h a l f b a k e r y
I CAN HAZ CROISSANTZ?
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Change the fundamental operational mode of
schools from one of education, to one of
mass psychological trauma counselling.
Revolutionise schools into facilities
designed to handle modern life shell
shock.
On the assumption that every step of a
youngster's progress through school days
may
leave them vulnerable to post
traumatic stress disorder, invoke change
management techniques. Change
management inherently brings with it an
educational payload, but with a directional
vector expressed as 'as is' going towards
'to be' states. School not only imbues new
knowledge as pupils progress, but often
revises or rewrites old knowledge along
the way.
Unlike current psychological counselling
facilities, this 'school' mode is designed to
deploy to entire groups and by extension,
generations, at a time. One of the primary
negative feedback drivers is that it should
prioritise counteracting mass media's
damaging lack of proportion and lack of
context, and the best way to do this is to
administer counter information.
can't hug now.
http://www.thesun.c...,2006510260,00.html
[po, Jun 29 2007]
Short name, e.g., Bob's Coffee
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What about the emotional trauma of school itself? |
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But making pupils more accepting of or numb to anything - such as 'rapid change' or 'media vapidity' - will be counterproductive as these pupils, when they become adults, will have a higher threshold of tolerance to these things and the 'normal' level of these societal forces will increase until - using the same example - change in every aspect of life will be at a fever-pitch of revolution, and the only topic on which any news or media outlet has any information on will be Paris Hilton. |
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I'm not sure I understand - What is a change management technique and how does it differ from a regular teaching technique? |
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Is 'As is' in terms of "Right now you don't know Pythagoras" and 'To be' in terms of "You will in a minute"? Or am I missing a bit? |
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I do like the notion of actively preparing people for exposure to an increasingly 'feral' (to subvert a recent observation) media - hopefully lessening the effect of what is undoubtedly a shocking and rather warping experience. |
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But isn't that just lessons in "Not believing the hype" or "They're all lying to you and none of it is real" or "It's all complete bollocks"? And if we're talking about giving children these lessons, doesn't that irrecoverably remove any last vestiges of innocence that might have otherwise remained intact? |
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And historically, hasn't the ideal of an authoritative position, in terms of right and wrong, been something that Western society has been progressively rejecting - at least for the last 600 years or so. |
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It has been rejecting it. This is probably
a flaw. Possibly this flaw is being
exhibited so prominently and generally,
based on insecurity stemming from lack
of faith in authority, perhaps indicative
of a form of post traumatic stress
disorder. Perhaps one or more
exception cases of authoritative layers
in the past have violated trust, and now
the populace has generalised such
trauma to include all and any instances
of authority, just in case. The possibility
that a body in authority might actually
have the expertise and the facility to
make good decisions for the populace -
better decisions than they're individually
able to arrive at themselves - is not
even given consideration, such is the
effect of the many-generational shell
shock. |
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