How to escape education’s death valley | Sir Ken Robinson

How to escape education’s death valley | Sir Ken Robinson

Translator: Joseph Geni
Reviewer: Morton Bast Thank you very much. I moved to America 12 years ago
with my wife Terry and our two kids. Actually, truthfully, we moved
to Los Angeles — (Laughter) thinking we were moving
to America, but anyway — (Laughter) It’s a short plane ride
from Los Angeles to America. (Laughter) I got here 12 years ago, and when I got here,
I was told various things, like, “Americans don’t get irony.” (Laughter) Have you come across this idea? It’s not true. I’ve traveled the whole length
and breadth of this country. I have found no evidence
that Americans don’t get irony. It’s one of those cultural myths, like, “The British are reserved.” (Laughter) I don’t know why people think this. We’ve invaded every country
we’ve encountered. (Laughter) But it’s not true Americans
don’t get irony, but I just want you to know
that that’s what people are saying about you behind your back. You know, so when you leave
living rooms in Europe, people say, thankfully,
nobody was ironic in your presence. (Laughter) But I knew that Americans get irony when I came across that legislation,
“No Child Left Behind.” (Laughter) Because whoever thought
of that title gets irony. (Laughter) Don’t they? (Applause) Because it’s leaving
millions of children behind. Now I can see that’s not a very attractive
name for legislation: “Millions of Children Left Behind.” I can see that. What’s the plan? We propose to leave
millions of children behind, and here’s how it’s going to work. And it’s working beautifully. (Laughter) In some parts of the country, 60 percent of kids drop out
of high school. In the Native American communities, it’s 80 percent of kids. If we halved that number, one estimate is it would create
a net gain to the U.S. economy over 10 years,
of nearly a trillion dollars. From an economic point of view, this is good math, isn’t it,
that we should do this? It actually costs an enormous amount to mop up the damage
from the dropout crisis. But the dropout crisis
is just the tip of an iceberg. What it doesn’t count
are all the kids who are in school but being disengaged
from it, who don’t enjoy it, who don’t get any real benefit from it. And the reason is not
that we’re not spending enough money. America spends more money on education
than most other countries. Class sizes are smaller
than in many countries. And there are hundreds
of initiatives every year to try and improve education. The trouble is, it’s all going
in the wrong direction. There are three principles
on which human life flourishes, and they are contradicted
by the culture of education under which most teachers have to labor and most students have to endure. The first is this, that human beings
are naturally different and diverse. Can I ask you, how many of you
have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you
have seen such children. (Laughter) Small people wandering about. (Laughter) I will make you a bet, and I am confident
that I will win the bet. If you’ve got two children or more, I bet you they are completely
different from each other. Aren’t they? (Applause) You would never confuse them, would you? Like, “Which one are you? Remind me.” (Laughter) “Your mother and I need
some color-coding system so we don’t get confused.” Education under “No Child Left Behind” is based on not diversity but conformity. What schools are encouraged
to do is to find out what kids can do across
a very narrow spectrum of achievement. One of the effects
of “No Child Left Behind” has been to narrow the focus
onto the so-called STEM disciplines. They’re very important. I’m not here to argue
against science and math. On the contrary, they’re necessary
but they’re not sufficient. A real education has to give equal weight to the arts, the humanities,
to physical education. An awful lot of kids, sorry, thank you — (Applause) One estimate in America currently
is that something like 10 percent of kids, getting on that way, are being diagnosed
with various conditions under the broad title
of attention deficit disorder. ADHD. I’m not saying there’s no such thing. I just don’t believe
it’s an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don’t be surprised if they start
to fidget, you know? (Laughter) (Applause) Children are not, for the most part,
suffering from a psychological condition. They’re suffering from childhood. (Laughter) And I know this because
I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum
that celebrates their various talents, not just a small range of them. And by the way, the arts
aren’t just important because they improve math scores. They’re important because they speak
to parts of children’s being which are otherwise untouched. The second, thank you — (Applause) The second principle
that drives human life flourishing is curiosity. If you can light the spark
of curiosity in a child, they will learn without any further
assistance, very often. Children are natural learners. It’s a real achievement
to put that particular ability out, or to stifle it. Curiosity is the engine of achievement. Now the reason I say this is because one of the effects
