-2 Questions the entire world faces in reforming their education:

1) [ECONOMIC]How do we educate our children to take their place in the economies of the 21st century, (given that we can’t anticipate what the economy will look like at the end of next week)?

          2) [CULTURAL] How do we educate and preserve cultural identity within the context of a globalized world?

-Modern Education: the lovechild of the Enlightenment and the Industrial Revolution.

-Compulsory, paid for by taxation, free to the individual on the point of delivery (revolutionary idea)

-Modern philosophy of social structure and capacity

-Economic imperative of industrialization

-Enlightenment model of intelligence: Deductive reasoning+knowledge of the classics= “academic ability”. No intelligence is recognized outside of academic intelligence.

-Modeled off of the interests and IMAGE of industrialization (ie: school bells, separate facilities, separate subjects, educate children in age batches)

-ADHD: a result of overstimulated techno-children and a narrow, diminished education system

-the “disorder” a product of unsubstantiated medical fashion

-dangerous (though profitable) drugs used on kids

-Anesthetic- kills the senses, (ie:ADHD medication, see also: pure Enlightenment thinking.)

-Missing From Modern Education:

-The Arts suffer the most, though other forms of knowledge also suffer, including science, from being narrowed in the scope of knowledge which is recognized.

-Aesthetic experience- a form of intelligent comprehension where the SENSES are operating at their peak, fully alive (ie: the Arts)

-2 Goals: Modern Education and (Proposed) Reformed Education

Modern: conformity via standardization (in testing and curriculum), with the ultimate aim of control and proliferation.

Reformed: facilitating creativity via divergent thinking (the ability to see numerous possible interpretations of both a question and an answer, ie: “lateral” thinking), with the ultimate aim of renewal via original ideas of value.

***Standardization cannot, and will not recognize divergence within society, because it doesn’t allow for the control through conformity reaped by standardization.


-Why is creativity/divergent thinking so key to reforming education?

-What are the “habits and habitats”that foster creativity in education?

-What else needs to be added/reformed in education? If “human capacity” for intelligence is beyond Enlightenment concepts, what does it encompass and in what ways? How do we foster these additional aspects of intelligence?

-If the “academic/non-academic” paradigm is false, is there a correct way to measure and value various forms of intelligence?

-Why does the habit of “collaboration” (group work) = educational growth? Is this potential to be seen as in addition to, or at the exclusion of, solitary work?

-How does classical education approach the dilemma created by progressive education?

-How does Charlotte Mason approach the dilemma created by progressive education?

-How can we help people shift their way of thinking, who may not be able to go back to school?

-How do we help businesses shift their models, which have most certainly been shaped by this same philosophy?

-While creative origination is of value, (and so is the ability to obtain some measure of control and proliferation for that matter), what of tradition and the timeless wisdom of the ancients? What of honoring our foremothers and forefathers? Ken Robinson eluded to Enlightenment thinkers paying homage via “knowledge of the classics” but curiously, this aspect of education has been largely nullified as time has progressed.

-If emotional participation (intelligence) is important in activities such as aesthetic experience, (ie: “senses operating at their peak capacity”), how do we encourage a correct understanding and engagement with human emotion, so that people will be encouraged to involve themselves with life via the senses, rather than attempt to avoid/insulate themselves from life with anesthetics such as Hallmark channel style television, trivial internet chatter, etc?

-How does Ken Robison’s vision of reformed education answer his initial 2 questions about culture and economics within an amorphous globalized setting?