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Are We Educating Our Children for a Working World that Will Not Want Them?

The central theme of this book causes us to reflect upon why we worry about our children in school. After all, we think how school can help our children to learn, and we trust teachers to do their best so that our children can gain the best grades when they leave school, but we do not understand why they do not get the grades we wish and so why they are deprived of the opportunities in life we hope for them. Much of this is because we do not understand what school really is and why, as a society, we have it. Every society requires citizens who will comply with its moral guidelines and who are able to work with the level of technology that drives their society. The real purpose of school is purely and solely to meet these two criteria. This is why education is funded by its government, and so the real reason why it exists. It is upon this basis that teachers are trained, and then conditioned in the efficiency of their job as they present information to their students and assess the performance their students make. By this manner the students of education, from those just entering the infant school to those leaving university, will struggle with their personal opportunities and the dis-advantages and distractions they can overcome to succeed in their grades. This is the strategy of education. This mind frame of education arose in the 19th Century to produce the type of citizen required in that rapidly developing industrial age. In the late 20th Century, it was caused to change as the social atmosphere did. Now, in the 21st Century, education still produces a citizen, albeit a modified one, that was to serve a world that no longer exists. For the citizen of the 21st century must work and live under very different circumstances than those of 150 years ago. Yet, although AI is forcing us to develop an entirely new approach to how we educate children, there exists no real understanding of this in school today. This book reexamines the purpose of school and the subjects taught to enable the future citizen to live and survive in a world dominated by AI, where too few jobs will really exist.

The key to good grades is enabling each student to keep up with each lesson. The reality is that the most get lost in a lesson or fail to put in the effort to thereafter keep up. This is much their cause of misunderstanding and confusion as each lesson progresses. A most valuable technique I had developed, while working in a university in Japan where I had 130 students in my classes, is to line the class up in two rows. In this way, each student will question or help the partner facing them. When used correctly, this technique helps to ensure that every single student understands all of their lesson and gains the confidence to take their control over their own learning. This is the most valuable tip I can give to an educator, but knowing of it and knowing how to use it is not the same. So, I invite any interested educationalist to read up on how to do this most effectively. It works from small children to undergraduates. In fact, I use this when lecturing to professors. It enables each a chance to catch up on a point they missed in this or a previous lesson and so prevents misunderstands and confusion in learning. You will see how much everyone loves it. It is a valuable part of the concept of a Classroom of Inquiry…

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    Reviews

    What People Sat

    This book provides a plan and a concept for how we may better prepare our children for the unknown and disturbing future we are moving into. A world where jobs will become less, populations increase, global weather more unpredictable, social problems demanding more responsible citizens and a technology that threatens to take over what we know and who we are. This book gives thoughts on a new school structure that is desperately needed worldwide. Although, AI is forcing us to develop an entirely new approach to how we educate our children, there exists no real understanding of this in school today.”
    Prof / Dean Emeritus David Martin Ph.D
    Gallaudet University Washington, D.C. USA