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> Further to the "Primer Flash Hole" post...
Further to the "Primer Flash Hole" post...
@ 03:19 am (GMT) |
Paul LevermanBored silly, too early to go the range, I did some more googling on the above subject. Very disappointed about the information found. In particular, this link will take you to a thesis written in hopes of attaining a Masters degree. I certainly hope they did not award the degree on this paper. So full of flaws and errors, it would be an embarrassment to submit it.https://scholarsmine.mst.edu/cgi/viewcontent.cgi?article=8415&context=masters_theses But then, I'm old, never finished school, and take issue with just about everything. |
Replies
@ 05:29 pm (GMT) |
Warwick MarflittRe: Further to the "Primer Flash Hole" post...You lucky sod Paul. No schooling just life's lessons. Someone must have taught you to read, write and how to think?Are Ewe shaun that the Fleecus wasn't putting wool in your eyes? I found this on the history of schools and education...... Heres the link if you want too read more....... https://www.psychologytoday.com/us/blog/freedom-learn/200808/brief-history-education In relation to the biological history of our species, schools are very recent institutions. For hundreds of thousands of years, before the advent of agriculture, we lived as hunter-gatherers. In my August 2 posting, I summarized the evidence from anthropology that children in hunter-gatherer cultures learned what they needed to know to become effective adults through their own play and exploration. The strong drives in children to play and explore presumably came about, during our evolution as hunter-gatherers, to serve the needs of education. Adults in hunter-gatherer cultures allowed children almost unlimited freedom to play and explore on their own because they recognized that those activities are children's natural ways of learning. With the rise of agriculture, and later of industry, children became forced laborers. Play and exploration were suppressed. Willfulness, which had been a virtue, became a vice that had to be beaten out of children. The invention of agriculture, beginning 10,000 years ago in some parts of the world and later in other parts, set in motion a whirlwind of change in people's ways of living. The hunter-gatherer way of life had been skill-intensive and knowledge-intensive, but not labor-intensive. To be effective hunters and gatherers, people had to acquire a vast knowledge of the plants and animals on which they depended and of the landscapes within which they foraged. They also had to develop great skill in crafting and using the tools of hunting and gathering. They had to be able to take initiative and be creative in finding foods and tracking game. However, they did not have to work long hours; and the work they did was exciting, not dreary. Anthropologists have reported that the hunter-gatherer groups they studied did not distinguish between work and play--essentially all of life was understood as play. Agriculture gradually changed all that. With agriculture, people could produce more food, which allowed them to have more children. Agriculture also allowed people (or forced people) to live in permanent dwellings, where their crops were planted, rather than live a nomadic life, and this in turn allowed people to accumulate property. But these changes occurred at a great cost in labor. While hunter-gatherers skillfully harvested what nature had grown, farmers had to plow, plant, cultivate, tend their flocks, and so on. Successful farming required long hours of relatively unskilled, repetitive labor, much of which could be done by children. With larger families, children had to work in the fields to help feed their younger siblings, or they had to work at home to help care for those siblings. Children's lives changed gradually from the free pursuit of their own interests to increasingly more time spent at work that was required to serve the rest of the family. Agriculture and the associated ownership of land and accumulation of property also created, for the first time in history, clear status differences. People who did not own land became dependent on those who did. Also, landowners discovered that they could increase their own wealth by getting other people to work for them. Systems of slavery and other forms of servitude developed. Those with wealth could become even wealthier with the help of others who depended on them for survival. All this culminated with feudalism in the Middle Ages, when society became steeply hierarchical, with a few kings and lords at the top and masses of slaves and serfs at the bottom. Now the lot of most people, children included, was servitude. The principal lessons that children had to learn were obedience, suppression of their own will, and the show of reverence toward lords and masters. A rebellious spirit could well result in death. In the Middle Ages, lords and masters had no qualms about physically beating children into submission. For example, in one document from the late 14th or early 15th century, a French count advised that nobles' huntsmen should "choose a boy servant as young as seven or eight" and that "...this boy should be beaten until he has a proper dread of failing to carry out his masters orders."[1] The document went on to list a prodigious number of chores that the boy would perform daily and noted that he would sleep in a loft above the hounds at night in order to attend to the dogs' needs. With the rise of industry and of a new bourgeoisie class, feudalism gradually subsided, but this did not immediately improve the lives of most children. Business owners, like landowners, needed laborers and could profit by extracting as much work from them as possible with as little compensation as possible. Everyone knows of the exploitation that followed and still exists in many parts of the world. People, including young children, worked most of their waking hours, seven days a week, in beastly conditions, just to survive. The labor of children was moved from fields, where there had at least been sunshine, fresh air, and some opportunities to play, into dark, crowded, dirty factories. In England, overseers of the poor commonly farmed out paupers' children to factories, where they were treated as slaves. Many thousand of them died each year of diseases, starvation, and exhaustion. Not until the 19th century did England pass laws limiting child labor. We've been duped!!!!! |
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@ 01:57 am (GMT) |
Paul LevermanRe: Further to the "Primer Flash Hole" post...Never said I didn't go to school. Just never finished. Why? Unfortunately, I had an asshat of a math prof, who, when I asked what the quadratic formula was used for, he said something to the effect of "It doesn't matter. Just learn it." Bye.Not sure if they taught me how to think. Pretty sure they gave me the info and I had to figure it out myself. Sometimes it just takes a while. After all this time, I still have questions that they can't answer, or won't. |
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