Inevitable miscommunication

Every society builds socialization into its culture.  The language the society speaks bears the marks of that socialization process.  English is no different and its American speakers use it in a way that marks them as having been socialized in the U.S.  The two genders within the American experience seem to also have semantic markers that show that they use language to different ends sometimes.  So, while there is a general American socialization process, with language expressions illustrating American attitudes (as there is for individualism and materialism, for example) there is a gender socialization process with language expressions illustrating men's or women's attitudes about how to share personal information and how to relate directly or indirectly to the environment around them.

And that difference in socialization, as shown in language expression, causes great difficulties.  The attitudes expressed in words bear out the values behind them, and that is where the rub comes.  A great example is that  practice of women to acknowledge other women's ideas as they express their own while men practice an almost opposite habit of adding detail to another speaker's story to enhance it or taking the floor from a speaker with more important information.  Great conflict arises since women see men's speech as supercompetitive or as always having to add something to women's already complete thoughts while men see women's speech as too dependent on what others think.  And, that is only one cause underlying miscommunication.  There are certainly other kinds of conflicts.

So, the two sexes are socialized to misinterpret each others' remarks.  That's a shame in many cases.  It leads to vicious fighting, hurt feelings, and ideas that same sex conversation is to be preferred over cross-sex conversation.  (Of course, misunderstandings arise within the arena of same-sex conversations, too.  It's just clearer as to what the cause of the misunderstandings are.)

Even knowing the features of the two sexes' conversation patterns that underlie attitudes and values doesn't really stave off miscommunication.  But, it does make for a quicker rebound and a more tolerant view of why one sex says something that seems contrary to the first nature of the other sex.

At least dignity

According to some 15-year-old research, there is supposed to be a lot of interrupting going on in conversations between men and women.  I have certainly seen interruption before.  The research said that men interrupt women much more than women do men, and that the purpose of men's interrupting women was to show who was in control of the overall situation.  I don't doubt that a lot of interruption is going on,  but I am not in situations to see much of it.  Generally speaking, professionals at work don't interrupt, and if they do, they are polite enough to renege and allow the first party to continue talking.  In my particular case, my workplace is filled with turn-taking not interruption.  At home, the norm is turn-taking as well.

The particular study quoted quite often in cross-gender conversational literature contains recordings from men and women in the home environment.  The couples are young and childless, and they are all from a working class or middle class background.  I think the study needs to be redone.  Things sometimes change about language use, even from one generation to the next.  That's what the "S curve" graph is constructed around - language behavior that changed in a generation.  Or perhaps, my corner of the world isn't like others' corners.  My corner is the exception to the rule, but I have no other frame of reference.

I do think cross-gender conversation is difficult to navigate.  Actual contexts and expected or anticipated contexts are very different.  It's almost surprising that meaningful communication takes place at all.  But, control of a conversation, such as the purpose of interruption as a strategy in language behavior, is not and won't be part of my corner of the world.  Too many other variables can go wrong between men's ideas and women's ideas of conversation for interruption to be a problem.  Equality should be a given when two people talk.  And if not equality, at least dignity.

Splendid, beautiful, ironic

A great number of poets take great care to hone their poems to their most succinct form.  They try to put passion in a small space.  Many succeed.

That's ironic because passion and emotion drive us to expand ourselves, to elaborate our actions, especially for a recipient by whom we want to be seen clearly and transparently.

Which is also ironic because when something is clear and transparent, it is nothing... there is nothing to see.  But, it is the most important thing we have to offer... it is everything.

Which is ironic since clear and elaborate actions happen in a pocket of time, which ironically are captured well enough, but only in a pocket of time... intact, but not lasting.

Oh the irony of the most splendid and beautiful moments of one's existence.

Nothing...
is what I have

Everything...
is what I would give


to keep the moments
Intact...

never to come
Apart...

Cloudburst

I looked above my front door through the arched window at a flash I thought I saw.  It had been a while since I had seen the familiar bright light.  Then I saw it again clearly through the arched panes.  Wow, what a welcome sight.  The high today had reached 101, but it was cooling slowly since the sun was about to set.  Rain had not been predicted for my area.  I went outside to enjoy the show.

What a show it was.  The sky lit up for over an hour with all the ensuing thunderbooms clapping overhead.  Loved the show.  It was the 3rd time today that I was reminded of one who had brought me my life just a short time ago.

First, I was watching a TV movie in which a young woman and a young man had fallen in love.  She told him about halfway through the movie that she had leukemia.  The woman had touched the young man's life deeply before she finally passed on to the next world.  At the end of the movie, in a stirring set of lines, he compared the young woman's affect on him to the wind.  She had swept into his horizons giving him life, changing him, and leaving him with her spirit before she passed on.  It was a touching ending.

The young man's speech about the wind reminded of a passage from the New Testament that I remember so well from studying Greek in college.  The Greeks had the idea that the wind and the spirit of someone shared the same characteristics.  They reflected that in their language.  Pneuma was their word for wind and spirit.  The ideas are different in English as shown in our having two words for the ideas.  But, not for the Greeks.  The passage I remembered was a saying of Jesus, "The wind (spirit) blows where it desires to blow.  Nobody sees its origin or destination.  All those who are born from the spirit (wind) are just like that."  People interpret this passage as a pun on the words wind and spirit, translating them as such in that order.  But, both words could be translated as spirit and both words could be translated as wind .  Now there's a thought.  We are children of the wind - making our presence known, leaving our impressions even after we're gone.

Then, about 8:30 tonight, at the end of a very typical hot August day, the wind began blowing ferociously.  The neighbor's fence split and fell to the ground in two sections from its force.  It was the advance guard of the tremendous downpour that followed.  Now the storm is gone although I can still hear the rumbling of thunder in the distance.  The wind announced the coming refreshment to the parched ground with the wind that swept through with the storm.  It brought lifegiving elements to everything alive, including me.  Then it left.

So this evening, in three reminders, I have been alive with the spirit (wind) of one who breezed through my life, refreshed it with lifegiving elements, and covered me forcefully so that I should never forget the absolute joy, zest for living, and love for this one that I felt .

Let the wind (spirit) blow!!!

These days, dog days

This is the period of time referred to as the dog days of summer.  The last 7 days and the next 7 days,  on average, are the hottest days of the year.  This year is not an exception.  Each day has been between 101 and 109 with heat indexes higher than the temperature.  What makes these days bearable is the refreshment one gets from drinking all manner of drinks - water, of course, but soft drinks, icees, smoothies, flavored teas, milk shakes, and floats too.  Ahhhh, there's nothing like refreshment in 105 degree heat.  It's that season... and season of life as well.  I'll take a cherry snow cone - large, please.  Thank you, it's hot these days.

