Teaching Points
The probable starting point for biological acquisition of curriculum is the variegated
repetition. This is to repeat the teaching point each time in a different way so as to portray something completely different. If not, the mind sends up a red flag of boredom, which is a
survival mechanism. If the mind is not used it will start to disappear. And it takes time to
adequately stimulate the mind, and I mean any mind. Boredom destroys minds, it doesn't educate them. What is learned by the boredom of wrote is learned at the expense of the
preponderance of the person's innate capability to reason.
In other words, institutional scholasticism,
though it may tend to make the scholar learned, will also tend to make the same
to become actually less intelligent than at the offset. Not smarter.
In short, the institution has inadvertently damaged the student's capacity for
reason. It's been a trade-off. The individual needs to be educated,
but it has come at a price. But all this time it has been possible to have
them both, if we were to rid ourselves of the sophist's techniques of teaching
and replaced it with what the brain actually needs in order to acquire permanent
memory.
I often say that a student is a hungry person that can make a dent in a pot of stew. A stew-dent. They are hungry for knowledge. To claim otherwise is hint the profile of one of the biggest scams in history. Teaching therefore has at least two objectives, the first is to provide the teaching points and the second is to stimulate the mind.
There is a conundrum that should have been solved in the nineteenth century. You're late, laggard. We need to establish
imperially what sort of stimuli and in what pattern and set or combination will induce the endocrine system to release the appropriate hormones that stimulate the
precursor of memories, the chemical memory. Then we need to go to work on the ensuing set of whatever it is, hormones or otherwise, that create physical memory. I suppose it has something to do with sleep, something students are renowned to be deprived of.
Why? For one thing, homework. Yes, that lynch-pin, that bastion, that cornerstone of modern education. If an institution is assigning homework, fire the principle, if they still have one -- many don't anymore. Boy are they in a slump. The forced assignment of school work to be done at home on the student's time away from school means that the school isn't doing it's job. That's correct.
They are hustlers, charlatans, this is unacceptable. Among other major problems, it is a cause of sleep
deprivation itself the probable cause of scholastic failure in the first place. The proper formation of memory may be related to not only a time of recreation away from the curriculum but also eight or nine hour dormant
phase with appropriate r.e.m. and other things. Without academia-induced sleep disorders to add to the problem.
Then there is the unknown quantity of dreams themselves. They may be the mechanics of memory that knit learning from acquired daily intake to the individual's store-house of knowlege. Meaning, signifigance, relevance, actuality, realities of factuality and so on, this is perhaps the stuff dreams are made of and one of the primary mechanisms by which that knowlege is imparted to the student and how he or she relates it to subsequent realities he or she encounters.
Recent discoveries in sleep research suggest that during sleep there is a regrowth of dendritic processes. There is still a lot to find out about that, which is exactly my point: as crucial as knowledge is and has been to civilization for the last four thousand years, things like sleep and other functions of the brain should have been the first priority. Dag nab it!
The institution should have been working on this problem. Especially
those in society that have institutionalized themselves and are funded as the representatives
of the learning process. In fact the desire for preeminence has caused the
institutions of learning to become not only a tradition of erroneous
assumptions, but also a primary impediment to learning. -- In that learning
continues in spite of them rather than because of them.
Time to call a spade a spade and get rid of them. They've been destroying civilization for three hundred years. The entire purpose of the institution is to provide supervised education. If they assign homework, leaving the student unsupervised and without tuition, it is because they are charging far too high a price for too little service rendered, and that, partially, is the fault of whoever it was that certified them and made sure that it was
impossible for any competition to challenge them. Anyone gypping customers in the business world would quickly go out of business.
Perhaps we can make education a global division of an international institute of
cognitive processes.
If the school were successful, any work done by the student on his or her own after class would be
voluntary, out of sheer enthusiasm, as true learning is a thrilling thing for anyone. When I say anyone I mean it. That includes other species besides hominids.
But if they taught the subject correctly, in accordance with the ability of the brain to absorb the curriculum, there would be straight A's had by everyone, even the mentally handicapped, and no testing would be required. Any student, upon completion of the year, would be able to turn around the next year and competently teach the same subject without a glitch. That's just how incredible the human mind is. Any human mind.
All this protestation about only a minority of humanity being able to master standard curriculum is simply obfuscation and bavarication. In other words, the institution has been able to hide behind it's dignity and cover up the truth. The pomp and circumstance, the tassels and the gowns.
All that is a successful cover up, but the worst thing is that they have been extorting money for their scams.
Professing to be illuminated by the many years spent in their institutions of
higher learning. What illumination? They're not only in the dark, they've been horribly successful at keeping the gullible public in the dark as well. The learned professor and his or her handful of mutations that managed to adapt to the academic scam whom the world has been depending on for centuries to run things all because they had a "diploma". This is your primary cause of two world wars among other things (some of which I mention in my weblog
"Bingo, Ball and
Booze").
And the leader of the parade, Sigmund Freud, with the effort to understand the functions of the mind using incredibly aberrant human logic. All this time has been wasted in assumptions instead of finding out what was really
needed and how the brain really works. This is quackery. It's bad science. They might have been better at going out and hawking snake oil.
What little they did manage to glean out of it has been commandeered by the
commercial sector to control the public's spending.
Each aspect of the student's required
learning, therefore, might be initially thought of a what we might term
"teaching points". These are points in the curriculum that a
student should be remembering to get a grasp of the subject when all points are
had in their entirety. Remember that if the tuition is successful, all the
students learn the subject. There are 100 per cent results. No
failures, no low-passes.
One first stage approach that I was experimenting with was to use ten pictures of natural things to each teaching point. I noticed that the mind seems to have greater affinity to absorbing pictures of the natural things rather than man made things. Why I have yet to find out, perhaps it's even genetic. And if that is the case, then genetic history of an individual may even be a further aid in that person's ability to acquire knowledge. I have discovered that stimulus from a genetic past tends to help that individual adapt to a different or strange and perhaps hostile environment.
But that's only a start. Even with that I got notable success. What I'm saying is we are late, people. We have to embark on an all-stops-out effort to find out as much as possible as quickly as possible about how the mind really works with our eyes wide open that the hallowed halls of academia are little more than
erroneous at best and sheer fakery at the worst. Most of the curriculum taught is gone over long before the mind has even formed a memory of it. It is ignorance of the very thing they are purported and touted to be expert in, the function of the human mind.
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Paul A. L. Hall
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