of the current culture here, if I can say so, has been to de-professionalize teachers. There is no system in the world
or any school in the country that is better than its teachers. Teachers are the lifeblood
of the success of schools. But teaching is a creative profession. Teaching, properly conceived,
is not a delivery system. You know, you’re not there just
to pass on received information. Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. You see, in the end,
education is about learning. If there’s no learning going on,
there’s no education going on. And people can spend an awful lot of time discussing education
without ever discussing learning. The whole point of education
is to get people to learn. An old friend of mine —
actually very old, he’s dead. (Laughter) That’s as old as it gets, I’m afraid. (Laughter) But a wonderful guy he was,
wonderful philosopher. He used to talk about the difference between the task
and achievement senses of verbs. You can be engaged
in the activity of something, but not really be
achieving it, like dieting. (Laughter) It’s a very good example. There he is. He’s dieting. Is he losing any weight? Not really. (Laughter) Teaching is a word like that. You can say, “There’s Deborah,
she’s in room 34, she’s teaching.” But if nobody’s learning anything, she may be engaged in the task of teaching
but not actually fulfilling it. The role of a teacher
is to facilitate learning. That’s it. And part of the problem is, I think, that the dominant culture
of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be
the dominant culture of education. They should be diagnostic.
They should help. (Applause) If I go for a medical examination,
I want some standardized tests. I do. I want to know
what my cholesterol level is compared to everybody else’s
on a standard scale. I don’t want to be told on some scale
my doctor invented in the car. (Laughter) “Your cholesterol
is what I call Level Orange.” “Really?” (Laughter) “Is that good?” “We don’t know.” (Laughter) But all that should support learning. It shouldn’t obstruct it,
which of course it often does. So in place of curiosity,
what we have is a culture of compliance. Our children and teachers are encouraged
to follow routine algorithms rather than to excite that power
of imagination and curiosity. And the third principle is this:
that human life is inherently creative. It’s why we all have different résumés. We create our lives, and we can recreate them
as we go through them. It’s the common currency
of being a human being. It’s why human culture
is so interesting and diverse and dynamic. I mean, other animals may well have
imaginations and creativity, but it’s not so much
in evidence, is it, as ours? I mean, you may have a dog. And your dog may get depressed. You know, but it doesn’t listen
to Radiohead, does it? (Laughter) And sit staring out the window
with a bottle of Jack Daniels. (Laughter) “Would you like to come for a walk?” “No, I’m fine.” (Laughter) “You go. I’ll wait. But take pictures.” (Laughter) We all create our own lives
through this restless process of imagining alternatives
and possibilities, and one of the roles of education is to awaken and develop
these powers of creativity. Instead, what we have
is a culture of standardization. Now, it doesn’t have to be that way. It really doesn’t. Finland regularly comes out on top
in math, science and reading. Now, we only know
that’s what they do well at, because that’s all that’s being tested. That’s one of the problems of the test. They don’t look for other things
that matter just as much. The thing about work in Finland is this: they don’t obsess about those disciplines. They have a very broad
approach to education, which includes humanities,
physical education, the arts. Second, there is no standardized
testing in Finland. I mean, there’s a bit, but it’s not what gets
people up in the morning, what keeps them at their desks. The third thing —
and I was at a meeting recently with some people from Finland,
actual Finnish people, and somebody from the American system
was saying to the people in Finland, “What do you do
about the drop-out rate in Finland?” And they all looked a bit
bemused, and said, “Well, we don’t have one. Why would you drop out? If people are in trouble,
we get to them quite quickly and we help and support them.” Now people always say, “Well, you know, you can’t compare
Finland to America.” No. I think there’s a population
of around five million in Finland. But you can compare it
to a state in America. Many states in America
have fewer people in them than that. I mean, I’ve been
to some states in America and I was the only person there. (Laughter) Really. Really. I was asked to lock up when I left. (Laughter) But what all the high-performing
systems in the world do is currently what is not evident, sadly, across the systems in America — I mean, as a whole. One is this: they individualize teaching and learning. They recognize that it’s students
who are learning and the system has to engage them, their curiosity, their individuality,
