Lack of Differentiation, For Adolescence The Basic Space: 21st Century  Expanded....

    What is missing from high-school and middle-school education is more real life experiences regarding the gaining of useful knowledge for an evolving society.  The easiest thing for most to think of during this time is technology and associate that with evolving. The amount of school work cuts people’s social lives in half, usually its more; at which point that work needs to be specialized. Teachers need to evolve themselves. It’s more then just, try and ask the class about what classes they as students would like to take towards their end goal in life. Of course that is for teacher younger students, I feel adolescence students should already be able to take classes relating towards their personal end goal(s) relating to their personal preference: that should-be the majority of classes they are taking. I would also like to add that many students don’t get many options to talk about what they want to do in life, and be given more options to help improve the success of that students life goal. By learning from someone with that experience regarding at least some success on the subject the student finds useful.. Ultimately near adults don’t have the option to pick what they want to do, something that should-happen much sooner then it typically does in the current system. Most schools don't know what is important and what isn't.

     “China’s most important ambitions are in artificial intelligence. This is the space race of the 21st century, but one with a much more direct impact on the lives and livelihoods of citizens. The biggest technological breakthroughs in AI will demand the kind of planning and investment that the U.S.A. once poured into the Manhattan Project or the race to the moon. However, the U.S.A. government no longer has the political will to muster this kind of sustained long-term commitment and has outsourced innovation to Silicon Valley. U.S.A. tech firms will have the advantage, if the race to develop AI depends mainly on experimentation and innovation in multiple areas at once. But China is the better bet to win if the decisive factor is depth of commitment to a single goal and the depth of pockets in pursuing it… 87.8% of manufacturing jobs lost in the U.S.A. between 2000 and 2010 were the result of automation and improved technology,” (Ian Bremmer).

      If you remove the technology from schools as something that is forbidden or not taught regularly, you are failing your students. In many cases the content in those situations are forced. Where students are unable to pick the content areas they want. There needs to be some sort of compromise where the basics are taught which include: English, Math, History, Science, and Technology. Major state tests often lack in testing for technology and fail in also testing for the major events of history. I feel part of the reason is due to the lack of historians doing actual writing while there is also a lack of real resources regarding important events. There’s a lack of collaboration with areas when regarding world history. The lack of information in history causes a less complete understanding of the values that are supposed to be supported. Example: World History/Social Studies doesn’t have a section in the standardized testing in the U.S.A. The idea of having technology on the standardized state testing as its own section is something that is also completely lacking. Thus showing how the schools need improvement in the basics. These 5 topics (English, Math, History, Science, and Technology) should be what the state worries about, because if you don’t understand technology at least a little bit, your opportunities to just get an income are less then 15%. History and Social Studies teaches people how to avoid stupidity. It tells of how humans evolve, which often feels like a long process, but people complain they don’t live long enough. History talks about how humans move from nothing to something more business and logical.
 
 
Source:
How China’s Economy is poised to win the Future. Ian Bremmer. Article. 2018.


Note: Wasn't really sure where to put this article:

• This article certainly relates to the lack of differentiation page that has quite a few articles within it. LOCATED HERE
• Have a section on Technology Restrictions=Failure Here.
• I’ve also written some other topics regarding technology and evolution on my other website. Location HERE

Also May the 4th's Force Be With You, its a thing. Share the moon.

I also did an interview of students, asking what they wanted to learn about. Although this was done awhile ago, it shows that I’ve done what many other teachers and the school system don’t do, at least until high school and college: where there remains to be major restrictions Located HERE 

If you want an additional article about space, got that 2 if you haven't checked it out yet HERE:
https://www.royalroad.com/fiction/22104/the-homeless-into-space-program/chapter/315786/the-homeless-into-space-program

 There
Lack of Differentiation : Pedagogy 
- Professor Prestome Ungyobrock

I would like to think that public education is always improving. That neighbor hoods of less wealth will grow in wealth. Because when there isn’t an equal starting point, there should be that opportunity to at least know ideas that can help them improve their financial status. And when there are successful ideas stemming from student growth related to their interest: there is potential for evolutionary growth. The more options there are too achieve that the better.
 
