red flag ness of peter

love the man.. done/shared great things/insight..

one of the red flags though to him doing part\ial ness et al.. seen here – (2015) – ow Early Academic Training Retards Intellectual Development – Academic skills are best learned when a person wants them and needs them. – [https://www.psychologytoday.com/intl/blog/freedom-learn/201506/how-early-academic-training-retards-intellectual-development]:

In sum, Benezet showed that children who received just one year of arithmetic, in sixth grade, performed at least as well on standard school calculations and much better on math story problems than kids who had received six years of arithmetic training. This was all the more remarkable because of the fact that those who received just one year of training were from the poorest neighborhoods—the neighborhoods that had previously produced the poorest test results.

What a finding! Benezet showed that five years of tedious (and for some, painful) drill could simply be dropped, and by dropping it the children did better, in sixth grade, than did those who had endured the drill for five previous years. This is the kind of finding that educators regularly choose to ignore. If they paid attention to such findings they would do themselves out of their jobs, because the truth is, what Benezet found for math can occur for every subject. Young people learn amazingly rapidly, and require little help, when they learn what they want to learn, in their own ways, on their own time.

not legit free kids.. if testing/comparing them after in any way.. but here esp in regard to our systemic cancerous rubric ness..

Here’s an observation that tops even Benezet’s, though it is not the result of a formal experiment. In previous posts (here)I have described the Sudbury Valley School, located in Framingham, Massachusetts. It is a school that accepts students from age 4 on through high school age, does not separate students by age, does not offer a curriculum, does not evaluate students in any formal way, and allows students to take full charge of their own education. Each student pursues his or her own interests in his or her own ways. Follow-up studies of the graduates show that they do very well in life.

from link above:

Graduates of Sudbury Valley can be found today in the whole range of careers that are valued by our society. They are skilled craftsmen, entrepreneurs, artists, musicians, scientists, social workers, nurses, doctors, and so on. Those who chose to pursue higher education had no particular difficulties getting into colleges and universities, including highly selective ones, or performing well there once admitted. Many others have become successful in careers without going to college.

More important, former students report that they are happy with their lives. They are almost unanimous in reporting that they are glad that they attended Sudbury Valley and in believing that the school prepared them better than a traditional school would have for the realities of adult existence. To a considerable degree they maintain, in adulthood, the playful (and that means focused and intense as well as joyful) attitude to careers and life that they developed and refined while at the school.

to me.. this is all a raised eyebrow ie .. meaning the very subtle ways we keep on perpetuating supposed to’s of school/work ness..

kids can hear that.deep.. and us not letting go deep enough.. keeps us bound as well.. the cycle ness of same song

we need a means for a legit global re\set

need 1st/most: means to undo our hierarchical listening to self/others/nature so we can org around legit needs

imagine if we listened to the itch-in-8b-souls 1st thing everyday & used that data to connect us (tech as it could be.. ai as augmenting interconnectedness)

there’s a nother way.. and we’re missing it

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more here: peter on childhood

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