and their creativity. That’s how you get them to learn. The second is that they attribute
a very high status to the teaching profession. They recognize
that you can’t improve education if you don’t pick great people to teach
and keep giving them constant support
and professional development. Investing in professional
development is not a cost. It’s an investment, and every other country
that’s succeeding well knows that, whether it’s Australia, Canada, South Korea, Singapore,
Hong Kong or Shanghai. They know that to be the case. And the third is, they devolve responsibility
to the school level for getting the job done. You see, there’s a big difference here between going into a mode of command
and control in education — That’s what happens in some systems. Central or state governments decide, they know best and they’re going
to tell you what to do. The trouble is that education
doesn’t go on in the committee rooms
of our legislative buildings. It happens in classrooms and schools, and the people who do it
are the teachers and the students, and if you remove their discretion,
it stops working. You have to put it back to the people. (Applause) There is wonderful work
happening in this country. But I have to say it’s happening in spite of the dominant
culture of education, not because of it. It’s like people are sailing
into a headwind all the time. And the reason I think is this: that many of the current policies are based on mechanistic
conceptions of education. It’s like education
is an industrial process that can be improved
just by having better data, and somewhere in the back of the mind
of some policy makers is this idea that if we fine-tune it
well enough, if we just get it right, it will all hum along perfectly
into the future. It won’t, and it never did. The point is that education
is not a mechanical system. It’s a human system. It’s about people, people who either do want
to learn or don’t want to learn. Every student who drops
out of school has a reason for it which is rooted in their own biography. They may find it boring. They may find it irrelevant. They may find that it’s at odds with
the life they’re living outside of school. There are trends,
but the stories are always unique. I was at a meeting recently
in Los Angeles of — they’re called alternative
education programs. These are programs designed
to get kids back into education. They have certain common features. They’re very personalized. They have strong support for the teachers, close links with the community
and a broad and diverse curriculum, and often programs which involve students
outside school as well as inside school. And they work. What’s interesting to me is,
these are called “alternative education.” (Laughter) You know? And all the evidence
from around the world is, if we all did that, there’d be
no need for the alternative. (Applause) (Applause ends) So I think we have to embrace
a different metaphor. We have to recognize
that it’s a human system, and there are conditions
under which people thrive, and conditions under which they don’t. We are after all organic creatures, and the culture of the school
is absolutely essential. Culture is an organic term, isn’t it? Not far from where I live
is a place called Death Valley. Death Valley is the hottest,
driest place in America, and nothing grows there. Nothing grows there
because it doesn’t rain. Hence, Death Valley. In the winter of 2004,
it rained in Death Valley. Seven inches of rain fell
over a very short period. And in the spring of 2005,
there was a phenomenon. The whole floor of Death Valley
was carpeted in flowers for a while. What it proved is this: that Death Valley isn’t dead. It’s dormant. Right beneath the surface
are these seeds of possibility waiting for the right conditions
to come about, and with organic systems,
if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people
a different sense of possibility, a different set of expectations,
a broader range of opportunities, you cherish and value the relationships
between teachers and learners, you offer people
the discretion to be creative and to innovate in what they do, and schools that were once
bereft spring to life. Great leaders know that. The real role of leadership
in education — and I think it’s true
at the national level, the state level, at the school level — is not and should not be
command and control. The real role of leadership
is climate control, creating a climate of possibility. And if you do that, people will rise to it and achieve things
that you completely did not anticipate and couldn’t have expected. There’s a wonderful quote
from Benjamin Franklin. “There are three sorts
of people in the world: Those who are immovable, people who don’t get it, or don’t want to do anything about it; there are people who are movable, people who see the need for change and are prepared to listen to it; and there are people who move, people who make things happen.” And if we can encourage more people,
that will be a movement. And if the movement is strong enough, that’s, in the best sense
of the word, a revolution. And that’s what we need. Thank you very much. (Applause) Thank you very much. (Applause)

