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Comments on SEAFING DIVERSITY.htm (all items)
Document uploaded 08-25-2008 05:10 AM ET (US)

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Larry VictorPerson was signed in when posted
05:10 AM ET (US)
General comment
This discussion space is for comments on the document "SEAFING DIVERSITY.htm".
Larry VictorPerson was signed in when posted
03:49 PM ET (US)
Regarding item 13
deepwater - Yes to Yes.

This is just the tip of the iceberg, if we were to honestly examine practices in infant, child and youth "raising", across all times and all cultures. Many would horrify us; none would be without serious flaws. Most cultures settle into a tradition of practices for handling the "immature", practices that don't destabilize the culture too much when the young become adults.

Although inheritance ("nature" plays a very significant role in determining a field of potential adults, "nurture" (or its absence)is also a very significant factor. The resilience of most children, not necessarily to be immune to nurture, but not to be totally destroyed by improper nurture, is a powerful factor - necessary for the species survival. Yet, the adult who was a resilient child is usually far from their realizable potentials.

The hard fact is that the adult world has enormous power to mold the upcoming generations, and with this comes an enormous responsibility. The neglect of this responsibility may open the gate for the generations to invent their own adult cultures. The counter-acting power of youth peer groups, and the power of children to mold parents, usually insures that adult generations can't totally control what the next generations will be. Also, adult determination to mold children to their ideals, independent of the nature and wishes of the developing child is recipe for disaster.

Using one of my recent terms, the adult world creates educational scaffolding for the galdee of the young. To date, this scaffolding has never been created with consideration of adequate knowledge of biological development and individual differences of the young. Although we need much more knowledge in these domains, our contemporary knowledge has far outstripped their applications in practice. What is applied is usually piecemeal.

Most of the design of "proper" practices for the galdee of youth (and today, a lifelong process) must be empirical. With this comes the awesome ethical responsibility of "experimenting with life". Yet, all child rearing today is experimental, if sloppy in doing (or not doing) whatever the parents think appropriate (with very few exceptions).

Parents (and other adults, including youth who are always a part of the developmental environment of their peers and those younger) cannot become paralyzed with anxiety about the power they ARE executing on the molding of children - even when the children don't grow up to fit their intended mold.

In my long career as an educator, I started teaching college, then high and junior high, then developing curricula for elementary and pre school. I learned that no matter how well constructed educational practices are, that really work with children, determined by empirical testing -- these practices are warped or ignored by most teachers and parents. The lesson learned: a better educational system (including media and non school factors) depends on the concurrent co-education of adults and children - everyone.

We are all continuing learners, continuing galdee-ers. We are also all learning educators - watch X year olds care for their younger siblings.

Older persons (those with requisite competencies) must design the fundamentals of the educational scaffolding, but final decisions must be in the hands of the learners, whatever age. I call this: Learners for Quality Education or LQE.

The immediate (educational scaffolding) environment should be as finely tuned as possible to the unique nature of the person, taking into account their whole biological and developmental history. Within this well tuned learning environment the learner should have maximum freedom. As we learn, and learn about learning and ourselves, we can begin to participate in the design of our own future educational scaffolding. This is educational bootstrapping.

Back to deepwater's decisive response. Yes, the young should have societal responsibilities -- otherwise when will they ever develop a sense of social worth and develop the skills of responsible citizens, partners, and parents ? Although puberty is biologically driven, adolescence is a societal illness - in persons having the need and competencies to assume responsible roles in society and not being permitted to assume those roles. Adolescence can continue through the twenties and beyond.

In view of the above, popular criticism of education is so very weak and misdirected. As critical a force as education is in determining the nature of a culture and/or society, one cannot wait for significant improvement in the general education system - which is mostly regulated by outmoded societal practices and immune to significant reform. A new and better education system can only co-galdee with new communities, societies, and persons. A challenging enterprise.

Larry VictorPerson was signed in when posted
01:35 AM ET (US)
Regarding item 16
/m4 Yes. I believe that human life may be very different in the future. In many ways I view humankind as still in its embryonic stage, in analogy about to undergo birthing. This is one view of jorl's phase shift.

But, we cannot take the analogy too literally. There are many details for us and our emergence that a different from all other examples. What does manifest over time will likely have many features unimagined today; even not comprehended if we were told about it. We need more Science Fiction where 21st Century humans visit places in our distant past and confront difficulties we would have tell them about our world.

If I had a billion dollars to spend, I would employ people well to create colab scaffolding, colab studios, seafing networks, semwrlds which I would truly enjoy emerging within during the last years of my life. The power of money is that it can pay others to dedicate their attention to you long enough for them to comprehend what they might do. We can attract persons to STAR without the promise of money, but it may prove difficult to keep their attention long enough for them to cross thresholds.

A really convincing vision of a good future, where we galdee "at a much greater rate and in safety" can be an attractor. To be able to live an early and yet primitive version of the vision, where reesee galdee is evident can be the bond that keeps members participating.

Can an "early and yet primitive version of the vision" be created by us?

What are the specs for such an early system and what is the strategy that will lead to its manifestation?

This is a query topic.
Larry VictorPerson was signed in when posted
02:01 AM ET (US)
Regarding item 20
/m5 It is probably a prime commandment for rulers, passed down for millennia, that an openly education population will not tolerate being ruled by elites. This becomes a difficult problem today, as the maintenance of our high tech societies requires highly trained workers, and it is difficult to train elite workers without also educating more of the population.

Deception is a technology with a long history, greatly accelerated with new technology. In the USA (and most of the developed nations) the population select media brands and stick with them. Today, MacCain supporters only watch Fox and Obama supporters only watch MSNBC. Neither hear or view messages from the other side, except sound bites that are torn from context and embedded in a new context. There is more complex segregation of information seekers.

The current elite are masters of control. They cannot be challenged on their playing fields. Their Achilles heal is that once exposed, all their magic won't work. Such awakenings are, however, usually only partial, and the awakened are trapped in a more subtle propaganda field. For example, the top, hidden, elite enable an opposition media to exist to appease the critics, let them think they can object but also keep tabs on them. Most of the "liberal" media in the USA are of this type.

Lesson: The revolution cannot be broadcast through the mass media.
06:09 AM ET (US)
Regarding item 13
Should humans, while growing up be given social responsibilities commensurate with their competencies (not age). YES.
12:50 AM ET (US)
Regarding item 16
This is something which would make a big difference to folk in their process of adjusting to the new. If there was adequate support, humans could consciously evolve at a much greater rate and in safety.
01:05 AM ET (US)
Regarding item 20
Indeed this is the situation, and to make it worse the current 'government' education seems designed to further entrench this.
Between commercial interests and the governments' need to supply personell to its armed forces, the propagandising and education of all levels of society is works to ensure that not too many 'smart' people are available to pursue alternatives.