How Reality is Like a Circle, and Not Politically Correct

Reality as it is incorporated into the brain is neither tame nor sequential. It is cyclical and wild. The sooner we learn to equip our young to deal with the evolving world as it is — rather than an idealised world of fantasy mongers — the better.

Cross-posted from The Dangerous Child blog

Or Why Lesson 1 and Lesson 15 Must Often Be Taught as One

The minds of infants are ejected into the world with no sequential lesson plan. Immersed in a turbulent cauldron of sensations and ideas — alternately startled, alarmed, and fascinated. Their emotions strained to the breaking point, their newborn powers of reasoning constantly twisted like painful pretzels. Breaking all the proper rules of pedagogy, it is how we all learned as babies, as toddlers, as young children.

There is no step by step, logically sequential plan for growing up and learning how to think and how to live. If we are lucky, we are exposed to a wide range of badly diced, sliced, and mangled lesson plans with no logical connection to each other — which our minds must then try to make sense of. For the most part, tiny brains do amazingly well.

Real Education is More Like a Perpetual Stew Than a 12 Course Meal

Modern school curricula are laid out as logical step by step sequences of knowledge acquisition. Each content module follows another, like building blocks each supporting the next. But some lessons cannot be adequately understood until one first digests the ideas hiding inside lessons that will not come for weeks, months, or years in the future.

The human brain often retains disconnected pieces of poorly formed knowledge fragments long enough to make later connections with other knowledge fragments — which is how baby brains are often able to bootstrap themselves into the mastery of language, movement, pattern, and social connections.

Trying Too Hard to Fit a Sequential Lesson Plan to the Child Will Backfire

Because we cannot see into the minds of small children, we can never really know what has been left out and what has been incorporated in latent form. Wiser persons of experience learn how to probe for knowledge fragments, and how to supplement them with often-useful supplementary concepts and experiences. But there are always missing pieces needing to be supplied, before a satisfying comprehension can emerge.

If we want to make a child’s mind into a rickety and brittle structure — unable to stand up to the inevitable stresses of the real world — we should probably just keep doing what school systems are doing.

Politically Correct Educations are Criminally Incomplete Educations

Teachers who force students to endure politically correct indoctrinations — and who filter all educational materials through the lens of politically correct dogma — are guilty of twisting reality and starving children of crucial concepts and factual information which will be of critical importance at later stages of life. Reality has never been politically correct, and never will be.

Life is Never Fair — Get Used to It!

Because life itself can never be entirely sensitive, equal, or nurturing, every child’s feelings will be hurt. Every child will sooner or later be treated unfairly, or will fall short of others on his own merits — in one area of measurement or another. Children must learn how to deal with the inevitable inequities and injustices of life as early as possible.

The modern approach of attempting to shelter children from scraped elbows or bruised egos is ultimately crippling. Rather than training children to be sensitive to every imagined insult or injustice, a real life education would train them to formulate meaningful goals and to sustain a reasonable focus on those goals — at least until they have learned the lessons the goals were meant to teach, and usually a lot more.

Where other children rank on the infinitude of measurements utilised in schools should be largely irrelevant. Particularly irrelevant are any perceived insults or non-PC attitudes displayed by classmates or others in the child’s environment. It is a waste of time for a goal-oriented child to stop his advancement in order to attempt to bring an insensitive cohort to heel. He should have better things to do, farther places to go.

If You Wait Until College to Teach Them, It Will Be Too Late

In many school systems, classrooms below the college level have become glorified daycare holding cells. Reading and teaching materials are carefully screened and dumbed down to fit with the dominant political themes of the system. Sensitive periods of development come and go without having been primed by the necessary experiences and concepts which would have allowed for a fuller development of body and mind. By the time the child grows to a college aged youth, many of the crucial components of careful and meaningfully creative thought will be missing.

