When we look at the concept of education through the lens of Nurture, Equality, Truth and Systems, we immediately notice that the word “education” itself generally refers to formal processes and institutions that deliver teacher-driven content from preschool through higher education.
Most of us, and most units of government around the globe, believe children at certain ages should attend a formal educational institution dedicated to providing basic understandings that include reading, writing, arithmetic and countless other subjects.
Most would also argue that many brilliant minds have achieved success because of their self direction outside of, and sometimes against, institutionalized education.
Schools instruct students in much more than content. Students also learn social codes and norms through peer interaction, as well as how to follow rules and execute tasks. In many ways, students learn to conform. Most schools are configured with classrooms fitted with desks and chairs and various forms of media ranging from blackboards to computer screens. This is the standard American classroom.
Much of the innovation and technical talent that drive the streams of enterprise today comes from those individuals who gave themselves experiences and taught themselves outside of the walls of formal education. These people, often with peers, explored, pioneered, and experimented with art, computers, games, technologies and machines.
To be sure, self-directed Nurture need not be limited to people at maturation, it applies to all ages. And organizing societal resources for the purposes of formal education will remain an essential role of government. Education provides access into power structures that exist in our world, and with that access comes the power to change them. However our structure of education is lacking in many ways.
We’re going to avoid the boundaries of these words, consider the SLANT that produces our current of education, and focus on the foundation principles associated with education, training, learning and teaching.
We have thought long and hard about how to understand education systemically.
What follows is just a glimpse of how we think education should be approached. We invite the reader to join us at Y Worlds to develop the systemic models and ontologies associated with education. We guarantee an educational experience like no other.
Education is —
Nurture, Equality, Truth & Systems
NETS is —
the processes &
If education were Nurture, it would shape itself like this:
It would be inclusive. It would envelop the parents and caregivers, the germinating and growing body, the early years, experiences, environment, nutrition and health, the “school years”, the maturation years and the adult years. A lifetime would be immersed in a spectrum and continuum of vitalizing experiences and interactive exchanges of valued content.
The conscious, subconscious and corporal being would all are nurtured in concert.
Microscopic and traumatic threats from conception to age 2+ would be a priority.
Very young persons would receive essential personalized stimulation and experience and touch and diet.
A hardiness, a care of self, and an embrace of lifelong learning would be established early in life.
and much more….
If education were Equality, it would organize itself like this:
There would be no start and stop dates – continuous from parent to young person to old person
There would be no vouchers.
There would be no differences in foundation funding and resources.
There would be no segregation.
There would be no selection process for access.
There would be no prohibitive financial barrier to entry.
There would be a spectrum and a continuum of opportunities for learning.
There would be a continuous acknowledgement of the experiences, understandings and capabilities a learner brings into the classroom.
There would be an inclusive experiential focus – travel, interaction, and breadth of experience.
There would be intensive learning about one’s body, mind and systemic context.
If education were Truth, it would handle content like this:
would be reshaped as a continuum of past to present to future
would include what did not happen, what might happen, and what happened but has not been recognized
would become a second language
would be enabled to organize lifelong learning
would become the context for everything learned
would provide the reinforcement for learning about systems
would become a skillset – how to understand and build effective systems
would become a foundation
to understand one’s body and mind
to make life’s essentials
to build networks of resources
to establish economic sustenance
to advance thought and creativity
to handle machines and processes and complexity
Physics and Math and Biology and Chemistry
would fuse into one
would focus on our own body, medicine, and memory
If education were a System within Systems, it would work like this:
it would follow us throughout our lives
it would be what we have experienced
it would be what we have actually learned
it would be what we have accomplished
it would be what we can do
it would be what we want and need next
it would be organized in clever systems
it would include our partners
it would be for us first, for others secondarily
it would be our legacY
if education were a system
Help us educate education by contributing to our developing ontologies and models at Y Worlds.