I. Human beings are capable of exceptional joy and extraordinary suffering.
II. Suffering is inherent in the human state and is not completely correct.
III. Suffering that happens as a type of product – something that arises from design – is corrected.
IV. Many of the problems that cause suffering actually arise “by design” and thus are corrective.
V. The identification and prioritization of these “problems” is a work of culture and its human infrastructure.
VI. This will not happen automatically, nor without much effort, love, patience and willingness not to reach “quick decisions”.
VII. The ability to prioritize and stand up and start adjusting these “problems” (deliberately unclear word that is common enough to convey the prerequisite without actually having to “choose” and framed (still)) comes From the ability to sympathize consistently, connect meaningfully and think critically, rationally and with intellectual care and attachment to the person.
VIII. As a culture one of our main mechanisms for the production of citizenship capable of and tendency to “Think critically, rationally and with intellectual care and human attachment,” is a “school”.
IX. Although this is obviously subjective and certainly in the least controversial, of the extremely vast majority of measures (the health of our environment is a remarkable exception), the “world” is better today than before. (Read Enlightenment now: The case with reason, science, humanism and progress by Stephen Pinker, for reference.)
X. Two (of many) options: this school “works” and is largely responsible for these improvements or these improvements have emerged instead of the school and its relative efficiency.
XI. Anyway, it is probably not necessary to prove that although teachers work more more than ever (and outside) the classroom, the main design of our education tools – Urick, evaluation and instructions, for example – really take advantage of our Collective Genius team as a species. To put it another way, the school, as it is possible to be our best thinking.
XII. Given the importance of knowledge (and one of its main reasons, education), if we are not aware of this relative mediocrity and fail to react with the most careful, creative, attached and critical thinking, this is an accusation of our vision. If we are, this is an accusation of our collective character.
XIII. A powerful way to start dealing with problems such as climate change and our sensitivity to propaganda and sand hooks and bias and discrimination, war and mental health and poverty, and so on – so many of them both causes and effects of our ability to For joy and capacity for suffering – is through the ability and tendency to access and prioritize and use knowledge to improve our collective state. (Critical Thinking -> lifeline.)
XIV. This, of course, has to start – and the most energetic flourishes – in the home, not in “school”.
XV. How then should we answer this question: What role does schools play in the physical and mental well -being of their students, teachers and surrounding communities? What is a “good school”?
