Education as the Improvement Tool for the World

Educating the World
by Neal R. Karski

Note: I will attempt to write this post with less formality; I will let my thoughts dictate its structure rather than risking the opposite. I hope you, the reader, will find this post somewhat educational and worth pondering.

Thus…

Here are a few a definitions of education I found very informative and unique:

“The activities of educating or instructing; activities that impart knowledge or skill.”

“The gradual process of acquiring knowledge; ‘education is a preparation for life.’”

“Education in its broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual.”

“Man's going forward from cocksure ignorance to thoughtful uncertainty.”

“A succession of eye-openers each involving the repudiation of some previously held belief.”

Continuing on…

I’ve always believed education to be a virtue that leads to knowledge. This, intact, allows a man or a woman to foster his or her inner growth and utilize the potential buried in the infinite grave of thoughts.

For centuries, from the times of Greeks and Ancient Romans to Renaissance, Enlightenment, and Age of Reason, and further on to the Industrial, Scientific and Technological Revolutions, education has been at the core of progress that allowed us to reach unimaginable horizons.

Schools of thought created perspectives, formed ideas and concepts, and structured educational curriculums to fit the mental needs of people: to feed the hunger and quench the thirst for information… more, more, more… And the people who starved for information and coveted knowledge of others succeeded and caused break thoughts that brought us all of the elements of our daily lives…

But times have changed, and so have people living in our world…

Today, billions of people are struggling to survive each day; many of them do not have clean water or sufficient nutrition. Due to the economic turmoil and increasing population, the conditions have only gotten worse. The wealth and income gap have become immense; the United States, United Kingdom, France, Japan and Germany receive 45% of the world’s purchasing power parity income. In most of the nations, especially the underdeveloped and Third World candidates, education is out of reach, unaffordable or considered a luxury.

This, in turn, creates a separation between those educated and uneducated, and the skilled and unskilled workers, whose number is quite uneven due to the diminishing employment demand.

But it appears that in the United States, millions who receive free education until college and large financial aid sums take it for granted.

As Max L. Forman put it:

“Education seems to be in America the only commodity of which the customer tries to get as little he can for his money.”

Our nation’s economic downturn partly reflects on the statistics: “Almost 20% of High School students in the age range of 16-24 in the year of 2007 dropped out,” “Approximately only 16 million students of a similar age range were enrolled in college last year,” “In 2008, it was expected that about 2 million college students will drop out in the first two years of their secondary education career”.

Commentary on these issues according to Juliette Geller from College News:

“With these statistics in mind, Public Agenda’s research showed that, in addition to job and children commitments, students are dropping out because of higher tuition costs, a lack of study skills needed to help them succeed, not enough resources available to students, and, most damning of all, poor teachers.”

With that in mind, we can start analyzing the trends between the commitment to education and its quality in relation to the current situation of the free world.

Now, let’s look at the international spectrum…

According to InfoPlease.com, “In 2006, 2.6 billion people, or 40% of the world’s population, lived on less than $2 a day, with 1 billion of them surviving on the margins of subsistence with less than $1 a day.”

Now, I would sound completely ignorant to say that if the educational systems existed and fully functioned in those regions, the quality of living would improve solely on such change.

But, let’s go back to the core of education…

At this day and age, the world has become much flatter than 100 years ago and the economies of the world are all linked within an exchange framework. If one benefits, the other one loses. The global perspective is becoming more and more significant. International relations are dictating decisions of many governments and economic giants, and consequently these decisions affect the nation as a whole.

Educational platforms should begin to place more emphasis on the reality of the world. Many curriculums in the United States, in Europe and in Asia, plainly disregard the harsh truths about the adult realm and the current events in foreign nations. The core of these curriculums has become strongly individualistic; with tints of globalization occurring here or there. I don’t think that a plethora of those who attend schools of all levels realize what is beyond them and how their pursuit of knowledge could really help to improve their surroundings, on a local and international level. Education is a right, yet instead it has become “a must,” rather than “a privilege”. Education is a necessity and it should be desired. Education is a tool that brings discoveries, abilities, crafts, skills, advancements and progress. It also brings an economy to life and growth.

Imagine a simple investment on a global scale: implementing educational systems throughout nations to create schools for the underprivileged and uneducated, for the youth and for adults. Isn’t that what allowed the nations such as the United States to grow [rich] and to develop rapidly? With rising levels of literacy, global awareness and skills acquired through specific studies, many people in the world could contribute to the productivity of their nations, thus contributing to the health of the global markets. Poverty, as unfortunate and cruel as it is, teaches people essence, simplicity and appreciation. In the United States, we’re blessed with many resources that others are not. I believe that education could be one of the most life changing tools to bring millions and millions out of poverty, so that domestically and internationally we could see a populous rise in the enlightened knowledge of human beings and their ability to use their resources efficiently.

