Sunday, August 13, 2006

Skills vs Education

In a way, buying a PhD or other degree is paying for signage.

Wednesday, August 09, 2006

Modern Education

I recently was stimulated by a speech from the governor's association by an Englishman advocating creativity-based learning and adaptation education. I believe that for life-education in the modern era [for the 2006-2070], individuals should be training in their own curiosity of education field and specialize in what they love more than be trained in conventional mandatory liberal education fields. The 'market' and world will be changing too dramatically and grandly in the future to adequately train individuals to specifically do what will be most productive for them. For this reason, we must train them to train themselves, and to make better use of education and trianing exercises.

Individuals should be given a strong code of ethics that they have formed and founded based on example and experience. This code of ethics will guide them in whatever situation they may encounter. Accompanied by their own curiosity and the great accomplishment of their curiosity, they will become skilled and ethical and be able to adapt well to the new technology and new market and weigh in on world challenges in a necessarily civic manner.

Furthermore, education should not cease once a user leaves high school, and primary college is not a suitable solution to life learning, nor is it even truly adequate among technical specialization, although post-colleigate education systems seem functional in a professional and scientific respect. We should integrate post-colleigate education with middle and high school education, and adjust our classroom programs from group lectures to individual and small group based learning, bunching by topic and social preference.

We will change grading from an A-F scale, normally suited to lectures and an even-ground grading based on uniform information distributed to an individual-based encouraged accomplishment assessment. Students will be graded on tests they have chosen to take in topics they have chosen to study and their performance will be based on that performance. This could also be measured in a level of 'A's per week', where the rate of achievement is measured along with the level of achievement or performance on tests. This will more accurately judge how quickly the student learns, how much they know, and also find their preference, aptitude, and ability in their chosen fields, leadingh to professional degrees and accreditations.

These models will better equip youngsters for a life of changing markets and environments to keep them strong, able, and well rooted in what is right regardless of what happens.