In the beginning of the school year, adults besides start learning – not only in higher education. The spouse has a Świechna is simply a tutor, and since this year she has been the coordinator of the educational program for those who for various reasons have not finished advanced school and now would like to catch up. The reasons for the backlog are different: addiction, ill-treatment in general school (harassment, failure to adapt the way the program is passed on to disorders specified as autism) and ill-treatment at home (parents who should never have children or animals under their care). I can already see these smiles of pity in narcissists from the alleged "decent citizens" that a waste of time, a waste of money, that they will never be as good as they (chichi) "normal". Meanwhile, all year in this tiny group (with my spouse it is about 12-14 people starting school) there are any 6-8 graduating people, from which almost everyone is professionally activated (exceptions confirm the rule), and respective people proceed to survey in professional studies, although there are cases and cases of continuation of education until they get a master's degree. How is that possible?! Yes, something most likely doesn't play in general education, including a household home, which frequently becomes the biggest obstacle to development.
I think we underestimate the importance of psychosomatic wellness and spirituality. The dominant view can be summarised in 1 sentence: “I had worse, and I grew up to be a normal, decent man.” Really? Then where do these “disorders” and “unnormal” come from?
Mariusz Lubomski – Underdeveloped
Poles do not cope with emotions adequate that most people are emotionally unstable in the world, as you can see on roads, where 1 with another has to drive 5 kilometres, breaks all the velocity limits encountered to save 5 seconds or end up on a tree. The main reason is the aggression problems, of course due to the sum of "disciplinary flaps" they have received in their lives from parents, teachers, colleagues and colleagues. He later grows up to be a cowardly cunt who is aggressive not against those who pose a threat due to the fact that they are besides dangerous and against the weaker: children, refugees, sexual minorities, national minorities. And no 1 has any thought how to solve this problem at education level.
What else? Fear of evaluation, 1 of the most paralyzing factors. He is taught by his parents at the age of three: “Don’t be silly, usually go, don’t sing, don’t make a fool of yourself, don’t fool around like you look, we’ll see what Grandma says”. From the first classes everything is rated, each subject is the most crucial and the under-rated does not offer promotion to the next class, regardless of the another grades. And it doesn't substance that in 10 years, no 1 will remember it if he doesn't gotta usage it, and this material, like everyone else, can be made up. The most crucial is the division into those better (good reviews) and worse (bad ones), and they will introduce him to you from the dumber teachers who will not even come to the head that if a despised student has craftsmanship and goes in this direction, he can be happy and rich without cognition of the digestive tract pratchawiec. In order to enable him to do so, 1 must first take care of his religion in his abilities, and how can he believe that his opinion is shaped by the marks on the witness. At the same time, no 1 will come up with the thought of sacrificing even a fewer hours in 1 day a week for soft skills workshops. Why teach how to deal with aggression, with pressure, with stress, how to negotiate, how to take criticism, and how to compliment? How do you behave in a store and at a restaurant? Why teach the curiosity of the world, e.g. another cultures and customs or its own nature and monuments? What's the point? So what if there's no grade? And more importantly, "I didn't have it, no 1 taught me it, they usually chased me to cram and look at what a wise and average man I grew up to be."
Each proposed change in the education strategy concerns the programme. The main subject of the discussion is: "What to make children do", alternatively of considering the improvement of the skills needed for life. present we have a terrible hoarseness due to optional wellness education, due to the fact that there is cognition in the program, which is inactive not in the hands of the protesters. 1 time, a drug-abuse colleague gave me the wisdom of knowing about sex: "I'm expected to teach him to fuck? decision your ass, that's all!” And that's what it comes down to, not to mention that children could learn how vaccines work and how antibiotics work and why vitamin C and D are not adequate medicine.
And 1 more thing: The spiritual improvement of a kid at school does NOT exist. ERRATA (after reading Jotka's comment) – at least I have not encountered specified a thing, although most likely in Poland specified schools existed. Culture, art, even as common as painting, film, or music, contact with nature, are treated in school as the 5th wheel at the car. erstwhile I erstwhile proposed that I would lead a theatre ellipse for children, I was told “good”, after which no area or hours were given. erstwhile any untrained mommy stormed that she had to prepare for artistic programs, I said that it depended on whether her kid would perceive to Zenk Martyniuk or go to the Philharmonic. She said it wasn't about who listened to the music. As a result, the average Pole on the question “What is spirituality?” Answers ‘Religion’Because between the ears, you don't want to fit in that you can read, go to the opera or the theater. Unless he's out of his head or they make him do it! In return, there was a caste of strong and money believers and supporters of self-preservation, which reacts allergicly not only to the slogan “ecology”, but to everything associated with energy and natural materials savings.