God Bless.

Education – vehicle for becoming extra-ordinary, or algorithm for remaining ordinary?

by George A. Miu

When we were children, my cousin and I would often bemoan the demanding nature of our studies and all of the difficulties they entailed. One day, he came along with an analogy that has defined my view of the educational system of all countries. He said:

“School is a great big mess that lies in the path of life. If you don’t see it through to the end of your education, that’s where you get stuck. Forever.”

Despite the fact that I have matured in the meantime, and my deliberations on life are more sophisticated to a not-insubstantial degree, I still see resemblance galore between the educational system of the United States and my cousin’s unknowingly wise depiction.

I am increasingly cognizant, first and foremost, of the paradoxical goals that schools focus on, unnecessarily in my opinion. They strive to create outstanding individuals, who exhibit all of the special characteristics that we desire in beacons of leadership, and yet attempt to instill a sense of community, and existing as a small part of a much greater whole. Initially, this might not seem like a contradiction. But the truth of the matter is that people who are taught to excel in life are not content with the notion that they are a mere mechanical inferiority, in relation to the complicated robotics of society as a whole. Instead, they fantasize about orchestrating magnificent plans into place and directing throngs of people to synthesize a society superior to that in which they were born. In order to do this, therefore, they must be critical of the existing social norms – a discipline not generally studied in school until a fairly advanced stage.

Schools, on the other hand, teach us to be meek, to be responsible and to play it safe, so to speak. They are highly conducive to forming the backbone of society (hard workers, decent people etc.) but are lacking the know-how to properly endow the excessively gifted. This attribute, combined with the cruel tendencies of group-think exhibited by children and teenagers, causes a certain stratification to occur in our public schools. The intelligent are ostracized and shunned in favor of the good-looking and popular kids. High schools fawn over the “Prom Queen” and yet are oblivious to the captain of the math team, for the most part. The quarterback gets all the girls, and his after-school tutor is anonymous. The cheerleaders are admired, and the “nerdy chicks” put up with demeaning behavior.

Of course, there are exceptions to these scenarios, but I find it absurd that the greatest sense of entitlement does not belong to those who have the greatest natural assets in the classroom, and are thus the most likely to benefit society.

My recommendation is that the United States Department of Education (which bears the magnificent acronym of E.D. seeing as DoE was taken by the Dept. of Energy) increase the resources that are apportioned to “accelerated programs” in schools all over the country. This is of paramount importance, because it is the leaders of the next generation that are liable to find solutions to problems such as the federal deficit and other problems that burden our economy, healthcare system and political parties. If we can somehow tailor the progress to the individual gifted student in such a way so as to advance them at the highest possible pace without causing academic burn-out, then I am of the belief that we can produce drastically more complete and conscientious human beings that will spearhead endeavors that will change the nature of the world in every imaginable field. However, it would be unwise to treat every gifted student as one would a prodigy, due to the sense of social misplacement that comes with this treacherous territory. We must find a balance between academia and real world savvy in order to produce the aforementioned “complete” human being.

Additionally, the schema where sports stars are idolized and geniuses are relative unknowns must be abolished. For example, imagine if every person who can rattle off the names of the last 5 NFL MVPs could recall every recipient of the Nobel Prize over the last year, and be familiar with their body of work. Certainly, both categories have their merits. But in a hundred years’ time, the NFL MVP will be dead, and the Nobel Prize winners will be (just as dead, yet) influential in their fields, and advancing human knowledge. Which is more important, then?

As things stand, though, students are reluctant to push themselves beyond that which is deemed to be strictly necessary, and thus hold themselves back. The way to make sure that no child gets left behind is NOT the “No Child Left Behind Act”, but rather the lengthy process of bringing the reputation of excellence back to our public schools, from the ground up. Pay educators better. Attract more quality teachers and reward them appropriately. Then, with the extra manpower and re-directed resources, focus on the individual and not the classroom. Great minds can serve no greater purpose than to educate the next generation. We should mobilize them and use their talents appropriately. The United States of America is counting on us, the people, to help.

Stepping into Unknown

Stepping into Unknown… Part 1
by Neal R. Karski

As I’m sitting here and indulging in music on this beautiful Wednesday morning, I can’t help but to reminisce about many memories I’ve had, especially pertaining to this particular matter. Stepping into Unknown can be widely defined as coming into contact with something or someone that we are unfamiliar with or have not had the chance to explore. But to take a closer look at one’s life, millions of people can truly say that their experiences with new and undiscovered range far beyond. For many years now, I’ve inherently believed that taking that step [or steps] is essential to inner growth, shaping of character and accumulation of diverse knowledge.