The hand that's dealt

There are competing theories about dreams.  One is that people dream all the time.  They just don't remember them.  Brainwave activity determines whether or not a person is dreaming.  The other is that a dream is only a dream if it is remembered, even if only briefly, when a person comes to full consciousness.  I don't know which is correct.  I prefer to think the latter is correct since no one can yet explain if the brain activity is meaningful or not.

Lately, I have been dreaming a lot, meaning that I have had remembered dreams.  I don't normally characterize my sleep as producing dreaming.  I have had a few along, sure, but it is not the rule.  Over the last week, I have had recurring dreams, and today, I had one that showed my great frustration.  It was a groundhog style dream.  The same activity kept happening over and over.  I could change the details if I didn't like the outcome of the time before.  Crazy dreaming.  I kept having to sit in the backseat of a car and come to a stop at a stop sign.  Now, that is tricky to hit the brake from the back seat, but I remember four distinct times having to do just that.  Cars were pressuring from behind, nearly hitting me, and ready to smash into me if I didn't successfully stop.

I don't know if every little thing in the dream has symbolic value, but given that the mind rumbles around ideas to create different scenarios as possible outcomes, I think that the week's dreams have dealt with my inability to direct reality, particularly the one today, or to accept reality.  I have a different idea of what I want my reality to be than the way it has worked out actually being.

My dreams will probably subside when I become more accepting.  I can more openly accept my reality or I can more doggedly pursue changing my reality.  I can't unilaterally control what my reality is, so trying to do so would never change my dreams.  Becoming more accepting is not really appealing.  I'll figure it out.  My next dream should have a few more symbolic details in it that will help me.

Peering into the dark

Inside the house tonight, it is quiet and dark.  There is light in only one room.  As I look down the entryway, I see shadows of the few items that are there, but only dark forms.  I know the door is white, but I really can't see its outline because it is too far away.

I hate being in the position of not being able to see much out of the present moment.  I know what certain things should happen next, but for some reason the future is completely blocked from view.  I have had two pretty troubling dreams of late because my mind runs dark scenarios of subconsciously drifting thoughts. I can only see shadowy forms.  One dream was comprised of symbolic action that would make me sad for a very long time were it to really happen.  Surely it won't.

Against the mundane

I have walked on the nature path that is adjacent to my house many times.  I love walking on it for the exercise, of course, but also for the peculiar view of bullrushes lining the little creek that runs through it.  Willow trees and a few Cottonwoods are mixed in with the bullrushes in certain spots along the winding course of the creek.

A little while ago, I happened to be looking at the line of bullrushes and the trees as I had a hundred other times, but thought that something might be a little different.  The eyes play tricks on the brain all the time, so there's nothing new there.  But, I began trying to isolate what was different.  Everything looked basically the same except that little yellow patch against the backdrop of solid green.  Yes, what was that yellow patch?

A golden-leaved tree?  How did that sneak in?  I don't remember seeing that before.  But, it was too large to have been newly planted.  Wow, how could I have missed a tree that stood out so clearly against the otherwise monochromatic green of the park?  Its golden leaves made it outstanding and beautiful in its setting.  I stared at it.

I stared at it then and have so ever since then because it represents to me what happened on my journey down a recent path in my life.  Life was pretty routine, mundane actually, when boom!, a thing of beauty suddenly entered it.  I have stared at it ever since that recent time because of its beauty in its setting.  Oh, how I enjoy to look at it (figuratively and literally).  What I wouldn't give for it to be in my setting now.  I would enjoy it every day of my life soaking in its golden leaves in the otherwise monochromatic color around me.

!

Kingly- but not perfect

I think, sometimes, that I am living as a king would have lived during earlier eras. I have more clothes in my closet than I really need. I have more shoes than most earlier people had in a lifetime. I live in comfort during both winter and summer so that whether it's 100 degrees or 10 degrees, I sleep in total and absolute comfort. On any given day, I am certain that I have access to more food, whether it is by having money to spend at any restaurant I so choose or the number of items I have in my refrigerator and pantry, than most people of any era or any area of the world. I can travel faster and farther than nearly anyone who lived before my time if I wanted to purchase a ticket to fly.

In terms of having access to knowledge, it is unprecedented for me to be able to access whatever I want to know in whatever field I choose. I can view Mars from a device I hold in my hands, recover from laparoscopic surgery in a matter of days, control what happens in my car or house without being inside either one, and see my cousin while talking even though we live in towns hundreds of miles apart. I can't even imagine living at any previous time, not even as a king, not even as the emperor of Rome or the pharaoh of Egypt.

If I could only add one matter of the heart to this world, it would be perfect beyond what any human deserves. I really, really should be satisfied... but satisfaction eludes me for now. I live in a world only dreamed of by so many now and by all who have come before; still, I strive for perfection in that matter of the heart... one day perhaps...

Please see your shadow

Every year has four seasons. They come on a regular basis. They're not always the same length, though. Sometimes winter hangs on a little longer than average. Sometimes spring comes early, sometimes late. Sometimes there is snow in November, sometimes no snow comes in any month. Some summers are intensely hot, others are mild.

In various cultures through the ages, proverbs have existed comparing phases in life to the seasons of the year. A good example is from Oedipus the King by Sophocles, written slightly before 400 BCE.  A riddle that Oedipus needed to solve in order to become king used the idea of the seasons of life divided into four parts.

I know in my own life there are certainly times when everything is rockin' and rollin' and times when the number of hours in a day seemed like 124 rather than 24. It wasn't too long ago that I passed through summer. Times were fun, fast. Days were enjoyable, every one. There was laughing and deep joy. Then the leaves turned to yellow and a little later the ice came.

I hope the groundhog has seen his shadow. I'm ready for spring in the worst possible way.

Over time

It doesn't take much of a review of language to realize that language changes all the time.  But it is hard for most people to see a change in language as it is happening.  It is easy to see that modern English has changed radically from the extant Anglo-Saxon records.  And, it is easy to recognize a huge difference in Chaucer's Canterbury Tales and modern English.  Even the English of Shakespeare is so different from modern English that many teachers require students to have a modern English version of the text if they decide to read one of his plays.  But, modern language is in flux too.