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About the Author: Oren Garnes


  1. In case you are not already aware, parents in America should read this book called "The Deliberate Dumbing Down of America" by Charlotte Thomson Iserbyt.

    A pdf copy of the book is available on Google Search or and you can watch a video of the author on YouTube.

    Attaching the link to download the book. It will help you discover the American Education system.

  2. We need you sir, in Nigeria. So much creativity going to waste. In fact what you're trying to do here for education can be applied in governance.

  3. All dumb people clapping, including me! NO MORE TESTS! TESTS ARE HATE SPEECH, TESTS ARE FASCISTS! XD

  4. the finnish model is fine, but really, do you think Finland is at all like, say comparably-sized Maryland ? Maryland doesn't control its tax base as we re a federal system. and the state is AFR mote diverse, let alone far more students coming from very young (infnland average age of first pregnancy is 32!!) single parent and even addicted parent households….lkest get real-study after study shows its your parents, even more than your teachers that determine educational acquisition and success.

  5. With the way it is now, you have to wait till you are 16-18 to finally find the education you want. I always passed my high school grades with just enough to go around. Now I'm doing the university study I want and I joined its Honors Academy while in all of high school my Latin teacher was telling me I should go to HAVO (which is a lower level of high school education with which you can't go to university). At the very least I'm glad I didn't let them stop me from studying at my level.

  6. Best line people think "British are reserved, but we aren't, because we ruled every possible land" hahahaha

    Superb talk ???

  7. Excellent subject, presentation, + wonderful intention.
    But just like way back when homeopathy (treatment of disease by treating the whole body through diet, acupuncture, visualization, + using combinations of herbs + flower seeds as treatments) was achieving success associates of the Rothschilds came to the school +, after making a considerable DONATION requested they sit on the board of directors.
    Soon homeopathy was slowly replaced by invasive surgeries + experimental medications.
    People like the Rothschilds ,
    Bushes (Jr + Sr), the Dupont’s, + other families that make up the “deep state” or “shadow government”- they control everything + in schools they DON’T WANT children with imaginations….our future leaders.
    The government wants no one to challenge the way those who are “AWAKE”
    bleakly see the depopulation plan of Agenda 21 + 30 working well.
    We are all having our immune systems weakened by chemicals in our water, Monsanto’s GMO’s have contaminated our food sources by spraying the crops with glycosate.
    These crops are sold to the food companies + these harmful chemicals are in all our food, meats, dairy products.
    One man, Dwight “Lee” Johnston, was a groundskeeper who used Monsanto’s weed killer “RoundUp”, that contained glycosate, + he sued Monsanto while dying with Non-Hodgkins Lymphoma + received $78 million dollars.
    We all need to investigate these problems further +, if it’s true, ensure this company is shut down (+ those in charge charges for damages) because we have all been poisoned.
    Then take on the FDA- where were they during all of this ???
    They are supposed to be not allowing harmful substances to come in contact with us…fluoride in our drinking water, Chen trails, chemicals in our food, etc????

  8. The US National Park Service contradicts what he says about Death Valley: "Despite its reputation as a lifeless wasteland, Death Valley National Park contains a great diversity of plants. The park covers over 3 million acres of Mojave and Great Basin desert terrain, with elevations ranging from 282 feet below sea level at Badwater Basin to 11,049 feet on the summit of Telescope Peak. Annual precipitation varies from 1.9 inches on the valley floor to over 15 inches in the higher mountains.
    Vegetation zones include creosote bush, desert holly, and mesquite at the lower elevations up through shadscale, blackbrush, Joshua tree, pinyon-juniper, to sub-alpine limber pine and bristlecone pine woodlands. The saltpan is devoid of vegetation, and the rest of the valley floor and lower slopes have sparse cover, yet where water is available, an abundance of vegetation is usually present.