Following, I will share some thoughts about Stepping into Unknown and relate it back to some of my own experiences.

Emi and immigration

Whenever one leaves a native country, he or she commits to a significant change and this decision translates into a leap… a leap into Unknown. It’s a decision to leave one place, one’s comfort, and to become part of another. This, at times, becomes strenuous, not only physically but also mentally and socially, as one strives to fit in and adapt to the new environment. It’s extremely difficult to leave things behind, yet it is even harder to let them go especially where the forecast for the future is not clear. But we’re faced with difficulties on a daily basis and life challenges us to take a look around and not cling to the days that have passed, even when nostalgia and memories reappear frequently. Every breath, every look, every touch, every taste, every sound, is a step into another dimension, into something new. Emigration and immigration just define it more particularly in regard to people, places and external conditions. Moving from one location to another was quite the trend for me and family; our constant re-locating from the U.S. to Europe and back became a part of my life. I was forced to, by my circumstances, to play the system and recover from the loss of consistency and settlement by establishing a fresh life wherever I had gone. I’ve seen a lot and I have learned a lot. And at this point of time, when I have realized that everything in my life has happened for a reason, I began to understand that my will to reach out and to build upon new grounds has taught me how to be strong and expand my capabilities.

Faith

Concept of faith has always interested me immensely. A few years ago, I began observing the responsiveness of people to the supernatural or divine. I’ve found that many people were on the edge; they were hesitant about picking sides. Their beliefs were hanging and undefined, just waiting to be realized into bigger commitments or be diminished by the lack of desire to step into Unknown. In the bottom line, faith is purely just that. It is a huge step into Unknown – a dedication to one’s moral and ethical beliefs that helps that person lead his or her life in a manner freely chosen. Faith is not easy. It does not come with a warranty. But it does bring results and fulfillment of the soul. Faith calls for believing in the state of uncertainty [imagine knowing what truly occurred or is occurring, faith would not exist as faith anymore, it would purely stand as a factual component of one’s knowledge].With many obstacles, injuries and sorrows in my life I’ve found this step to be one of the most amazing ones I’ve ever taken.

And remember… Every day, we come across a plethora of people that we influence, directly or indirectly. Today, learn and know how you can influence those people in a positive way!

God Bless.

Facing the Unknown. Taking the Plunge.

by George A. Miu

Throughout the course of any given lifetime, there comes a moment in which no amount of reasoned decision-making spares the necessity of undergoing some experience that involves many unknown factors. In order to work with these terms handily, I have to define my concept of the “unknown”: namely, that of an event or series of occurrences whose internal mechanisms are not well-understood, or impossible to consider, by the subject therein.

All people must confront the unknown. Whether this is in the form of moving to a different country, or a new school district, it almost always constitutes a stressful experience and has the power to elicit personal traits that lay dormant in the person. Nevertheless, one should never associate novel occurrences with negativity or fear. In fact, they can catalyze a great deal of internal development and ultimately serve to bring about an increased maturity and perspective on life.

Ultimately, the only certainty that exists in the universe is that of death – one of the greatest unknowns conceivable. However, in today’s complex society, an ever-increasing proportion of the general population is forced to grapple with decisions that may result in the genesis of an unknown, or hitherto unknowable, experience. It is in these instances that we look to familiar sources for solace; Today’s Realities intends to provide these for all who care to read. So, yours truly, an immigrant across three continents and lifelong nomad, attempts to distill the difficulties of facing the unknown:

1. Recall, always, that the unknown is finite. Contrary to popular belief and immediate perception, no individual situation is perpetually unfamiliar. As humans, our capacity to adapt will kick in, at some point, and we will eventually acclimatize ourselves to the new surrounding state-of-affairs.

2. All knowledge is rooted directly in having been a part of unfamiliar environments. As newborns, we have no intrinsic understanding of the world around us; we merely acquire it through continued experimentation and a willingness to “explore”. Indeed, as our desire to investigate the most minuscule aspects of life diminishes, so too do our learning faculties, in terms of rate of acquisition of information.

3. Personal development cannot occur without interactions in a medium that is on the periphery, if not totally outside, of our comfort zone. Personality traits that we use on a daily basis were, at one time, unknowns, which would have been rendered permanently unknowable had we had an aversion to the experience that brought them forth. Many would claim that there can be no maturity without the unknown playing a part in its formation.

