The eternal social formula that determines the degree of learning obtained by a student from the efforts of a competent teacher continues to be validly replicable in any given educational effort. If a child is ready to learn and wants to assimilate whatever the curriculum may contain, the classroom, regardless of where it is located, is not a significant variable unless you are teaching experimental science, where you have a laboratory and essential research apparatus. necessary. Generally, if the teaching methodology is valid, and the teacher creates the particular environment to be attractive and conducive to learning, the classroom may be in a garden, under a leafy oak tree, or perhaps in a billiard room. It doesn’t really matter as long as the child, or anyone else, is ready to learn. And where, please tell me, does this preparation take place? It is not during the first half hour of a topic being presented in a teacher’s classroom, or in a special class in a public school where teachers act as parents; but rather in the home, the place where almost all children spend most of their time, presumably under the direct control of their mothers, fathers or regular caregivers. Because if tween or teen kids aren’t prepared at home each and every school day to go to school and learn, they’ll probably just take seats in all their classes without assimilating any new knowledge and developing intuition. , from the presentations of their teachers; merely attending but not learning.

What I’m saying is that the basic reason most American public school students don’t learn to read, write, and do arithmetic and advanced math and science, like their Asian and European counterparts, is that their parents they are not preparing them properly. learn. Asian, European, and Scandinavian parents take the education of their young very seriously, and collectively imprint on the malleable minds of their children the ongoing responsibility to pursue studious primary, secondary, and ultimately university studies.

The fundamental question of why American parents, since 1965, have tragically shirked their family obligations to their children seems to coincide with the intrusion of federal government regulation (and pocket tax dollars) into the sovereign right of States, under the Tenth Amendment to the US Constitution, to police and set their own particular educational standards. Around the same time that federal desegregation and intercity busing were ordered for public schools in the southern states, a new maze of federal regulation opened up (culminating in the “Persons with Disabilities Education Act”). Disabilities,” which directly preceded other regulatory legislation affecting how states apply federal education law) was being implemented. If, perhaps, the US Constitution had originally been created solely by a federal entity to nurture a federal nation-state, where the various states were direct creations of an all-powerful federal government, the feds would have been able to jump, with impunity, in the process of educating its citizens, making the decisions. The final performance of the fathers of the nation, in that situation, would have been the responsibility of the all-powerful central government. But this was not the way the US government was organized and empowered under constitutional law. It was, instead, a creation of various sovereign states, not vice versa.

While federal social states in governmental and economic form, most European, Scandinavian, and Asian nations have cultural mindsets that predispose and limit the attitudes, all different to some degree, that prescribe the prevailing tone for educational attainment and the importance and the value. Learning. America has no such cultural mindset. Undoubtedly, educational excellence for these people is a national value. In other words, the vast majority of parents in these countries are mutually aligned in their belief that their children should be encouraged to learn at home through full parental involvement in the educational process.

While large segments of Asian, African, and Hispanic minorities are not found within the populations of European and Scandinavian states, nor are large Hispanic, African, and European minorities found in Asian nations, the United States stands out as a diverse demographic model of a system federal understanding of numerous minority immigrant populations, who do not seem to find a definite cohesive affinity. The great heterogeneity of the United States is the main reason for its extraordinary diversity and, at the same time, its severe educational disparity. It could be considered a terrible curse, as well as a great potential blessing. As I have said in previous essays, such extreme heterogeneity is what Machiavellian government leaders want to see in a prevailing population status quo, in order to manipulate the political order. Such heterogeneity produces a painful inability for the majority of the American people to unify and coalesce as a consensus of the electorate, to uphold common beliefs and desires, and to oppose unconstitutional federal agendas. The only very significant aspect of multicultural heterogeneity seen in the United States today is that particular cultures that retain their ethnic identity, that as groups aspire to high academic achievement, will stand out prominently among the majority of the population that it doesn’t. No. This is why children of Asian, Indian, and Middle Eastern parents are getting so much more out of their free public American education than children of White, Black, and Hispanic parents; and the trend will continue, and inexorably worsen, until the various school districts either force parents to change their parenting habits, or are held legally responsible (they are already morally responsible) for their children’s behavior at school and their failure to do so. Basic willingness to learn.

The congruence of valid learning with proper upbringing leads to the realization that no matter how much federal, state, and county tax dollars are spent on public education, classrooms, labs, laptops, audiovisual graphics equipment teaching materials and other frills of the basic teaching process, all go to waste unless you have prepared the youngsters sitting at their classroom desks. Contrary to what state governors, mayors, state and federal representatives, and American presidents deem politically correct, it is not teachers or learning facilities that are to blame for the many students who fail miserably. Politicians are very afraid of alienating their constituency, the American parenting collective, and being ousted from office by stating the awful truth that mothers, fathers, and licensed guardians are not doing their jobs at home to prepare your tween and teen students. achieve and achieve in school. The abject sophistry coming out of Washington, DC and all 50 state capitals, from so-called educated experts, about improving public education is hard to handle when you realize that almost everything is useless. Once again, public education, as a whole, will not improve in the United States until American parents are held accountable for their gross negligence in failing to prepare (help, nurture, encourage, empower, guide) their children. , the largest and most important in the republic. important natural resource, to succeed in your public education efforts.