Education – What happens after High School ?

The true function of philosophy is to educate us in the principles of reasoning and not to put an end to further reasoning by the introduction of fixed conclusions.

George Henry Lewes Quote

First answer. I don’t know.

College isn’t for everyone. It can be an insurmountable burden from which you may not recoup your investment. A technical trade or an apprenticeship may afford a person with the opportunity to mature and achieve some degree of financial responsibility. It would give them a chance to find mentors in areas of interest. Just as a general education will give one good overall view of the world past and present.

College is not the place to go to find yourself. To a large extent you must know yourself prior to going into the unknown.

Just like a cook does prep work before preparing a dinner or a builder makes plans, drafts blueprints subcontracts with his subs before he digs his footings.

Children need a good foundation, direction and redirecting.

Letting a student find himself in college like pre 1970 may have worked then. I am not sure it works now.

I liked the following article.

I enjoyed my liberal arts studies particularly history and political science. But I think my best education was high school. However mentoring was lacking there.

In college I found mentors in physics and cytology as well as french. By that I mean teachers of whom I asked help.

Tell you children to ask questions and seek mentors who are more successful and experienced. Don’t be intimidated by another’s success.

” Throughout his­tory it has been com­mon for peo­ple to study sub­jects with no im­me­di­ate re­la­tion­ship to their in­tended pro­fes­sions. In an­tiq­uity, ed­u­cation was in­tended to en­rich stu­dents’ lives. Prag­matic ben­e­fits such as rhetor­i­cal abil­ity, log­i­cal rea­son­ing and busi­ness skills were wel­come byprod­ucts of a good ed­u­ca­tion. The phrase “lib­eral arts” comes from the Latin word lib­er­alis, mean­ing “wor­thy of a free per­son.” A lib­eral-arts ed­u­ca­tion gives some­one the free­dom to par­tic­i­pate fully in civic life.

We should up­date the lib­eral arts to take into con­sid­er­a­tion the re­al­i­ties of the mod­ern world. Soft­ware per­me­ates nearly every­thing. All stu­dents, no mat­ter their ma­jor, should de­velop a ba­sic fa­mil­iar­ity with cod­ing tool sets such as true-false state­ments, also called “Booleans,” and if-then or con­di­tional state­ments.

But coders gain, too, from study­ing the lib­eral arts. “The value of an ed­u­ca­tion in a lib­eral arts col­lege,” said Al­bert Ein­stein, “is not the learn­ing of many facts but the train­ing of the mind to think some­thing that can­not be learned from text­books.” Con­struct­ing ar­gu­ments based on his­tor­i­cal ev­i­dence or study­ing rhetoric to im­prove one’s abil­ity to per­suade an au­di­ence has ob­vi­ous ap-plications. Interdisciplinary ap­proaches to solv­ing prob­lems are cru­cial to address­ing mod­ern chal­lenges such as cul­ti­vat­ing re­la­tion­ships in an in­creas­ingly digi­tal world and cre­atively in­te­grat­ing new tech­nolo­gies into dif­fer­ent sec­tors of the econ­omy.

So when par­ents ask them­selves “What course of study will help my child get a job?” they shouldn’t think only about how the work-force op­er­ates to­day but how it will op­er­ate 10 or 20 years down the road. Though no one knows for sure ex­actly what the land­scape will look like, we can be cer­tain that crit­i­cal think­ing will still have value. And in that world, so will a lib­eral-arts de­gree. “

Excerpted from:

If You Want Your Child to Succeed, Don’t Sell Liberal Arts Short

Advertisements

Is Your Kid Hooked on Smartphones? 


More and more my patients are becoming addicted to their devices. I am concerned that their communication and social skills may be stifled. We are who we are in a large part by what we do. Children and adults who spend hours on devices miss opportunities and to grow as individuals. 

It is best to limit exposure to the internet and social media. There’s a false narrative of what’s real. Unfortunately it is not the curators of the net to assume that responsibility.  As parents and as families it is our role to take over responsibility. 


5 Tips for Parents


Keep devices out of kids’ bedrooms.

Set up online firewalls and data cutoffs.

Create a device contract. 

Model healthy device behaviors.

