Our education system is failing to recognize letters, words, numbers and notes for what they are.

Letters, words, numbers and notes are ‘the end products’ of a very deep, rich and original imaginative process.

They are how ‘the imagined construct’ manifests itself as a logical system. As ‘a logical system’ because once we use them to record and therefore communicate what we have imagined we can determine if it is the right kind of solution.

If it is, we can use the representation to design it and construct the solution. If it is not we can determine why it does not apply in the real world, then we can revise our imagination.

Therefore, following from the above: sentences, stories, formulas and compositions are ‘the processes of recording the imagined solutions’. They are not ‘the right solution’ therefore learning how to manipulate them is a waste of time.

This points us to the key problem that the education system has not been able to solve.

We are not teaching children how to use creativity to explore their minds and determine how minds and environments shape each other, in order to create solutions.

Instead, we are TRYING to teach them how to create ‘the right solution’ by manipulating ‘the end products’ of the creative process. We teach them how to write, read, solve formulas, and play music. But reading, writing and solving formulas will remain scary concepts until we prioritize the relationship between the real world and the seemingly abstract end products (letters, words, numbers and notes).

(As long as we stress the end products children will hate schools and will want to avoid them whenever possible, and often when it is impossible to do so. If we were to pay more attention to psychology we would have noticed, a long time ago, that their anxieties, like anxieties of any other beings, indicate an unhappy state of mind. And if we were caring beings we would have addressed their anxieties by now.)

What is the difference between geniuses or natural thinkers and those who are not deemed to be geniuses or natural thinkers?

The geniuses, or, to put it simply, the deep thinkers, learn how to free their mind and therefore can explore its full potential. How do they learn to free their mind and explore its full potential? Very simply.

BY NOT BECOMING AWARE OF THE NEED TO EXPRESS AND RECORD WHAT THEY IMAGINE (AS LETTERS, WORDS, NUMBERS AND NOTES) UNTIL MUCH LATER.

It is what the few outstanding schools, independent teachers, and parents who educate their children do. THEY PERMIT CHILDREN TO EXPLORE THEIR MINDS AND THE WORLD WITHOUT ANY RESTRICTIONS.

WHY?

BECAUSE THEIR AIM IS NOT TO PRODUCE AN EDUCATED CHILD BY THE AGE OF WHATEVER SO THEY CAN PERFORM WHATEVER IS DEEMED TO BE AN APPROPRIATE TASK IN ORDER TO BECOME A STATISTICALLY USEFUL PRODUCER OF GOODS AND SERVICES. THEIR AIM IS TO DEVELOP AN INDIVIDUAL THAT KNOWS HOW TO CARE ABOUT ITSELF, OTHER PEOPLE, AND THE WORLD THEY SHARE WITH OTHERS.

Sentences, stories, formulas and compositions are the bridge between the imagined world and the physical world. However, they are completely useless until one develops the ability to imagine deep, rich and original worlds. So there is no point in learning how to use symbols and systems when there is nothing to be communicated.

How are we to bridge the gap?

Once again the key word is empathy.

Our schools do not teach children how to experience the world as an organic environment. More specifically, they do not teach children how to use their senses and imagination to connect with and explore their environments and other beings that inhabit it.

This is the key to understanding that mathematical formulas, notes and so on, all other systems of representation represent physical objects.

We ask children to learn about calculus and differential equations without ever demonstrating them as physical concepts.

What is meant by this?

Let us look at how the people we admire describe their relationship with the world.
What is it that master musicians do? Master pianists and cellists feel the instruments they play but more importantly they talk about them in terms of particular spaces, and the universe itself. Master pianists talk about feeling the shape, size, weight, density, texture of the keys; they talk about the smallest variations in string or wire length, density, shape, curvature, quality, age, tightness, thickness, place of manufacture; they talk about where in the room they are playing, how far from each wall, the nature and quality of materials used to construct the building, walls, floors, if they are playing in the middle of the building or on the first floor or on the last floor; ceiling height, carpet length and width and depth and density; about microphones and their quality; where the audience is; altitude, pressure variation, and so on.

Top athletes talk about their environments in equal measure.

They are aware that we can exist in different mediums (air, water, etc.), and that we experience a number of different phenomena that travel through them (sound, light, heat, etc.), and that our experiences of a particular phenomenon will depend on the nature of the medium (again, temperature, density, pressure variations and so on).

Top swimmers do not just jump into the swimming pool. They are aware that they are entering a new medium. They know how to adjust and control their bodies in order to perform in the new medium they have entered. They are aware when they leave it.
The same could be said about painters and photographers and so on. The more aware one is of his or her environment the more control one can exercise over his or her creative process.

This is the key difference between the standardized education system and the individualized education system. We think ‘the geniuses’ discover their ‘talents’ at an early age. They discover what they enjoy doing and are permitted to continue to explore their area of interest.

If a child enjoys the sound pianos, keyboards, etc., produce why not invest few hundred dollars in an old piano so they can play with it in any way they want. A piano they could pull apart, twist, turn, burn, kick, punch, play with in any way they can imagine. They can put it anywhere they want, leave it outside, sleep on it, and do whatever they want to do with it.

Similarly, if a child likes swimming why not teach them how to enjoy water? Teach them how to explore the water medium for all it is. How does it feel do dive, what happens to sounds while they travel through water, and how are waves created, what happens to our bodies, which actions are easier to perform and which are harder to perform and why, how does the body react once you are out of the water and why, how different materials and clothes react and why. There are millions of other questions children could explore and become aware of before being burdened with the notion of becoming the best whatever, primary/elementary school swimmer, high school swimmer and so on.

Similarly, computer hardware and software can seem complex and they might appear to be two different entities. However, we exist in an era where they have merged into a single entity. A network, or a digital realm. In today’s world, it is possible to use software to control any piece of hardware in the world, from a desk lamp to a nuclear weapon. Different pieces of software and hardware do not exist as different fragments. Links might not seem obvious but for the first ever everything powered/digital and human made is truly connected to everything else that is powered/digital and human made. There are very few important pieces of hardware that cannot be controlled remotely, via the right software. A creative individual can bridge any gaps by creating the right software and sometimes the right hardware and inserting in the right place at the right time.
The point is, we do not exist in a vacuum. We exist within a densely populated environment. Furthermore, we are beginning to increase the number of ways and improve the nature of the ways in which we can plug into the environment.

Ultimately, the purpose of thinking and creativity is to make a contribution (to humanity, to our civilization, etc.) by recording one’s own original imagination that becomes a useful solution.

Then, could we say that to live a meaningful life is to discover our very own individuality and then use the original dimension of that individuality to offer new solutions that have not been imagined by other people. Because they are other people, and because they are entitled to create and offer their own solutions, which will be different, unless they attempt to copy us.

The purpose is not to manipulate others’ letters, words, numbers and notes in order to create a profit. Unfortunately, it is what is happening now.
From primary or elementary school to PhDs. People are rushing to manipulate letters, words, numbers and notes in order to make a profit.

Unfortunately, this means they remain unaware of their own individualities thus they remain unaware of how they are connected to the natural world. Therefore they continue to create destructive products that are destroying the world. Yet they don’t seem to be destructive because their existence can be justified with the use of the economic system.

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