie schools up in a culture of standardized testing and limit the discretion of educators  to make professional judgements about how and what to teach.

These reforms as seen by everyone but policy makers, universities and administrators,are stifling the very skills and qualities that are essential to meet the challenges we face, creativity, cultural understanding, communication collaboration problem solving and behavioral and moral development!

Seldom do I hear administrators raise any questions about the results we are seeing in our schools! It seems politicians and leaders in education ( notice I did not say LEARNING), are led by the economic impact of education or its lack.  Talking to business leaders you will hear them complain that education is not producing the thoughtful, creative, self-confident people THEY so urgently need: people who are literate, numerate, who can analyze information and ideas; who can generate new ideas of their own and help to implement them; who can communicate clearly and work well with other people. They want education to provide such people, but too often they also cling to an unrealistic understanding of today’s educational system in  America.

The challenge now is to transform the education system into something better suited to meet the real need of students, (not businesses) in the 21st. century.  At the center of this transformation is a radically different view of humanity, intelligence and creativity.

“We will not succeed in navigating the complex environment of the future by peering

rear view mirror. To do so, we would have to Out of Our Minds.

I truly desire your thoughts, ideas or any experiences you would like to share!

Thanks