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Developmental Education: Replacing the Failed System and Developing The Mind.

Developmental Education: Replacing the Failed System and Developing The Mind.

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Published by Matthew
A hypothetical life in a theoretical world, in which education were taken seriously. The life of Tracy, an infant, is then tracked to adulthood, describing her development as she progresses through the MODERN trivium and quadrivium.
A hypothetical life in a theoretical world, in which education were taken seriously. The life of Tracy, an infant, is then tracked to adulthood, describing her development as she progresses through the MODERN trivium and quadrivium.

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Categories:Types, Speeches
Published by: Matthew on Jan 28, 2013
Copyright:Attribution Non-commercial

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06/18/2014

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Meet Tracy, she’s an infant in a world that really cares about education, and takesit seriously; in her world, education starts at infancy. When she’s just three months old,she’s going to begin learning a new language.
 
At this stage in her development, her young brain is more capable of internalizinga language than ever in her life, so it stands to reason that linguistic education would startat such a fertile stage.
 
A world that takes education seriously would recognize that education is the foundationof freedom, liberty, and true civilization;
 
Empowered by superior education, rather than superior militarily force, acivilized world applies knowledge, scientifically derived, in order to improve standardsof life, liberty, and happiness.
 
Grounding their resources in the roots of education, and their economy in the fruitsof education, a school system becomes a center for local production and consumption,full circle, replacing the mall and all it stands for; those employed by the educationsystem are rewarded like doctors and athletes of today, thus increasing the incentive to bea part of the system.
 
At infancy, Tracy’s teacher is none other than Susanna, a Spanish
-speakinggrandmother with minimal education, and virtually no education experience. She has nodegree from any college, yet she is able to perform a valid role in the school system andget satisfaction from serving her community because she fits two simple requirements:she has no criminal background, and her primary language is not English.
 
Susanna will cradle little Tracy in her arms for an hour, speaking to her for theentire duration, and then, when Susanna sees the hour is up, she will place little Tracy onthe floor or in her crib, and begin cradling another infant.
 
At infancy, it truly should be the standard that a child hears and listens to anotherlanguage from not only one person, but a family of foreign speakers; something as simpleas housing foreign speaking families, perhaps families in need, and reapplying thoseforces towards educating infants will reorganize an economic structure; improving livesand even paying them additionally for cultivating an organic farm located on thepremises of the school.
 
Based on information and evidence of ecological and social improvement, thereward system is based on reciprocation to the environment that a school demonstrates.
 
This very practice is what Tracy
’s
parents and their generation call developmentaleducation. The process of education taken seriously uses the stages of childhooddevelopment to determine the curriculum and intensity of the subjects.
 
As Tracy develops into a child, around three years old being a milestone indevelopment, she will begin learning grammar with teachers that are professors of theirfield; with classes consisting of one subject per day, her focus is not divided amongmultiple subjects; by having one focus per day, the system is allowing her to internalizeand understand the subject, rather than being flung from one to another, confusing heryoung mind.
 
Along with that one subject however, Tracy has hour-
long recesses or practicum’s,
which consist of agriculture, martial arts, and music
 — 
all of which are community

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