Chapter 5 - Education
The formalized process of teaching and learning humans know well, because this was introduced into mankind at its outset, from just after the beginning of creation, is what we consider education. These facts on Earth are little known; no evidence humans will currently accept exists any longer. Humans will expand the acceptable range of evidence as the information is provided and then human origins shall be understood. Inside this body of knowledge is the process we shall consider education. Humans know well what to call it, schooling, college, university, institute or other names and labels.
The first humanoids, your predecessors, were not given significant mental strength and agility, instinct being the favored mental function, added to physical dexterity, compassion, kindness and gentleness.
Humans have not, since the demise of Atlantis, known the ability or developed the technology to control personality traits, talents or characteristics through modification of the DNA encoding, however this can be overridden, and human examples of it abound.
The capacity to learn is unlimited in the human mind, and encounters only constraints which are taught. Many and often a majority of habits, traits, knowledge and general learned behavior are acquired before the vast majority of humans develop a memory of the process, memories which can be recalled and understood in early adulthood, and beyond.
Because these characteristics are imprinted to the degree of permanency, as they are seen, felt and observed by humans among humans, such traits are often accepted and assumed immutable. Rarely are they, we say.
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The objective, goal purpose and destination we hope the reader of this book reaches, involves itself a process of teaching, yet observers we are only. The observers of mankind, such as ourselves, have long noted the human capacity to learn and teach at a pace, rate and velocity nearly unmatched in the galaxy and possibly many others, although data, information and studies to support this we possess not. We can limit our remarks, comments and observation about this human capability, to our galaxy which you have so nicely named The Milky Way. Human learning capacity is vast and fast.
Milk as the first nutrient many Earth animals feed their newborn, is a wonderful symbolism for the galaxy, for both do the same for us all; supply the sustenance of life. As the young are fed, grow, learn and develop, the mind begins to manifest its presence in the life of the youngster, and we refer specifically to the human youngster in this case, for doubt we do many other lives non-human upon our planet, will read our words.
Your mind holds all knowledge or access to it; that you have chosen a human life is proof positive of this fact. Not all souls, minds, spirits and beings in the universe choose to do what you our beloved reader does now, as evidenced by this booklet you know hold before your eyes and ears.
Your life plan is an agreement you make with yourself, then you follow. To this no exceptions on Earth exist. You specifically choose which information will be available to you awake, asleep in remembered dreams and which information, understanding and information access you will temporarily disable. The human life holds both.
This access isn't ever shut down, but for its retrieval and use, what becomes a conscious memory for any one of you. Databases can become confused for information obtained, accessed and extracted, to use currently popular language of the computer, the device a facsimile of the human mind, of far lesser capacity. In some life plans the crossing of wires, data, cables, connections and outputs are intentional, to supply more learning. These examples most often are labeled mental illness. In some cases resulting behavior is deemed criminal.
The vast majority of humans, you among them by virtue of what you do now, have perfectly aligned circuits and mental drives. Your storage disks operate with precision, accuracy and effect, supporting precisely what is often said about the experience of incarnation; life is a bitch, then you die.
Education, the process of human discovery and understanding, is but one example which demonstrates the reverse. We would interpret that popular if acerbic, dour and pessimistic phrase to be: life has challenges always overcome, then finished and appreciated.
All things all humans do are education; the reason for life is to conduct it. Among you the best students and learners are the apparent instructors, lecturers, advisors and teachers. Even more they do acquire in human knowledge terms than pupils who might and do follow.
Humans teach drudgery as humans do teach. Many students learn it well. Most curious is this trait, for it is optional, not required and not ideal, yet it persists. We know of no human who objected to playing with other children at age three, yet among the same pre-school children objections to learning will be found among them at age ten, and also other ages.
This is not natural, yet expected and anticipated by & among humans. This is a taught response. The fun and joy each and all of you felt, and sometimes still do, doing many exciting things as children, can be had often and typically for a majority of formal teaching experiences, situations, environments and examples, throughout your life.
Among humans a common belief is the natural divide between mathematical talent and the communicative. Many personality traits are assigned to both, many variations of degree and intensity develop among either, yet also exist many examples which fall clearly to one side or the other.
