Those qualities that are between the "evil" and the "good," have existed side by side with the human evolution. Morals and ethics existed long before Jesus; but since our morals and ethics codex has evolved from the Roman and the Greek philosophers, and very little from the philosophy of the East, we, in fact, live in two worlds.
If we think about the influence the philosophy with thoughts of "good" and "evil" have on us and on the state laws and regulations, it is frightening to see who we choose as politicians and statesmen. To what degree do we choose "good" people to represent the democratic voice of the people and to advocate what we regard as the good life? Because that is what it is all about, when we let "some" people administer our rights and our country. A democracy presupposes that the majority of the people have a good life.
What does the "state" wish that we do for the state?
A question about what the state wishes to educate people for has burned itself into my consciousness. What does the state want the school system to do? How many years in school does it take to form the human material into what the state wants? Is there any greater plan in today’s education, or is it only a product of some ambitious politicians, who wish to implement one reform after another? Reforms that both teachers and students will suffer from during implementation, before the reforms become something permanent and predictable. In any kind of school and education, it is vital that both the teachers and the students know what they are doing and what they are supposed to achieve when the study is completed.
Mastering Potential
Every student in our school concept should be given the possibility to find his/her potential in a form of teaching that contributes to the student mastering his/her tasks in accordance with his/her mastering potential. What I think is missing in today’s educational system, is an understanding from those who make the learning material for the students, about the possibilities and mastering abilities of the students that are supposed to use the materal that they are making. The most important will always be the student’s own perception and own understanding of the material he/she is given. However, the situation is often like the confusion that arises when two people wish to communicate but speak two different languages. The student understands that this is outside his/her capabilities, and the result is frustration and impotence in the relation to both teachers and the material. Do the school authorities know the percentage of drop-outs, not from of lack of intelligence, but from the lack of good enough learning material?
Tired of School
Are there any statistics that can divide what we call "problem children" into those with dysleksia or ADHD and those who are simply tired of school? Is it possible that both kinds of school tiredness are related to today’s process of learning that is dominating over other forms of intelligence teaching? Is it possible that these kinds of students need another form of teaching, more adapted to the students than today’s system? We should think over answers to the following simple philosophical questions:
Is it normal that over 50% struggle in school?
Who said that the school is supposed to be difficult?
Does that mean that life is difficult?
I think we have to find philosophers that are concerned about society that exist today, and then start to make some rules of life for the educational system to produce teaching material making the students look forward to learning how to live when they grow up. Do you have any suggestions?
