Education Redefined

The Power of Process Consciousness

Abstract

It is generally acknowledged that we humans are naturally wired and self-motivated to learn. This is most evident during the first three years of life. Watch a toddler master walking and talking -- the latter being one of the most complex skills we ever develop -- and you will see living proof. There is no need to be coerced, bribed, or bullied. In fact, such actions on the part of well-intentioned adults tend to disrupt the process, sometimes with longstanding consequences such as loss of self-confidence or self- limiting beliefs and maladaptions. Unfortunately, the same can be said for compulsory schooling, where the combination of standardized curricula and uninvited instruction on a prescribed schedule tend to lead to the development of compensating mechanisms (such as memorization in lieu of comprehension) as well as boredom and a lack of initiative. It should come as no surprise that we have, as author/educator John Holt said, “so much fakery at the top and failure at the bottom,” in our schools and in society in general.