Unfortunately, even in college education today, politically correct constrictions deprive students of vital ideas, facts, and experiences needed before the youth can become a responsible and responsive adult in the real world — as opposed to the incoherent fantasy world which professors and administrators are attempting to build.

You can observe in the video clip below that the absurdity has come full circle, to consume its own:

There may be no better argument for homeschool than the real world environment that one finds on campuses of mainstream politically correct schools — from K thru university.

And So We See the Circularity of Life and Mind

We miss a lot of things the first time around. How can we help it, we are only babies? But we keep coming around again in a cycle — as embodied in the daily sleep-wake cycle, in the cycle of the seasons, and ultimately in the cycle of life we observe in shorter-lived species and in the others of our kind who pass away before us.

But we keep coming around, being given second – third – fifteenth — and hundredth chances to learn more completely what we learned only partially in earlier attempts. And by reading the experiences of many generations of historical figures, communities, and societies, we can experience many cycles of learning by proxy.

Children and youth who are indoctrinated in politically correct or religiously correct mindsets will have many of their mind-windows shuttered and nailed closed. We can see that in the video above, and we can see it in the way that people keep returning to failed ideologies of the past without any insight into their ongoing self-sabotage. In the minds of modern systems of education, it has become anathema to build strong, independent, well rounded minds, capable of deciding things on their own merits without guidance from a central committee’s daily talking points.

Real Life and the Human Brain Are Not Politically Correct

Reality as it is incorporated into the brain is neither tame nor sequential. It is cyclical and wild. The sooner we learn to equip our young to deal with the evolving world as it is — rather than an idealised world of fantasy mongers — the better.

Postscript:

Thoughtful readers may note the sequential nature of verbal language, and the many incompatibilities between verbal language and human thinking. If we are limited in our thinking by verbal language, then many of our deepest insights will be limited to the worlds of dream, trance, and induced stupour. For those of us — perhaps most of us — who have been cursed to a lifetime of language dependency, it is a limitation which we must constantly struggle to surmount.

Useful tools such as Cognitive Behavioural Therapy (CBT) can be of immense help in this effort. It must be acknowledged that CBT itself is terribly language-constrained. But even so, it can allow liberation from many of the unfortunate bindings that bad use of language places on many of us.

Advertisements
This entry was posted in Childhood Development, Education and tagged . Bookmark the permalink.

6 Responses to How Reality is Like a Circle, and Not Politically Correct

  1. infowarrior1 says:

    Whats your thoughts on the polynesian people who settled on Easter Island the ones with the strange statues? Stripped the land of its resources and hit the malthusian limits before subsequent population collapse? What lessons can be learned?

    • alfin2101 says:

      Jared Diamond’s account of the collapse of Easter Island’s population is probably not the most accurate or reliable. The reality was certain to have been much more interesting and complex. https://en.wikipedia.org/wiki/History_of_Easter_Island Easter Island experienced more than one rise and collapse of populations, and much much more.
      Inbreeding can be very hard on isolated island populations, with the fall of the Tasmanian aboriginal population a case in point. No resource depletion required. Dysgenic decline can take a population down even in the middle of paradise.

      • infowarrior1 says:

        Could Eugenic pressures occur again after the fall of the population despite inbreeding?

        Or is it permanent?

        • infowarrior1 says:

          Of course I am referring to isolated Island populations. I am curious as to how they are able to get out of that situation.

          • alfin2101 says:

            The historical solution is conquest from outside, if there are any resources on the island worth having — including strategic location. It’s best to think about such things using the same attitudes that drug cartel leaders utilise. Nature and the real world are vicious and not in the business of giving things away for nothing.

            Inbred dysgenic populations tend to be unable to get themselves out of their predicaments on their own, after declining past particular points. A more complete and realistic history than the one we have would be overloaded with lost and forgotten cultures and societies that died out or were overrun.

          • infowarrior1 says:

            Easter Island unfortunately has nothing of value.

Comments are closed.