It is unfair that there is still a problem relating to public education unfair treatment. For a rough quote about the current education industry that’s focus is more about: The have and have not’s regarding financial stability. “A paradox of educational inequality. Since Schools remain among the few institutions that produce opportunities to contest structural inequalities… We believe that urban students should-go to college at equal rates to their more affluent counterparts… If school achievement were an accurate measure of intellect: achievement patters would closely mirror the random distribution of intellect that genetic scientists report in human populations. Instead, the results of schools are quite predictable. This lack of equality is true because the nation’s poorest young people are the most likely to be denied access to a quality education and then to be blamed for their academic failure due to the lack of resources etc.” (Duncan Andrade, Pages 1-10). There are people who believe that diversity isn't working in work/school environments, but the fact is true equality hasn't been achieved yet. People can't claim diversity doesn't work when it isn't fully implemented.
 
I agree that schools should help sort kids into their roles in society, but that role should be an option for the student to explore. The more options the better for the student. However a student not having free will, to investigate different types of work, that they are interested in: doesn’t create the best workers in any field. That’s just some of my experience relating towards just going though classes, based more on dictatorship then freedom.
 
My major is history and I’ve written alot about society and of course war. I’ve read or at least skimmed though, a decent amount of Nazi inspired writing. Pedagogy of Oppressed, by Paulo Freire: I think can be included as one those Nazi Documents. Where the writing’s main focus is to discourage revolution and stop equal education. In the 2 chapters that I’ve read of it, Paulo Freire, who is a clear fan of Karl Marx and the way that Nazi German schools were ran during the second world war. Where ideas like, “In order to regain their humanity they must cease to be things and fight as men and women.” (Paulo Freire, Chapter 1). The sentence alone, as well as pretty much all of his writing: views people, regardless if they get education or not: as things. Then the sentence encourages the things to go out and fight until they die. This is a typical Military idea, that isn’t limited to Nazi’s. 
 
I think the teacher excerpt/summary is well done, since its focus is about: how the original pedagogy of oppressed encourages human-drone ideologies where human personalities are destroyed to create mindless zombies or meat shield for the army. Done so through education prisons, “The capability of banking education to minimize or annul the student's creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed.” (Excerpt Paulo Freire) Since that is the goal of the the original document, Pedagogy of Oppressed. However, the Excerpt/summary of the real document also leaves out a few important ideas. Such as how the actual document also reflects on the reality of learning from suffering, rather that pain is physical or mental. Ultimately many Nazi documents often go into more detail about the simple idea of learning from your mistakes and how if someone is over pampered with nothing new to learn that person then can’t evolve. Pain, is an important part of human development. Even when you think of muscle development, a muscle is destroyed before it is built back up stronger. This of course reflect most military laws by building 'stronger' soldiers. 
 
“The interests of the oppressors lie in ‘changing the consciousness of the oppressed, not the situation which oppresses them’. For the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of ‘welfare recipients.’ They are treated as individual cases, as marginal persons who deviate from the general configuration of a ‘good, organized, and just’ society. The oppressed are regarded as the pathology of the healthy society, which must therefore adjust these ‘incompetent and lazy’ folk to its own patterns by changing their mentality.” (Paulo Freire Chapter 2). That quote also goes into detail towards the authors bias of hating the homeless. Instead of perhaps blaming the lack of freedom in the education industry and the lack of available jobs. The focus of many Nazi related documents such as Paulo Freire’s writing there is a strong desire to increase military efforts at all costs to increase available employable staff relating towards military jobs.
 


Sources:

• The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools. Jeffrey Duncan Andrade. 2008. Book.
• Excerpt, Paulo Freire. ASU Teachers Copy. Updated 2018. Article.
• Pedagogy of Oppressed. Paulo Freire. 1968-1970. Book.