Of course there are a lot more variable to be considered than could be represented in this short message, but I am certainly intrigued. And it raises all sorts of questions.1. Can one change or have their time orientation changed by external forces beyond the primary developmental years of their life?2. How much does genetics, physiology & other biological factors play into time orientation?3. And regarding the spiritual element of our lives - which came first, the religion or the time orientation?I would love to think about it more but I have a dragon to slay in Warcraft right now. (JK)
All I can say, is WOW! This is a powerful and disturbing message. Tremendous implications to everyone, especially to educators. Thanks for sharing!
Excellent, Larry; thanks for sharing. I'd like to get the book.
Jerry, educators have been stuck in the pragmatic Dewey-Pierce-James worldview and have ruined our education system. They believe people can simply be educated out of life patterns and experiences. Values, to these people, are merely constructs that emerge out of life habits. Following their logic, there is no such thing as an inherent good, only instrumental values that get us something, which naturally change when we change our desires.Educators will go on believing they are making a difference. But by all measures, the success rate of education to change society for the better is low. Strong families produce successful students. Education merely augments values established in the home and if there is a value conflict between the instrumental values taught in the school and the terminal values taught at home, kids from strong families will most often adhere to the terminal values and will go on to become productive, in every sense of that word. Yes, these kids do make mistakes, but do not allow the mistakes to shape their entire lives.A kid who adopts the value that each person should be rewarded for his/her own work and not that of others naturally works hard and expects fair rewards. By contrast, those who see no connection between effort and reward, but simply believe they deserve success because they exist, attempt the minimum or simply do not do the work assigned. What's it like in the typical classroom in public US schools? Why are teachers frustrated? Why do administrators behave in reactive rather than proactive ways?D. Taggart
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