  9. Thank you, Sir.. You (your speaches) saved me when my children were at school …every time the teachers tried to convince me that my children are inadeguate and I am a horrible mother, I listened to one of them and was fine again 🙂 Thank you very much.

  10. My radar goes up whenever a "Sir" is on stage. (Not a big believer in blue-blood and "the divine right to rule)
    He's engaging, clever, funny, and – as usual interjecting truth with programming.
    Utilizing "other animals" in the presentation has the audience disarmed with humor and agreement with the opinion and information being espoused and exposed.

    And agreeing that they're all animals.
    The physical body is a vessel. You are not an animal.

  11. 4k words later…(no i didn't count them)…what did he say besides lots of metaphors and funny statements? School is boring, alternative schools are better…and then death valley got some rain and grew flowers…! Some inspiring pretty words, but not much of anything…except for this one phrase…"create a climate of possibility…and people will rise to it."
    But my cynicism guesses that this is Climate Change speech, as it was all feelings and no substance. Feeding the Leftis "Feel Good" base.

  12. You ain't saying anything that we should do at Large, however, you are not givibg me any ideas of how to persuade the ignorants, including yourself!

  13. The principle problem here in the States is that the public education system is owned — lock, stock, and barrel — by the teachers' unions, and their mission is to look out for their members, whether they are good teachers or not. In fact, it is the bad teachers who benefit most from the unions, as good teachers really don't need the union. Politicians — usually Democrats — make the laws, policies, and spending decisions, and they are owned by the NEA. It's just that simple. I'll wager that Finland and the other countries that surpass us don't have anything like that.

  14. This witty stand up looks like he would do a far better job helping Britain through the Brexit crisis than Boris Johnson, who is nothing but a clown. ?????????

  15. They drop out because they know they are going to get a government check if they sit on their butts for the rest of their life! Stop enabling them to do nothing and get paid for it and they'll learn very quickly to do the work and better themselves.

  16. Education reached its zenith in 1800 to 1850, the romantic era. The first public funded school opened in London in late 1880's and from then on, slowly but surely the education standard dropped into decline ever since. Governments are only good at dividing our hard earned taxes. A Public servant run institution can't run a bath let alone run a school system. The nuns pre 1850's were doing fine. Inexpert experimentations, institutionalized teaching and a union driven public system that places more emphasis on what Sir Robinson was commenting on, including an imbalanced focus on individual teachers needs, rather than placing the focus on its students, is dumbing down the next generation, your children. Today our kids can't even tell the difference between a boy and a girl, ,let alone grasp pure scientific fact.Christian schools did well as they were run by selfless dedicated nuns, they simply put the needs of their pupils first. That's how we entered the age of enlightenment.

  17. While all of this seems reasonable, an important factor is the attitude the child brings with him into the classroom. This they get from home. If their parents have little interest in education, or in fact are hostile to education, then no matter what system you put in place that specific child will be a problem. I taught for many years in the sadly misnamed British comprehensive system. I would like to see Sir Ken Robinson teach a class of stoppy 14 year olds for say six months.
    I have always found it interesting that the 'experts' on education have little or no actual experience teaching a class in a normal state school. They may teach in universities, sit on high powered committees, write government reports etc etc, but the day to day reality of trying to teach both information/knowledge and stimulate interest in poorly motivated pupils is something they know nothing about.
    If you really want to know what is wrong with education, ask the teachers; you know, the people that actually do the job.