Consider old-school flip phones for your kids.

Taken from:  Is Your Kid Hooked on Smartphones? 5 Tips for Parents

Our minds can be hijacked’: the tech insiders who fear a smartphone dystopia

Facebook ! How much are you sharing?

I am afraid that my patients as well as their parents are naively and freely disclosing personal  information online in mediums that they trust and believe to be secure.  As all the recent hacks of government and corporpate networks that information is not secure. Now it is becoming more evident that the behemoth techno companies  Alphabet (Google) and Facebook (aka Instagram and WhatsApp) know too much about their users. 

What this means is that even more than it is in the advertising business, Facebook is in the surveillance business. Facebook, in fact, is the biggest surveillance-based enterprise in the history of mankind. It knows far, far more about you than the most intrusive government has ever known about its citizens. It’s amazing that people haven’t really understood this about the company. I’ve spent time thinking about Facebook, and the thing I keep cominfg back to is that its users don’t realise what it is the company does. Read more in the following article. 
Excerpt from “You are the product”

Learning – Experience is your Best Teacher

image

Curiosity

Curiosity is the ability to seek and acquire new knowledge, skills, and ways of understanding the world.

Curiosity facilitates engagement, critical thinking, and reasoning.

We nurture children’s curiosity and other life-long learning skills when we encourage them to identify and seek answers to questions that pique their interests.

Sociability

Sociability is the joyful, cooperative ability to engage with others. It derives from a collection of social-emotional skills that help children understand and express feelings and behaviors in ways that facilitate positive relationships, including active listening, self-regulation, and effective communication.

Resilience

Resilience is the ability to meet and overcome challenges in ways that maintain or promote well-being. It incorporates attributes like grit, persistence, initiative, and determination.

We build resilience when we push students gently to the edges of their comfort zones. Our encouragement as they take risks, overcome challenges, and grow from failure helps them learn to bounce back from life’s ups and downs.

Self-Awareness

Self-awareness is the ability to examine and understand who we are relative to the world around us. It’s developed through skills like self-reflection. It’s situated at “true south” on the compass to symbolize that introspection is about looking into ourselves. Self-awareness impacts children’s capacity to see themselves as uniquely different from other people.

Integrity

Integrity is the ability to act consistently with the values, beliefs, and principles that we claim to hold. It’s about courage, honesty, and respect in one’s daily interactions — and doing the right thing even when no one is watching.

Resourcefulness

Resourcefulness is the ability to find and use available resources to achieve goals, problem solve, and shape the future. It draws on skills like planning, goal setting, strategic thinking, and organizing.

Creativity

Creativity is the ability to generate and communicate original ideas and appreciate the nature of beauty. It fosters imagination, innovation, and a sense of aesthetics.

Empathy

Empathy is the ability to recognize, feel, and respond to the needs and suffering of others. It facilitates the expression of caring, compassion, and kindness.

We influence children’s abilities to care for others beyond themselves by creating meaningful relationships with them, ensuring that they are seen, felt, and understood regardless of how they learn.

Pathways to Every Student’s Success

Picasso is sitting in the park, sketching. A woman walks by, recognizes him, runs up to him and pleads with him to draw her portrait. He’s in a good mood, so he agrees and starts sketching. A few minutes later, he hands her the portrait. The lady is ecstatic, she gushes about how wonderfully it captures the very essence of her character, what beautiful, beautiful work it is, and asks how much she owes him. “$5,000, madam,” says Picasso. The lady is taken aback, outraged, and asks how that’s even possible given it only took him 5 minutes. Picasso looks up and, without missing a beat, says: “No, madam, it took me my whole life.”

Picasso is sitting in the park, sketching. A woman walks by, recognizes him, runs up to him and pleads with him to draw her portrait. He’s in a good mood, so he agrees and starts sketching. A few minutes later, he hands her the portrait. The lady is ecstatic, she gushes about how wonderfully it captures the very essence of her character, what beautiful, beautiful work it is, and asks how much she owes him. “$5,000, madam,” says Picasso. The lady is taken aback, outraged, and asks how that’s even possible given it only took him 5 minutes. Picasso looks up and, without missing a beat, says: “No, madam, it took me my whole life.”