An ex-Green Beret father and his 4-year old son share the many lessons they’ve learned throughout their Homeschooling Journey. Enjoy! –GM
NOTE: If this preparedness topic does not necessarily pique your interest, please consider forwarding it to other parents who may possibly benefit from the content. Thanks for your support! –GM
Other videos in the series:
Homeschooling Series – Introduction – Setting Up An Area
Homeschooling Series – Geography – United States
Homeschooling Series – Geography – Africa
Homeschooling Series – Geography – Asia
Homeschooling Series – Geography – Europe Homeschooling Series – Geography – South America & Canada
“If you have a golfball sized consciousness…when you read a book you’ll have a golfball size understanding…When you look out, a golfball sized awareness, and when you wake up in the morning…a golfball sized weightfullness…But if you could expand that consciousness…then you read the book…more understanding, you look out, more awareness…when you wake up, more weightfullness. It’s consciousness. And there is an ocean of pure vibrant consciousness inside each one of us. And its right at the source and base of mind, right at the source of thought – It’s also at the source of matter.”
To understand the world around us, we must take a deeper look into what composes our very reality. To comprehend our very reality, we need to discern which laws the universe follows.
Once we begin to understand the components which make this grand dream we call life, a larger picture is webbed – one of beautiful & endless information. Yet, this information is malleable by mere thought, for intent itself – consciousness – is what drives the universe.
This is a particularly intriguing read by Dr. Farrell, which outlines one of the many options that can be taken for individuals, teachers, etc. to create a better education system than the one that we currently have.
If we have no education, we have nothing. As the foundation for everything we know, its important that we remain knowledgeable of what’s taking place, but also what’s possible within our reality. This piece by Farrell illustrates exactly that.
Dr. Joseph P. Farrell
February 15, 2016
Finally, there’s some good news about American education, or is there? We’ll get back to that in a moment. This story was shared with me by Mr. R.B., and I have to pass it along to you because it is genuinely good news:
Now, when one reads this article, there is the usual and expected bow to Common Core:
For a subject that has been around almost as long as civilization itself, there remains a surprising degree of contention among experts about how best to teach math. Fiery battles have been waged for decades over what gets taught, in what order, why, and how. Broadly speaking, there have been two opposing camps. On one side are those who favor conceptual knowledge—understanding how math relates to the world—over rote memorization and what they call “drill and kill.” (Some well-respected math-instruction gurus say that memorizing anything in math is counterproductive and stifles the love of learning.) On the other side are those who say memorization of multiplication tables and the like is necessary for efficient computation. They say teaching students the rules and procedures that govern math forms the bedrock of good instruction and sophisticated mathematical thinking. They bristle at the phrase drill and kill and prefer to call it simply “practice.”
The Common Core State Standards Initiative walks a narrow path through that minefield, calling for teachers to place equal importance on “mathematical understanding” and “procedural skills.” It’s too early to know what effect the initiative will have. To be sure, though, most students today aren’t learning much math: Only 40 percent of fourth-graders and 33 percent of eighth-graders are considered at least “proficient.” On an internationally administered test in 2012, just 9 percent of 15-year-olds in the United States were rated “high scorers” in math, compared with 16 percent in Canada, 17 percent in Germany, 21 percent in Switzerland, 31 percent in South Korea, and 40 percent in Singapore.
But close attention to the article shows something very different. Rather than teaching to a test, the teacher in this instance was directly involved with her students, and allowed them to explore ways to solve a problem. Very little here – at least the way The Atlantic is reporting it – appears to be the stock in trade of what has passed for education in the past decades: teaching to the test.
You’ll note, however, that there’s also an implicit indictment of the whole American system here, and its most recent Common Core faddery, for note the use of “math camps” teaching accelerated mathematics to students who want to learn it, camps existing as a parallel and “extra-curricular” education institution, and you’ll note, the camps are being taught by teachers – real human beings with a passion for the subject – and not a computerized core. Yours truly benefited from such an approach beginning in junior high school, for I was placed in such an accelerated mathematics program, and though I’ve honestly forgotten most of what I learned, the experience itself was invaluable. It fueled a desire to learn other disciplines in depth, music theory, literature, history, and so on.