Think, for example, of the past tense of the verb show (showed).  Well, it hasn't always been showed.  It was an irregular past tense at one time (shew).  And the past participle form (shown) was also an irregular form.  It followed the same  pattern in its 3 principle parts as draw, drew, drawn.  Some people still use shown with the auxiliary verb have/has/had, but for the most part, people these days use the regular verb pattern for the principal parts, show, showed, showed.  I have even heard English teachers who teach shown as the form to use in the perfect tense use showed in a setting when not teaching in their classrooms.  The verb changed during my own lifetime.

So has the verb dive. when I was growing up, the past tense was dove, the past participle was diven.  Although I hear dove as the past tense on occasion, I never hear diven and haven't for some time.  Now the verb is learned and even taught in many places as dive, dived, dived.  And that has occurred in my lifetime.  Strike, struck, stricken, has changed to strike, struck, struck.  And, plead, pled, pled, has changed to plead, pleaded, pleaded, the regular verb forms. The last two have changed in the last 30 years.

I see the same kind of changes taking place as the years go by in my own life as those that have happened in language. I can see great changes in me from the time I was a teenager.  A little time spent not long ago with a friend and former basketball teammate from high school showed me just how great those changes have been.  I can see a lot of change,too, from the decade of my 20s in several major areas of life.  And a number of years later, I can point to two very great events that happened to me, and see my life before those events, then after those events, and view the change.

Change is part of living.  Even great changes.  And as far as those two events go, I wish the first had not occurred and want the second to have different resolution (I have faith here).  I have had to work their outcomes thus far into my current way reasoning.  That has led to a new way of thinking about change and an altered belief system.  I am comfortable in my own skin still, as I always have been, even though my skin is a different hue now.  And I fully expect the next 20 years to bring a few last changes to my beliefs before settling down to enjoy the last few minutes of the 4th quarter.

Windswept

Wuthering Heights is a novel from 1845 from an English society very focused on class, prestige, and treatment of those in a lesser position.  The two main characters, Catherine and Heathcliff, fittingly come from the two polarized classes, Catherine from the rich and enviable, Heathcliff from the poor and dispicable. Both of them had to deal with the harshness of life no matter which set of circumstances they were born into.  Mainly the book centers on learning two lessons.  Lesson one was to learn to live with the cards that had been dealt them.  Lesson two was to learn to overcome the situations in the cards that had dealt them.  Catherine's character was developed primarily around the first lesson, Heathcliff's primarily around the latter although both characters experienced the taste of both types of lessons.

I really identify with Heathcliff's character because he had to overcome so much.  Life was not kind to him.  He started at the lowest rung in society and, through a lifetime of two steps forward and one foot backward, he slowly climbed to a rung near the top as a wealthy landowner.  The title says it all.  Yes, Heathcliff made it to the height of society, but oh what circumstances wuthered his way as he climbed to that height.

"To wuther" was a word in regular use at the time of the book, so people knew what it meant.  It has since dropped from use in America, but in the 19th century, readers would have known that the verb meant a blustery wind blowing or a person coughing in fits.  Both images are planted throughout the book.  Heathcliff symbolically had many a coughing fit due to the damp weather and plenty of blustery wind as it blew across his life.

The song, Send Me an Angel, by Scorpions, signifies so very well the theme of the book as described above.

Wind will blow into your face
As the years pass you by.

No truer words... wuthering.

Close your eyes and you will find
A passage out of the dark.

Yes, a way to overcome, to achieve heights.

And I rise every day, to work at bettering my life, or in the words of the song,

Here I am
In the land of the morning star.
Will you send me an angel?

I have to say, that an angel did appear in my life... with laughter and cheer, love and strength... and taught me much about the horizons I was viewing and those I was missing out on in my life.  This angel taught me to

Seek the roses along the way,
Just beware of the thorns.

and to listen to

My voice inside, and
The call of my heart.

I am without my angel for now... But, I still awake every morning to work at bettering my life.

Here I am
In the land of the morning star.

This time, though, without asking the question that follows.  I have seen my angel, and I am so, so very grateful to have been in the presence of my angel to learn true happiness, true love, true loyalty, true enjoyment.

I was sent an angel who guided me out of the wuthering dark.

Chicanery

At the trial of George Zimmerman, Zimmerman's attorney brought up the testimony of the lead detective and quoted him in his closing arguments.  I have read several times in different sources about the training detectives receive in trying to get the witness to tell the truth.  The training has its roots in psychology.  The method used has the detective try different methods of identifying with the suspect in order to make the suspect think that the detective is working in the suspect's best interests.  How deceiving the method is.  I guess it falls in the category of fighting fire with fire - in this case fighting deception with deception.

I have seen this method used on TV in a number of police shows, including CSI New York, CSI Miami, SVU, and Blue Bloods.  The method is even touted in FBI bulletins written by one of their agents who investigates interrogation techniques.  The method works, not because it detects falsehood, but because the suspects don't have training in psychology enough to recognize the underlying intent of it.

However, detectives get caught up in the method and think their notions of how to extort truth (yes, "extort" because it is a tortuous method that gets people to change their information whether or not the change is from falsehood to truth) are truly the scientific way to uncover truth from a testimony.  They feel so confident that this method is scientific that they tell attorneys that they have x number of years of experience and consider themselves as an expert (but not by the legal definition or the scholarly definition) in revealing truth and deception.  Here's a truth for them - 30 clock hours of training does not an expert make!  In fact, their training only makes them dangerous (quoting Alexander Pope here: "A little knowledge is a dangerous thing, drink deep, therefore, or taste not the Pierian Spring. Shallow draughts intoxicate the brain.  Drinking deeply sobers us again."

I have experienced first hand the arrogance of a detective trying to use the methods he was taught.  He resented greatly being called out on his methods because he "thought" that they were foolproof in getting to the truth.  And, I have analyzed the interrogations of detectives of witnesses and suspects to see how each of them implements these same methods.  It's appalling and galling to me to see detectives use this deceptive and, to me, abusive method to work with deception.

So, when the attorney for Zimmerman quoted the lead detective, saying that if a suspect tells the same story again and again, it shows rehearsal, and rehearsal makes his story a lie, I nearly left my chair in hysterical disbelief.  Justice is in serious trouble when an attorney uses a detective's opinion after 30 clock hours of training as more than a simple notion.  Not only is the detective's opinion a simple notion, it is counterintuitive.  Truthful and accurate statements about deception are many times unexpected, but few scientific conclusions about deception are counterintuitive.  All of this is not to mention there are several scientifically proven methods that are not notions but based on empirical methods and statistical evidence.