  18. Brilliantly spoken and well-presented, with humor. The problems in education are inherit in its leadership and it is by Design. Look at interviews with Charlotte iserbyt who was hired by the federal government to quote dumb down the children unquote this is a deliberate agenda and effective attack on the minds of the youth so they can be merged into a socialist system as mindless sheeple. The plan is being well implemented

  19. lol. from Finland :). Yeah, we had no drop out rate as we did not let students to drop. There was something called support teaching BY A TEACHER HERSELF in private one to one with a teacher BEFORE SHE FAILED! Support was given to those whose numbers were going down! Even from 8/10 to 7/10.
    IN EVERY SUBJECT WITH DIFFERENT TEACHEŔ except the two first classes when you are just 7 and 8 years old.
    Nobodg was left behind. If they failed, they went to the summer school to cach up!

    And we had glorious school dinners for free!

    class lasted 45 minutes and then outside to plaý with a ball and EVERYBODY was involved!

  20. What an utterly brilliant speech! He has everything, brevity of words, humour throughout and a serious message with a solution at the end. He also comes across as an extremely likable person and at ease with speaking. Watching this, you are enlightened not only about education and it's problems, but also learn how to deliver an exceptional speech.

  21. I also feel like if you had teachers that weren't just doing a job but they enjoy doing what they were doing like this guy he's such a great speaker if are children headteachers I could speak to them like this guy it would be so much more effective

  22. Anyway, thanks for mentioning South Korea as being successful educational country.
    Most people who are Samsung engineers currently are educated by traditional Prussian methods of teaching. This means 80 students per class and constant standardized hard exams every month. The countries who moved away from the old Prussian models suffered somewhat in terms of engineering competitiveness. This tells us something. I don't believe that making standard tests into demons are helpful. So many people in Korea also does following the western modernist. However, no one wish to put into budget the money required for the Finnish education. Hence, they talk about it and often teachers are the ones to get the blames. So that is the usual conclusion as you can expect. However, thanks for mentioning that professional developments for teachers are worthy investment in the future of the country. However, I disagree that the Prussian models are the evil. This is too common misleading conclusion not very helpful for solution. The Prussian models have great efficacy once the students are well selected and trained. For creativity, one has to also answer why the pre-world war 2 Germany dominated the scientific breakthroughs in that era. In fact most of the Nobel prizes that Germany has is before the world war 2 era.

  23. From teachers point of view: Give us some means to select who we wish to teach. Some students are just not cut out for certain careers quite clearly. For an example, there are students who cannot get the concept of calculus no matter what the teachers do. We have to do the filtering for the society. This part always gets ignored. If we can manage the students better, it will be much better. The truth is that the standardized test are the only fair means available now. If we do not need to filter students, then I agree with you that the Finnish model is best.

  24. This man does not know anything about geography.he keeps refering to the united states as america.america is a continent containing 23 countries including the united states and 9 dependent territories.the ignorance.

  25. America's public school system is controlled by the government services company, "United States" incorporated, and that is controlled by the same monsters that control the fiat monetary system. America's schools churn out obediant workers not critical thinkers. If they did produce critical thinkers then too many would figure out how badly they have been screwed!

  26. its purely demand and supply , the system demands dumb and well schooled workers who follow orders in a job. work places in a capitalist system are like machines. they are places of factory style work and production. If you want to change the education system than you should look at ways to change the demand of such workers. which certainly means we are looking at a really big problem "the whole system" and the workers who are the pillars of it. so no matter how hard you try , "if the demand remains, the supply will continue". i think people are in love with capitalism but feel also the pain it gives. and that pain starts from the child hood schooling.

  27. Parents want their kids on psych medications so the parents can sit on the sofa all day drinking and smoking cigarettes and weed. Don't forget the crazy money social security checks the kids get from the government but the parents spend.

  28. I would venture to guess that he majority in the audience support Common Core and Federal control of the Govt Schools.

  29. You can't compare the US to Finland.
    So … you're saying that we can't compare two very different nations using a standardized test?

  30. There actually are dropouts in Finland. There are thousands of young people doing nothing and barely living with government money. I think that in Finland we don't have as many dropouts because we have an option besides of highschool. In Finland there is school that you can go to study for the job that you want to do. In example if you want to become an electrician you don't have to go to highschool. You study for three years and can then become one.