Differences in gender and traits for each correlate well, but are not causative. Each of you has a life plan agreement, a blueprint with detail for nearly every relevant waking moment of your life, inside the typically tens of thousands of cycles in length life you have. Whether a life as fe− or male is chosen, many other souls will live incarnated along with you, forming a molecule or cluster inside the society of a billion by current populations of Earth.
This plan will incorporate traits humans identify as typical and common among a gender, this assessment accurate. Not compulsory is it. All humans who communicate are mathematicians; the impression that communication talent disfavors it, is not true. This view and interpretation, is an excellent example of human teaching. It results from the yet unknown nature of communication as telepathic in its core and essence, all permutations of writing and speaking availing themselves of mathematical properties which underlie all existence.
To the reverse view, that more mathematically inclined, especially well talented people are less able to express fluid and rich communication by comparison, we say mathematics is language.
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Our recommendations for human instruction, teaching, education and general learning are the same as we recommend to and for all things humans undertake, our comments here restricted to the formalized instruction process.
The first challenge we suggest considered is motivation. The human mind is where all movement begins, no difference between physical and mental there is. The human mind does not require motivation. No human needs pushing although a contrasting point-of-view is widely held. Many humans and more than a scant few among you readers will believe a little or more pushing and shoving can be useful for learning and education.
To this we say, untrue. The true way to draw positive movement forward from any human is offer an incentive. To support we say, examine any domesticated animal, any of which will tolerate to even prefer human presence, company and contact. These animals will, nearly without exception, respond positively to human contact. They will approach when called, obey instructions, seek affection and return it in equal if not higher amounts. This is natural, for nearly all animals do this in the packs, groups, prides, gaggles and swarms their numbers and nature form away from homo sapiens interaction.
This is normal for humans, not solely in education but all coordinated activities, human work included especially.
Humans have long observed diverse and varied results, when objectively measured, yet humans also know the true and meaningful measure of a person can never be for and only one area.
Incentives given to learning will deepen and accelerate education's reach.
What incentives should be given students to increase voluntary engagement and satisfaction, enhance their attraction to the process and lift their spirits? To this we say, the human spirit or soul is already as high as it might be, no lifting is required but for human manifestations of life.
Acknowledge, praise, congratulate and reward students with approval. Begin this early, as is often done yet continue this always throughout life, for all students. Never mystify the evaluation process, which is far too common to the point of universal in mankind. Never subject students to an examination which requires demonstration of their knowledge, where students do not know in advance what the correct or proper answers should be. The students will not know upon the beginning of a course of study what they will learn or how, for this is the reason they undertake the process.
Show them the final examination on the first day the first instance students gather, if this is to be in the classroom now so common across humanity. Move backwards, step by step through the process. Count from ten to nine to eight until reaching one. Be the process a chemical formula calculation, accounting source & use statement or written essay, it matters not at all.
If a course of study hopes to expose thus teach students a far broader range of information that is believed impracticable to be included as part of a blind evaluation, what is typically called a final examination, then smaller intermediary steps should be included along the way. The goal and objective should be laid out clearly from the beginning and looked upon regularly throughout. If more information than the exams will contain is presented, the exam will unfortunately teach one principal ting above all else; mystery and guesswork. Students will re-arrange their time to focus on their guesses, naturally. They will immediately upon completion of the process compare their pre-examination study, actual exam questions and precision of their guesses, to one to the other. Little does this improve, not even the guesswork. The next class or course of material will necessarily be different and the new database of information it contains will renew the guesswork process.
Education is the reverse of guesswork, it is the method by which thinking is taught inside an environment where applied organized thought produces true experience, the objective you as your soul have established for your presence. The life you now live is the life you planned for now, learning the ways and means through which you best excel at extraction of this enormous benefit.
Our second and final recommendation for human education, following our first above in second position but not lesser a challenge, we suggest a re-focused and renewed view already once developed and held.
Education is not a means to an end; it is the end itself. It might lead to opportunity; providers of chances to advance do correctly view a successful education as a strong indicator of continued learning.
Getting a job, pursuing a career, earnings money to enable acquisition of material wealth and access to services are not the principle purpose of education. It exists of and for itself as the goal, objective; the end pursuit itself.
It could and should be an adult hobby.
This is our second and last recommendation for education, as we have seen successfully used in our civilizations, all composed of the denizens of inhabited planets in y/our star group, members of the federation with established interstellar travel and observation capability or its imminent mass revelation & display, which now includes Earth.
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