Well, such chicanery worked for Zimmerman.  It allowed him to have different details in versions of his story.  Therefore, he was likely to be more truthful.  What a sham.

Special Day

Happy Birthday, my lovely young lady!  You're 5 now.  My how the time flies by.  Already reading and writing your name at age 4, and now you have just one more year before you start school.  You will wow everyone in first grade because you will already be so brilliant.  You are always smiling, always minding your business doing exactly what you want to do and what you do best.  You win and charm everyone's heart.

I hope you have a great year.  Somehow, I know you will because I know the mother who raises you - fantastic, amazing, determined, talented, and high-achieving.  You form the dynamic duo.  Follow her; she has cleared a beautiful path that few children get to walk down.  Model yourself after her, throw in your own spin, and you will lead a long, productive, and fulfilling life.  Happy  5th!!

A moon moment

Rays of orange were everywhere on the horizon.  It was 8:00 and a good 30 minutes before sunset.  A number of gray clouds were on the horizon as well shielding the sun from view, yet they couldn't contain the rays from breaking through.  But that wasn't the main attraction.

My eyes drifted up from the horizon where the sky was still blue and a few white clouds were drifting by.  There - in the middle of the sky - was a perfectly round and luminous moon.  Three-fourths of it was visible, white against azure.  It was so round I noticed.  So I gazed at it, imagining that it was just a day-trip away.  I could see what appeared as continents, but the coloring was wrong - white seas and gray land.  I couldn't take my eyes off of it for a good 5 minutes, thinking of how it hung there suspended at just 245,000 miles from the Earth in its own orbit around us.

It looked so inviting.  Before turning back to the task at hand, which would be to drive 15 minutes to my house, I couldn't help but think how luminous my life had been when it had orbited a companion planet so full of life and diversity, no two days alike, every day with the beauty of the blue atmosphere of laughter and cheer, respect and enjoyment.


Now, 4 hours later, I lay my head to rest, but my mind is stuck back at the scene of the pre-sunset minutes when the moon appeared above me to remind me of a time when...

Saturate me

Rain symbolizes to me very good things.  I know there is the saying, "Into every life some rain must fall."  But rain doesn't represent sorrow or difficulty to me.  I associate rain with events that refresh me, that rejuvenate my inner spirit, and that invigorate my tired body.  Rain brings the idea I will get to see something that I haven't seen before, that broadens my horizons, or that allows me to bring close what has been in the distance.  Rain brings hope, vibrance, and sweet aroma.

Tonight marks 48 hours of a constant, soft, beautiful, vibrant, and fresh-smelling rain.  Everything is not just wet, but saturated.  I will close my eyes shortly and hear the thousands of little splashes against the window and deck and ceiling of my house.  I revel in it.  My eyes will close, my mind will bring forward my most special and sacred scenes of the one who is associated with every property of rain I have mentioned.  My heart will revive as I nod off because of the life this one gives me.  Like rain, This One gives me hope, vibrance, and a sweet aroma. And I will most happily let those thoughts do what rain does best... saturate me.

Give way

Socrates would have laughed his head off if someone would have told him to give grades to his to his two students Plato and Xenophon.  Socrates would ask a question to his students in order to start them thinking about a subject, then continue asking questions about portions of their answers until the two students had achieved clarity in their own minds about the subject.  Socrates would have asked, "What's a grade?"  And upon an explanation, he would have asked again, "What good does it do to grade something if the information graded is not connected to something real, live, or otherwise utilitarian?"

The popular and imperially endorsed Roman teacher Marcus Flaccus never used grading.  He would allow students to present their work and correct them on the spot.  One of his favorite methods was to have contests among students and reward the winner with a copy of a rare book.  Romans pushed each other in real life, so grading, especially as an end in itself as it is practiced in modern times, would have been eschewed by Flaccus who would have thought that it lead to nothing but self-pity, self-importance, or neglect of doing something for society's good.  A student needed to show his worth in relation to the group.

Throughout the Middle Ages and Renaissance periods, patrons were needed if someone wanted to pay a tutor or master to school him.  Otherwise, guilds or entrepreneurship provided your training.  A student had to keep his patron informed of his progress.  Progress was determined by the tutor or master, who generally were hard to satisfy.  Mastery of a subject would have to be shown by spewing back everything the master taught him plus having some original thoughts, particularly about  philosophy.  In higher education, students were recommended for their degrees by their masters, they didn't "pass" due to grades.

Grades were initiated to even the playing field among students, becoming especially popular in western schools because it seemed more democratic in nature.  But, grading limits students on what they know since it presumes there is nothing more than to make a high grade to show mastery.  Grading doesn't ask questions to extend an idea as in the Socratic method.  Grading doesn't push people through competition or status or connectedness to society as Flaccus would have wanted.  Some personalities are competitive and drive students to do well in relation to others, but for many students, grading is merely something to show them that they are mediocre or almost as good as someone else, and thus, adjust their goals accordingly.  And, grading doesn't require the human touch between master and student, an environment in which a master helps to personally expand the dimensions of knowledge for his or her student.

Grading will give way to another method in the grand scheme of things.  Who knows what the next method will be, but it will have to include much more of a connection to what happens in society than the current system.  Dagget's quadrant system for charting what is learned is a step in the right direction.  Imagine his system with a real world proficiency measured not by grades but by how well the learning extends to both the  real world and the future expectation of the learning, and you might just be seeing the next method of learning.

The important idea is that the current grading system must give way.  To me, whenever it does give way will not be soon enough.

Simple and fulfilling

I read a story once to my son and daughter when they were in elementary school called The Big Jump.  It was about a little boy who owned a puppy in the days when kings ruled from castles.  The little boy would always bring his dog with him when the king would make announcements to his people.  And, the little boy would always be amazed how the king would appear in his window one moment to see that the people had gathered below, then disappear for about a minute and reappear from the top of the castle to make his announcement.  How could the king go from one place to another seemingly magically.

One day as the boy was listening to the king, the boy's puppy wiggled loose from the boy's arms and ran away from him.  The boy began looking and calling the puppy's name.  The boy ended up at the back of the king's castle where he finally heard his puppy's familiar bark.  The puppy was perched at the top of the wall at the top of the castle.  How did he get up there, the boy thought.  Then he noticed that steps zig-zagged upward from the ground all the way to the top.  Now, he knew the secret of how the king got from the window to the top of the castle so quickly.  It wasn't magic.  It was simply one step at a time.  His puppy had revealed what people couldn't see from the front of the castle.