While these comments are mere generalities, they are designed to encourage our esteemed readers to look inside of themselves and recognize that taking the plunge is not only necessary, but downright beneficial in the long-run. So take a chance. Your reward will be the rest of your life to reflect upon it.

Do Animals Have Souls?

Addressing the Question: “Do Animals Have Souls?”
by Neal R. Karski

To many, this topic may be a very sensitive one. I will attempt, to the best of my abilities, to present to you, dear readers, my side of the argument and leave you pondering on your own. My thoughts here are not meant to offend or defend anything or anyone; they are simply creations of my conscience that are verbalized in this post. We live in a world where variety is an inherent concept within each and every human being. And every human being is different, with different thoughts and different views. My purpose is not to convince you; it is to encourage you to explore your own conscience in pursuing knowledge and the infinite capabilities of your minds.

First, I will start off from the moral standpoint, which it’s grounded on the religious guidelines and interpretations. I found an article worthy of reading titled “Animals Have Souls” by Vasu Murti (you can find it at this address http://www.all-creatures.org/murti/tsnhod-08.html ). In the Bible, God created humans and animals to coexist and share the nature he had given them. Murti brings up an interesting point from the Book of Genesis, where humans and animals are both said to have souls. As also understood by the religious history, animals were given to humans to as means of nourishment and the Hebrew culture stresses the specifications as how the slaughter of animals for food is to be conducted. Continuing on, given that animals, like us, are living creatures and they resemble certain behaviors, and we’re willing to accept them as God’s gifts to Earth, then it is possible [yet not exact] that a certain spirit [or soul] lies within an animal. Upon its death, it returns back to its origin [which in this case is said to be the Kingdom of God or Heaven]. But even many faithful people don’t acknowledge animals as having souls, because of their lack of conscience, intelligence, dominance or equal standing with humans. Although, they may not comprehend that recognition of soul does not require acceptance of all of the above stated differences. Christians, for example, are challenged by the scriptures to love and appreciate their surroundings, as well as utilize ethical manners of nourishment – meaning to refrain ourselves from immoral and inhumane treatment of animals, who were placed here with a purpose. In Hinduism, believers worship and take care great of cows in their communities – they treat them with great respect and admiration. Hindus believe cows are an embodiment of their Higher Being(s), which seems to reflect back to the inclusion of a soul.

The belief that animals do have a soul is also shared by patrons of nature, advocates of Mother Earth, many environmentalists, naturalists, artists, vegetarians [or vegans] or what we call the modern day “Hippies”. It is recognition of an inner presence within an animal, not as just an object or only as a means of physical nourishment. Ancient Greeks, the Mayans and many other cultures and civilizations used animals as symbols, portraying them as characters and living signs; they allowed animals to teach them the ways of nature and help them understand the daily occurrences. Technology and modern advances of sciences have diminished many of these traditions, habits and interactions, yet the burning flame of life and the presence of soul still remain until this day [sometimes forgotten and surpassed].

God Bless, until next one…

Animals, Souls and a Smidgen of History
by George A. Miu

The first philosophers, namely, the ancient Greeks, propagated hylozoism, which is the belief that virtually all material things are made of the basic elements, and thus contain a soul. Later on in history, people struggled with the concept of inanimate objects having a soul, and reverted to a kind of scaled-back animism, which preached that only animals, plants and human beings have souls.

However, since the onset of Christianity (as we understand it today), a considerably more restrictive and anthropocentric view has been taken: man is master of his domain and the only one who possesses a soul, out of all of God’s other creatures. Of course, not all Christians adhere to this specific doctrine, but it is one that is widely accepted today.

Being a Christian, I was highly tempted to just fall back in line and write about how human beings are head and shoulders above everything else and therefore the only logical choices for the residence of the soul. Then, I thought about how humans are the only animals to have waged war for personal gain and decided to give the matter a little more consideration.

The conclusion at which I arrived is thus:

From a philosophical standpoint, human beings are capable of reason, and hence more complex than other animals. From an empirical perspective, we are made of the same stuff as everything else, essentially. This leads us to a paradox that has been much debated. Ancient Greeks were more inclined to believe the empirical assertion; modern philosophers and theologians, the former. The debate rages on, and the pendulum swings back and forth, slowly but surely.

Personally, I choose to ultimately side with the ancients. I believe that, if broken down sufficiently, our reasoning capacities and subsequent actions are merely consequences of consciousness, which is a universal trait. Consciousness, in turn, can come in varying degrees of intricacy – and this is where human beings prevail, and why (i.e. humans are the most complicated and this gives them the capacity to build societies). However, it does not change the fact that a reduced form of any quality does not cause the disappearance of that quality; only a reduction. It is the same with matters of the soul.