The anachronistic pedagogy structure and process

While everybody is pointing the finger of blame at why American education has degenerated so, no one has dared to bring up 'the elephant in the living room'-that the structure and process of pedagogy, how knowledge is formally transmitted, has fallen behind the revelations of how individuals most efficiently comprehend and process stimulation for their learning. The structure of pedagogy is such that:

1-It provides a second to third hand experience that is inferior to the first hand experiences, which interactive media have brought back to our recollection of profound cognitive impact.

2-This inferior process is no longer the predominate medium, but one of many diverse media and the least desirable, because of its necessary and analog, tedious, mental and physical storage requirements that are time as well as cognitively inefficient in their transference of the requisite knowledge.

3-The process of instruction obstructs the direct interactive experience with the objective phenomena, as the 'instructors' are trained in forms that are, generally, detached from the subject and do not give the emotional sensory involvement that allows for profound comprehension. Thus, a sterile message with compelling-challenged form and content is given to individuals who are raised in a more direct interactive environment as their natural cognitive communication medium.

4-The exponentially and increasing commercialization of the educative process is evermore financially prohibitive for people to afford without mortgaging their lives away. Again, the result of this is that those knowledge areas requiring the greater funds for access produce people who are motivated to seek positions in careers that will enable them to pay the exorbitant charges for the learning they have acquired. This process drains away those who'd have the best comprehension of that knowledge to the 'instructor' professions. This does not insinuate that those who choose the instructor profession are less competent, but it does imply that those who'd have the genius to come up with better modes of learning end up in other professions.

5-The instructor-student relation obstructs the direct experience of the student with the subject phenomena. The student gets a sterile, homogenized version of the phenomena which comes in a form more alien to them than the normal modes with which they interact for experience.

6-The cultural bias the protocols instill in the instructors the form, and the content that is instructed. This creates an unnecessary 'white noise' of bias that further alienates those students who are less congruent in their experience to the form and content of the knowledge being 'biasly' presented to them.

There are ever more faults with pedagogy to be said. My recommendations for improving pedagogy would be to:
1-Recognize the more profound emotional, thus intellectual impact direct experience with the desired phenomena than with second and third hand verbal symbols of literacy.

2-A corollary to '#1'-Oral engagement is better than reading engagement.

3-Literary symbols should be used as signs and directional pointers.

4-As much direct and first hand interaction should be emphasized to give the student the greatest emotional and intellectual compelling comprehension possible.

5-Educators need a process that enables them to provide the compelling emotional comprehension for the subject material.

6-Education must become more democratized as a communal experience of access rather than an esoteric pursuit for the few and the chosen who are cloistered in financially prohibitive locations which the average income earner is precluded.

The misguided hopes and aspirations of the Left

The misguided hopes and aspirations of the Left with the Obama Administration

The fallacy in this political phenomena is that there is neither a political tsunami of consensual votes in the Congress to push through his programs, and Obama does not have and there is no longer a person in Congress, as LBJ was, who has the... powers of political extortion to autocratically have his way in the byzantine machinations of Capitol Hill.

Thus the Obama Administration ends up being feckless with posturing gestures that show little conviction in their rhetoric or action.

JacobinTrotsky -Twitter.com

The kabuki posturing that is our democracy

The process which is our scholastic indoctrination to the political process, gives only the cosmetics of the process. The actual process is a compound of extortion and blackmail that twists arms and minds to get the votes that are needed. Throw money on top of that cluster-fuck and you get not a democracy of the people's will but a kabuki theater performance. They throw out the God, flag, and country homilies of virtuous motivations while they opportunistically go at getting the political leverage of blackmail and extortion on the representative or their community.

We'd be doing better hiring private-eyes or reporters from the scandal mags to get the dirt that will 'persuade' the representatives of seeing things our way, rather than think that some ends of virtue are being aspired to or addressed.

If sentiment don't mean shit...

...then sensuousness is, at best, a transient, casual affect, which means little pasts its expedient and opportunisitc moments.

The feelings engendered are for the physiological consummation, not the psychologcal comfort. Let her suck your dick with out you getting all goo-goo eyed about having the dick-sucker of your dreams at your knees.

If it goes past that moment fine.but don't have expectations or solicitations beyond fates invitation to you to accept such a gratuity.

Beyond temporal mores and relations

Time and again, the temporal has proven to be a pool of shallow perspective and limited expectations. There is so little to recommend it, it is amazing that people have continued to see it as the end-all of for their emotional stability.

No wonder John-the-Baptist (J-t-B) went out to the wilderness, there is little in culture that is worth redemption!

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The objects of or sensory field

To parahrase Maslow, once the basics of survival are satisfied, persons can go forth aspiring to their aesthetic wants. For those whose aesthetics wants include more than material satiation or hoarding, there is distinguishing the intagible compelling or profound phenomena from the general homogenous sensory field. Call it another extension of the survival instinct which depended on noticing subtle changes in the sensory field to detect prey from their own predators.

In this case, the temporal routine that has become perennial traditions and social laws are the ubiquitous and homogenous sensory field. The common pusuits seeks baubles and shiny objects as consumptive and mental candy to break up the monotony to ennui of the routine. In these pursuits the latest flashy distraction for the bored senses becomes part of their extended hunter-gatherer make-up.

Yet, for some, there is another type of processing that looks for a different form of shiney object. These objects are not tangible things to be hoarded or activities, per se, to consume the non-obligatory time beyond survival needs. They are sublime abstractions of insight that provide metaphors for different perspectives and speculations of what it is for being beyond the basic physiological and emotional stability.
Whether if these insight are manifested in persona or a serendipitous phenomena, they are the change in the sensory field which are the prey for these predators of the intangible.

These phenomena of distinguishment provide the same vitalizing motivation of resolve for action as the more tangible and material objects are to those with more carnal, satiating motivations. Its the difference between sensuality and sensuousity: One is apprecation for metaphorical gymnastics (sensuousity), the other (sensuality) is for the consumptive engorging of the tangible pleasure. The former for the sensuous predator exists for the presentation and the cognitive association of the different jig-saw phenomena and their macro-fittings and transcendent effects on the present narrative of their knowledge base and its philosphy, the "logos".

The engagement with these transcendent affecting phenomena provide plateaus of physiological and cognitive acuity to aspre to and achieve in learning of our supra-temporal and supra-secular roles from the dialectics of our logos to the serendipity intercourse with those phenomena.

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