I have several goals in my life at the moment.  One of them I reached yesterday.  It brought a smile to my face.  This particular goal is in four 6-month increments, and to reach the increments in consecutive 6-month periods, I will have to do exactly as the king and the puppy - climb one step to get to the next, to get to the next, etc.  In 18 months from now, I should be looking down from the top of the castle.  I'll be smiling... but it really is as simple as climbing one step and then another till I reach the top.  Simplicity revealed, but a monumental task achieved.

Right - ROI in education

In the world of investments, return on investment is the most important measure of success.  Of course, the greater the return, the better.  But, the standard on luring people to investments is for them to make more than the interest rate on savings.  In the last century, the interest rate was anywhere between 7 and 11% with 10% being the ideal rate to beat.  In this century, the interest rates have been between 1/2 and 4% with the ideal being 3%.  So, return was lower, but then, the economy was much less productive.

When you look at the mind and its development, people often think of return on investment.  What kind of "product" are they getting for their money?  Well, if there was something like the percentage rate for savings, then this would be an easy answer.  Oh, you say there is?  Oh, stupid me.  Of course, it's the course grade.

Well, what exactly shows that there's an increase of knowledge?  Is it straight As?  As and Bs?  Moving from a C at the beginning of a course to an A?   Increasing from F to a C?  Oh, that's right, your school uses numbers.  So, going from 92 to 95 is a good return?  88 to 92?  68 to 72?  How about a whopping 15 points, say from 50 to 65, a greater gain than any of the other scores listed?

What about the person who makes 30s in September and 50s in May?  Surely 20 points is a good return in anybody's book?  Oh, that's not passing you say.  Why, I thought an increase in score was a worthy measure of return on investment.  No one would say going from 50 to 70 was not good.  But, it's the same 20 points!  Oh, 70 is passing you say.  Even though the increase is the same?  Really?

Why is 70 the chosen number for passing?  Oh, you want someone to know a percentage of material.  So, does the grade represent percentage of material?  If I begin by knowing 20% of the material presented (which, of course, is horrendous as an average percentage for a course in education) and double my knowledge in a six week period of time, what investor wouldn't want to buy into that?  But, no, that is not good enough in education because doubling the knowledge didn't measure 70% or higher.  If I show that I can answer 100% of multiplying by 5, but only 10% of multiplying by 9, and anywhere from 60-80% of multiplying by all the other numbers from 1 to 9, then I have a grade that is "worthy" because it is passing, but do I have enough knowledge of the material?  Or, if it takes me 9 months to increase my "average" passing knowledge from 70 to 77 in multiplication, but I am introduced to other concepts in math later in the year, especially the second half of the year, and I don't have quite as long to know the material, so my average drops to 75, does the drop show a drop on the return?  Or is  70, 77, and back to 75 OK because it is steady?  Is 70 to 77 and back to 60 not OK because it decreases the average to below 70?  Those who invest know that retracement is part of the investment game and don't worry so much about it.

If my grade is 90, then 80, then 70, is the drop due to so-called complexity of material?  Shouldn't "scaffolding" prevent the idea of dropping due to complexity?  And, what about those concepts learned at the beginning of the year that yield a grade of 90, but the grade for the same concept at the end of the year is 80; it's just mixed in with other concepts that have been learned more recently so that the overall grade is 92?  Is that called regression or increase?

I think I hear you saying that investments and grading are two different things.  Grades don't measure increase in investment.  EXACTLY!  So, never should one confuse grades as a return on investment.  Which begs the questions, "How does one know if he is getting what he should from education?  How does one know if she is developing the knowledge base necessary for what she will need later in life?"

The answer to those questions make for great discussions, but the answer will not be found in the practice of what the schools measure or of what the schools send as a report every 6-9 weeks.

Surely there is something that gives me an idea of ROI for 13 years of my life?  Right?

Momento

Night had fallen.  Darkness magnified the sound of croaking frogs not too far away.  Constellations of summer shone brightly, inviting me not to merely glance upward but glance and gaze.  It was a quiet moment so that not even a car could be heard in the distance.  The breeze blew the willow branches and bullrushes that lined the trickling stream that ran a half mile down the draw.

It was just the kind of moment in time that nudged me to smile at the pleasure of strong memories that were as magnified as the croaks, as inviting as the stars, as pure as the silence, and as refreshing as the breeze against my cheeks and the sight of the stream cutting through the draw.    Oh how invigorating was the face in my mind's eye that lingered in that moment of time, along with the form, the scent, the laughter!  Oh, such deep, abiding contentment.  So very, very pleasurable.

Eating Dust

You know, it took institutional education about 10 years to finally deal with on a limited use basis the possibilities that exist with new technology.  So, now the schools have labs for computers.  But classrooms still don't have enough computers for every student.  Therefore, the instruction is not using technology except on a rather random, haphazard appointment schedule.  How far behind is a student who can't access the internet for a subject?  Let's just say really far because computers have been available for a really long time (20 years) for commercial use.

Then came cell phones and apps.  Well, the forward thinkers among us have figured out how to use the phone apps for instruction... an app for the particular types of math, apps for literature and grammar, apps for various facets of science, and apps for instruction on anything under the sun, including how to make an app.  Online schools know how to use cell phone technology, adapting some of their online courses to cell phone use starting 2 years ago.  Public schools?  They still take up cell phones in some places, but even if not, the phones are to be pocketed and silenced till break times.  Laughable.

Use of social media has been around for 8-10 years, depending on what you see as the roots of social media.  What a great tool, especially for literature classes, language classes, computer classes, film classes, art classes.  What a great way for anybody, including young people to share knowledge through pictures both still and moving.  Embedded videos into formats like Instagram is something easily done.  Oh yeah, these sites are barred, blocked, and otherwise discouraged for use during school hours for both teachers and students in many places.  Wow!

So, on the announcement by Google of their newest device called Google Glasses, how do you think that will impact education?  It should have an immediate impact.  But, given the history of how long it takes public education to figure out the legitimacy of new technologies, and to work it into actual use for the benefit of the students (remember, computers are in classrooms and schools, just not for every student yet, 20 years after their commercial use), I say another 10-15 years.  By then, holographic applications of the virtual and real worlds will exist and Google glasses will have already become less helpful and useful.  Bizarre if you think about it!

Oh?  Never heard of Google Glasses.  Watch this for 3 1/2 minutes.

