+[1]Dj992Music I'm starting to come to the conclusion that
   perhaps our way of thinking is more alike than different, and
   we're bickering like people with two similar opinions, perhaps
   we've both been trying to make giant chasms when the differences
   are actually, quite small. a) Education cannot currently
   accommodate everybody. b) As of yet, no education system has
   successfully accommodated everybody, as far as I know c) It may
   not be possible to accommodate everybody; yet, it may. d) They
   attempt to teach a set of minimums with various degrees of
   success and failure. e) They attempt to accommodate
   specialization up to a point; vocational schools can be
   considered to a part of the overall education system; although
   there are different degrees of success in merging what used to
   be two entirely separate things in many parts of the world - and
   in some places, the separation is huge. I would suggest that
   parents are a part of the education system; but in most places,
   they do not have access to training.* They become a dumping
   ground when problem arrive. I feel that the compartmentalization
   of government, education, businesses, medicine, parenting as
   separate domains may never change, but I believe it is possible
   for there to be better "glue" between them. I feel there needs
   to be something that minimized "the Blame Game" Yet, the
   channels of communication, I feel should be more or less
   independent of those systems; there has to be advocates for the
   children as they navigate their way through the various systems.
   In the USA, we have "guidance counselors" - they serve that
   function to a point; sometimes licenses psychologists, often
   not; within education; But supplemental sources are also needed;
   liasons not just to the various systems; but different ways to
   access knowledge itself that is somewhat independent. For the
   problem I have with a lot of these systems that are, as they are
   set up; is minimal involvement of the kids outside of "follow
   orders". I understand why it's set up like that; there's no need
   to justify why it currently exists. But I still think there is
   room for improvement; these are people going through the system,
   not statistics.* That's why I bring up case studies; a case
   study is not just a statistic; it is an example to prove a
   point; but even within statistics, the Outliers perform an
   important function; they are not just points of failure, but
   points of growth and improvement. Malcolm Gladwell wrote an
   excellent book on Outliers and their role in statistics and in
   society; although he's not the only resource. I take issue, you
   see, with one of the statistically based assumptions behind
   education as it currently stands: Statistical science has taken
   over the world by storm, especially in the 19th and 20th
   centuries, and has influence such a large amount of our culture,
   from sciences to education to economics; that we almost see it
   as natural and automatic.* But it's a tool for a purpose; and
   tools can be used well or not.* I was pointing that out when I
   put together basic statistics showing the lack of independent
   time in an average kids' day., much of which is due to the
   education system as it currently stands. Statistics can be used
   to lead or mislead; I was giving an example of being "leading"
   in a sense by carrying the point further into a new area.* You
   didn't go along with it; you have a well-developed bullshit
   detector.* (even though what I was saying wasn't bullshit; I
   used a common technique of bullshitters) Here's the crux of it
   for me: The Bell Curve It is the one thing that I have hated
   since I was about 10 years old and first learned about it; as
   teachers were trying to get me into a "Talented and Gifted
   Program".* That's I learned I was different; "above average",
   not a part of the bell curve; as an explanation for why I did so
   well compared to others; and why I was not like them. I didn't
   like it. I learned I was considered a statistic.* A number.
   There are other ways it can be done than this.* A greater focus
   on specialization based upon talents, rather than just "raising
   the average", I feel would be a tremendous improvement to
   society. Anyway, I'm sorry if I was argumentative in my
   responses; it was unnecessary and childish.* It's a subject I've
   been passionate about since I was young and first felt the
   "sting" of finding out that I was a statistic; and a whole
   system of education that put me in the "You Are Not Normal"
   category.* It just didn't seem right then; and it just doesn't
   seem right now.

References

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