The world accelerates to a new height, a new level.  I think now you can understand how much of a quantum leap ahead students will be if they educate themselves through home education associations or through business sponsored schools, through online schools, or through MOOCs, or through just educating themselves.  In a year or two, smart schools will be giving Google Glasses to new enrollees.  That won't put their students just a little bit ahead of public education.  Can you spell Q-U-A-N-T-U-M   L-E-A-P.  A voice command computer lens in front of the eye is something that leaves those who don't have it in the dust.

If I were a dinosaur, and someone told me a huge meteorite was about to smash into the Yucatan Peninsula...

A great next step

Now we're on to something.

This kind of education will develop nicely and be able to use the available technology, including holographic representation, which will become available in a few short years.

The following link shows the rising use and popularity of such a course.  It's not just reform rhetoric - it's happening now.

MOOC

The art of the trade

My linguist friend and his linguist wife joined me for dinner tonight.  We are friends from way back.  I loved the comfort of the conversation, the ease of their manner, and the topics of conversation.  They have been doing work in Nigeria for the past two years and have come to the states for a couple of months each summer.  I love to hear of their work because it involves great stories of the Nigerian language.  Tonight we talked of their work in reducing an only spoken language to writing, and their work of teaching translation principles to the Nigerian students.

Also in our conversations, they speak of their living conditions.  I am always aware of what they have given up to be in Nigeria.  They are part of the educated elite, so they could live anywhere, or they could have stayed in the states.  They have traded their need for comfort and familiarity for enjoyment of their talents applied to their mission in life.

If there's one thing about life that I have learned, it is that life is a series of trade-offs.  I am usually satisfied with most things in life.  Another way of saying that is that most of the time, I can live with what I have traded off to be in the position I find myself.  But, as I think of trade-offs tonight, I am very dissatisfied that Life has required my heart of me even though it has left me with external trappings of beauty. My best effort at navigating has not yielded the result I wanted.  It has been a brutally harsh exchange this time.  My friends have been content to live near Jos and Lagos rather than the States, but it has been the deep end of the ocean for me.  I have faith that one day I will surface from the deep with my heart again in its place... that true contentment will return once again.

Transition is a verb - do something

In the beginning, around 800 C.E., education was brought to England by the Catholic church in order to perpetuate the Catholic faith properly by the priests and bishops.  As time passed, the Catholic church began deciding to add various other disciplines to the curriculum besides the Latin and Greek languages that were used in Bible transmission and translation, works of the church fathers, and works of important theologians and popes, such as Augustine.  After 1066 C.E., the French took over the court of England and influenced it for about 200 years.  The French were a more liberal group, so they enlarged the curriculum, bringing in some of the literature of the great French and Italian writers, like Dante, modern languages like Italian, and some of the observations in medicine that some of the early doctors had recorded.  Education became, then, what the elite class of England thought was important to perpetuate.  Books were copied by hand, so there was a limited supply of them until people began to work with wood blocks to imprint letters on paper.  Then, in the second half of the 15th century, moveable press became available, and books could be printed by the hundreds.  Education took off... still for the elite class, though, or for those who wanted to  become educated  by the good graces of a patron.  More was added to the curriculum, the classic philosophers, for instance from Greece and Rome, and math made its appearance finally.

As England spread its colonies around the world, the educated elite took their ideas about education with them, establishing universities everywhere their footprints landed.  That was fortunate for America.  Today, the U.S. maintains one of the most developed university systems in the world.  And, of course, the public school system was born  to maintain the ideas on which the country was founded.  The elite of the country wanted to instill what they thought was important into everyone who could take advantage of the system.  Thus, they instilled the need for learning to read and write English, figuring math at a level above the four basic operations, trying to advance medicine through biology, and appreciating the tracks from the past with history.

That should still be the goal.  The curriculum should contain what is important to the perpetuation of a society.  That changes from time to time.  As one tracks change in education across the centuries, it is easy to chart the change.  However, if one is in the transition period of a change, it is not so easy to see the need for a change.  And that is exactly the position the U.S. is in right now.  There is a great need for students to learn what is coming at them, not the perpetuation of outdated modes, models, and subjects.  In the late 1800s, Latin and Greek were not important languages anymore, so they dropped.  As oil exploration became the fuel of the 20th century, Earth science became important.  As we develop our understanding of space and submarine life, we will need those disciplines to take the forefront.  As we change from a tactile society to a virtual society, we will need those who are very savvy in the virtual world, especially in finance, to show us the better way.  Money is already imaginary and virtual.  How can we deal in a cashless, paperless, but highly-valued barter system?

It's way, way past the time to match the curriculum to our modern needs.  At least half of what is taught in the modern schools doesn't apply anywhere in the modern world.  Everyone needs to know how to design and view webpages, for instance.  Learning doesn't need to be from a physical teacher any longer.  Math applications should not be for algebra any longer, but for algorithms and the syntax of computing.  Food will become a real issue as the world's population reaches 7 billion.  Our youth need to know a whole lot more about what the ocean can supply, like algae, or what adaptions can be made to grow plants in different environments such as growth without soil.  Change in curriculum is so very needed.  Those who can redirect need to do so.  India, China, Japan, Saudi Arabia, and Brazil have educational systems that are coming of age.  They will lead the way by default if transition is too slow in the U.S.  Progress doesn't wait on slow humans to act. It merely moves to the population that is ready to lead.

Morning and evening meadows

I often thought that one day I would like to live in one of those places where grounds are maintained, walking paths wind close to my house through a beautiful, natural park...

ponds are within a stone's throw, and a creek lined with bullrushes trickles through a beautiful meadow.

That would be a combination of the places I have lived in my life and my family's place that I get to frequent on a lake.  But, I never thought I would be so lucky.  I have watched other friends get to realize living in their ideal spots, and I had my hopes that one day I would get to see my idea of a great spot.

Well, I get to wake up everyday now surrounded by meadows.  The roads to my work run through forests of trees.  A sign on a bridge just 30 yards from my backyard reads, "Natural Park Area-for resident use, fish are to be caught and released."

People walk on a paved path that runs the length of the park.  I walk with my granddaughter in the mornings sometimes and in the evenings at other times, showing her the varieties of ducks in the pond, the different species of birds that frequent the water around the bullrushes, letting her pick wild buttercups and other flowers that grow in the meadows.

We have a favorite picnic table we rest at in order to view much of what we discuss.  I hope this lasts a long time before I wake up in a different setting.  It quiets my restless soul.

Running counter

A trip to the doctor's office usually results in an additional trip to the blood test location.  Blood tests are then read by the doctor and a list is put on my electronic chart that adds my new results and compares my older results from as far back as I want to go.  The blood panel registers what the normal range for the various tests are (usually about 12 of these per panel), then they give my number.  If  it is out of range, it will have an additional comment about the degree to which it is out of range.  My doctor uses the blood report to keep on top of the medicine prescribed to me.  She can make adjustments to medicine or refer me for other tests. In this way, I have been able to keep myself out of the hospital and in good health.

Educational testing should be more like the blood test and the teacher and doctor should have the same role. The public thinks that the current state testing is the same as a blood test... and they would be wrong.  Although the state test does give scores in comparison to a person's past scores, it does not give a normal range - it is not a normed test.  It gives scores in relation to all the other test scores taken at the time in order to give rank.  The purpose of the state test is to let you know how you performed in relation to others as that relates to the predetermined rank for "passing," (which is not 70% by the way, but is variable from year to year ranging from 60-80%) and it does so without regard to the past or to an overall range of years.  It also fails to compare the scores from students in one state to students' scores in related subjects in other states (which is possible, contrary to what the state says).

Wouldn't it be better to expect to take a test in order to compare me with myself, and then have a teacher say, "In this skill for this subject you are out of norm.  Please do the following to try to get yourself back into the normal range."?  And like the doctor who advises the patient of how to get back into normal range, the advice contains what happens next (negatively) if you don't come into range.  Why, yes it would be better.

Instead, the state wants uniformity and mediocrity from its students.  If the state always uses one year at a time to show student scores on an adapted Bell Curve, it is very hard to show increase of an individual 's score from one year to the next.  Those at the top tend to stay at the top, those at the bottom tend to stay at the bottom, and the vast majority continue to remain in the middle.  That's what Bell Curves do, even adapted Bell Curves.

In addition, the state only tests over its own set standards.  In days past, the curriculum used was agreed upon subjects, but not exact subject matter.  Everyone should know a set of subjects.  Proficiency was gauged by the grading system of the schools.  Of course, that has its pitfalls, but not nearly as many pitfalls as telling what skills in what subject will be taught and tested at each grade level.  And, the skills supposedly increase in complexity grade level by grade level.  Nothing could straight-jacket the mind more than testing over a set standards that are leveled.  Creativity is completely stifled.  That process runs counter to everything cognitive scientists know about information development (synaptic formation) in the brain.

So a blood panel and monitoring for good health have nothing in common with education.  They should.  The goal of education should be the health of our youths' minds so they can compete in a global economy.  The model of having national or state standards, teaching those standards, then testing those same standards is circular reasoning.  The state's own graphs show a circular, or triangular, flow chart when they train new teachers on the need for standards.  The model has got to go.  A better model exists.

Loving the present

When I leave my house, I can lock the doors from my car after I leave via my phone.  I can change the temperature if I forgot to set it in the same manner.  When I return home, I can set the temperature to my level of comfort as I begin my trip, unlock the door right before I arrive, and check a video feed from the camera showing the entrance for the amount of time I set for review.  Setting the alarm and disarming it also happens from my phone.

When I want to go somewhere, I can start my car right from my phone, unlock the car doors, set the temperature ( a great feature to have on 100 degree days), set the position of the seat, tell the GPS my location if I need it, and turn on the radio station of my choice.  Driving isn't what it used to be.

When I get ready to talk to anyone from my house, I can call them from my computer for face to face visits.  I have two applications that will do this.  Or, I can send them texts from my keyboard, if I am in a hurry.  Of course, if I am not on my computer, I can do the same from my phone.

Radio listening isn't what it used to be either.  I can use it if I need it, but listening to streaming music from preprogrammed playlists is more the norm.  And, natrurally, I don't have to be in my car or near a radio.  I only have to have my phone to stream in music.  I can use my own playlists or I can click on a particular set of related songs by theme, by genre, by artist, or by date.  Pandora, Rdio, Spotify are good examples of the streaming available anywhere, anytime.

If I'm bored, I can watch videos from my phone.  If I am headed out of town, I can catch the weather by app or by video report.  If I want to set an alarm, I merely set the time and the tone I want to awake by.  If I have appointments, I check my calendar and schedule - on my phone, where else?  I receive alerts from as many social media sources as I want to be alerted by.  And, if I am a gamer, I'm in hog heaven.  I have thousands of choices by pressing an icon.

One of my favorite features is banking by phone.  I can get any number of assorted of alerts, such as balance alerts or withdrawal alerts.  Transfers are handy.  A couple of times I have transferred money from savings to checking before paying a bill at a restaurant.  Depositing checks and paying other people are two other great uses of this feature.

I look forward to the future.  I can't imagine being more comfortable or having it more convenient.  I'm a little nostalgic tonight.  I'll just check out Picasa (Google +1 now) and look at some of the albums I have stored there.  It should be a good evening.

Ragged, not uniform

What schools today are most concerned about is showing progress.  That's simple enough, and it should be good enough.  But, there is a slight problem with this approach.

An analogy to physical growth is a way to illustrate the problem.  When children are taken to the doctor's office.  They are weighed and measured for height.  It is recorded each time.  If one asks, (s)he can receive the percentile that that visit's weight and height represents.  On the next visit one can do the same.  If one were to ask at every visit, (s)he would have a picture of the growth of his or her child, both in individual growth and in comparison to every other child.  It changes each time, showing growth sometimes, and not showing growth at other times.  No one is upset about the growth or lack of growth because growth or lack thereof is genetically controlled.  When it is time, the body develops.  When it is not, the body waits.

It's pretty much that simple with the brain as it allows its owner to grow or not in its ability to comprehend.  It will happen at the cue of an individual's DNA.  Personality is also genetically controlled and also plays into when, how, and how much the brain learns.  One's personality and brain work hand-in-hand in producing what gets learned over the years from birth to adulthood.  So, how does a person measure the development of these two areas.  No one has really figured that out yet.  Giving a single test to measure the amount of information one can comprehend or compute really doesn't measure growth or development for either brain or personality.

I suppose the argument could be made that comprehending certain information at a given age does measure if the development of one's brain is in the same norm range as everyone else's development, but it is a weak argument.  First and foremost, developmental growth of children is ragged.  They don't all grow at the same rate nor at the same age intervals.  And that's a real problem for those wanting to measure progress of what children should know in academic subjects.  Second, there has never been an attempt to combine personality development with brain development.  For that matter, there aren't any tests developed to show the development of personality.  People are still busy defining personality or reducing it to a few traits if they have defined it.  Its influence on education is mainly disregarded.

Progress as measured by testing (or grading, for that matter) doesn't really show the same idea as weight and height for growth measurements at a doctor's office during childhood.  Once a person understands what showing progress means when it comes to learning, then serious reform can be made in showing growth and progress in this area.  Until then, people are calling testing (and grading) by a name that really doesn't measure much of anything.  One would never know it by the millions of dollars spent to produce, analyze, and perpetuate such a false notion to the public.

Believe

The battle for keeping reading and writing alive began in 2007.  At that time there were few believers that the two skills would have a shelf life.  In 2017 the predicted ten-year war will end with the stage set for what will take us into the future - without reading and writing.  That's 3 1/2 years from now.  The future is all about the virtual, the visual, and the oral.  Watch this and believe.

Why not?!

My external world is a dream world.  I could not have designed to live in a better place.  I am located at the end of a very quiet cul de sac.   A walking path passes alongside the house that runs the length of a natural park area, a long meadow with willows lining a creek full of bullrushes.  Not  but 150 yards from my front yard is a pond surrounded by bullrushes, willows and cypress trees, and large boulders at the foot of a ridge.  Just on the other side of the ridge, about another 150 yards is a private air strip, which is the backyard for about 6 people who keep their lawns verdent green around the runway.

As I make my 45 minute trek to work every day, I spend my first 15 minutes passing other green meadows that open among the wooded hillsides.  Nestled among the trees are unbelievable estates of some of the wealthiest people in the state and nation, living lavish lifestyles.  Office areas, hospitals, and golf courses that also appear along the highway are partially hidden in the beautiful forests blanketing the area.

The next 20 minutes I pass through an area that would rival Georgia or Tennessee for highways cut through the thickest forests.  Beautiful varieties of trees line both sides of the highway, and even from bridges and overpasses,  the view is of trees stretching miles in any direction.  Any human development that exists is set behind creeks, parks, and trees, out of view.  No one would believe it's a metropolitan area.

But I live in two worlds.  My other world is inside my heart and soul.  There, the world is missing the charm, warmth, and cheer of one whose presence once brightened every corner of it.  It's as if life decided to treat me to replacement therapy, giving me an external paradise in exchange for robbing me of the meadows of laughter, forests of smiles, streams of a cheerful voice, and bullrushes of vibrance, beauty, and anticipation of the one who once enthralled me and lavished me with happiness.

I wish I could have the paradise of both worlds.  And why not?!  I register my vehement objection with life for its decision.

How long? How long?

I saw a headline yesterday: New Test, Same Results.

Of course, the story was about the test in Texas for students to take that is in its second year.  The test was supposed to have been an improvement over all the tests that had come before - 5 of them over 4 decades. At first the test was to evaluate students' academic skills and to establish a minimum level so that the public could see if their children were learning what the schools were teaching.  Very soon afterward, legislators raised teachers' salaries.  That triggered the need in legislators' minds to show the community that teachers deserved their higher pay.  So the emphasis changed from a student focus to teacher scrutiny.  Tests were seen as a measure of how well a teacher taught particular concepts.  Publishing teachers' results followed.  Then equality struck the school district consciousness and they wanted to show that the district was strong no matter where a student went to school or what teacher a student had.  The state bought the idea and began publishing a district's "report card" based on the results of a single test.  In the process of all the testing, a standardized curriculum was introduced (at first as a ruse for the equality of schools, but now as a basis for manipulation of test results to reflect the percentage needed to show progress).  The newest, most improved version of the test is supposed to show a community that the curriculum is a good predictor of work and college readiness (as if those two readiness outcomes were ever aligned).

Of course, the story was about the test showing a familiar pattern of failure on the part of the schools.The evolution of testing over the last four decades shows a very close link to what legislators want the public to see in their schools.  It's a hilarious notion to link the testing to learning or even what is in the standard curriculum... hilarious.. as in absurd... like ludicrous... such as the rip-roaring, gut-splitting laughter echoing across 4 decades.

If I wake up in the year 2018, I will see a headline for the day:  New Test, Same Results.  It will be meant as a lament, but all I will only hear is ridiculously loud laughter.

Preparing what's inside

Intrinsic motivation is one of those ideas that people think is so hard to see or know.  Perhaps, but consider the life of Bill Gates and Steve Jobs.  Both had childhoods that indicated what motivated them.  In 4th grade, Jobs' teacher had to bribe him to do well in school.  It wasn't that he couldn't do well.  It was that he wasn't motivated to do well.  Jobs could score well on standardized tests.  Administrators offered Job's parents to promote him to high school from middle school, but his parents declined.  So, Jobs remained somewhat of a prankster throughout his school career.  Eventually, he went to college only to drop out.  Gates, on the other hand was very competitive.  He thrived because making good grades was competitive.  But his interest was not in school subjects.  It was in something the school couldn't offer.  Gates ended up at Harvard, only to drop out.

What motivated Jobs?  Electronics.  His adopted father taught him electronics all through his late childhood and adolescent years.  That's what he lived for.  That's where he applied his creative genius.  He learned his discipline and  innovation at the hobby table at home from his adopted dad.  And, what was Gates' motivative source?  Why, programming BASIC of course - at a time when very few people were learning BASIC.  He would go to bed at 9:00.  Wake up at 3 AM.  Walk to the university lab that was empty at that hour.  Finish at 6 AM.  Walk back home.  Set his alarm for 7 so that his parents would think that he had a good night's sleep.  And then go to school where socially he didn't really fit into a larger group.

It didn't matter that school didn't offer what they wanted.  They had the incentive to do what intrinsically motivated them on their own.  (Incidentally, almost a century before these two creative giants, Edison and Bell had much the same experience with their existing school systems).  The rest of their stories illustrate that they didn't need college either.  I can only imagine what would happen in a world in which we paid attention to young people's patterns of discipline and creativity.  I believe we would find that four core subjects is the same as wearing a straight jacket.  Could we not help our youth to be creative and fascinated by something beyond punctuation, multiplication tables, two-tiered science experiments, and date-filled state histories?  I think our country's educational system should cater to what motivates people from the inside, not grade-leveled information surrounding 4 subjects packaged in text.  Our country could stand another Steve Jobs and Bill Gates.  They will surface, of course, but wouldn't it be nice to have 10 times as many of them if intrinsic motivation were to be considered in what our schools formally trained people in.