  31. I understand why this guy is Knighted and has the title of Sir: he's managed to give a 20 minute talk about education and drop out rates in the US without mentioning the vast disparity between culture and ethnicity, and maintaining a sense of humo(u)r.
    Drop out rates by ethnicity:
    White: 8%
    East Asian: 8%
    Hispanic: 27%
    Black: 32%

    Finland, China, Singapore, Korea – whoa those are all White or East Asian countries, too, but they're so far away from America and have nothing to do with the American education system, could it be…?"

  32. I'd add that students need financial education (badly)–at the top of my list for high school at the latest, if not beginning in junior high.

  33. I looked up Anthropology on YouTube as I am very much fascinated with the subject and almost all of the results that came up goes along the lines of… Anthropology for UPSC…, Anthropology strategy for IAS, CSE…, how to crack.., toppers talk…

    Those are some of the biggest examination in my country. You see what's goin on here?

  34. Man i love this guy. I had 2 ✔ again 2 c if it was education or stand up. Common core is intended 2 dumb ppl down 2 create a slave culture. It's in small part why revelation 13 says free and bond. Bond is curious since it is exactly how they commit human trafficking. Go 2 c if each of you don't have 80 out on you. By bonds they take out. Slavery wasn't the word used. The tavistock institute of human relations has spent billions 2 ensure your mind is controlled and your morality is do what thou wilt. This is aleister crowleys term. The worlds most famous satanist arguably with john dee. I am long winded. My intention is 2 educate you. Has been all along. Dan 11:33, 34 says the few will educate the many in the end x's. I felt it appropriate 2 mention this tailor made prophesy i actively engage in. I am happy to say I've decided 2 go ahead and proceed forward with my books and publish 4 money. But for all of you. Pray for me. Educate yourselves in the only true wisdom. The fear of Yahweh is it's start. Prov 1. I've never met a wiser man than i. Yet a bedridden rusty demonically oppressed man. Always attacked. The best wisdom ever being of God was made into foolishness by none other than God. He brings man's wisdom 2 a laughingstock. I've seen the smartest men on earth unable 2 grasp basic allegory. He isolates every heart. In the end it is not your mind or superior intelligence that gains life but your heart condition. Do you simply love God and your bros above all things. That's it. My work is the truth. It serves as a witness of it's carrier and brings life. The wisest among us is our young children. Become teachable like them. Unconditional love. They even see through the veil at x's. What they know is inherent. Made in God's image. Love strength WISDOM and justice. Be wise my son. Prov 27:11. Bro bill billy curtis channel

  35. pharmaceutischools. disempower the workforce. remove the consequences for bad behavior. make the consequences help. make the help be druuuuuugs.

  36. This gentleman gives a very interesting talk. He talks about a subject he appears to have some understanding of. He carefully, and entertainingly describes all the faults he sees present in school systems across America. He then goes on to provide NO solutions. That seems to be the formula to be applied to this area of study. What to do to improve the "system". The most he can come up with is; we need to do better. At that point he becomes simply another entertainer. A pity really.

    So no, I don't think his talk was useful. As a classroom teacher of high school for some twenty years, all I heard was a straw man argument. Most teachers, the vast majority in fact, are constantly looking for ways to motivate and inspire their students. And they do an amazing job, considering the negative opinions so many voters have of teachers, and school education in general. Take this sows ear and make for me a silk purse.

    What really needs to change are attitudes. Betsy DeVos is a prime example. The fish rots from the head, yes?

  37. 6:30 Curiosity. What part of the existing educational systems encourages it? Why is it that whenever I ask anyone who's above 13 or so "Why or how do you think something is …….." they give me looks and responses that invariably translate to "No, but why should I?"

  38. That was me, I hated school, but not learning. I love to learn but subjects that captured my interests. Never liked geography or english grammar. Love literature and science. My father made me into an under achiever by beating me, every time, I got a bad grade but berated me and made me feel like a loser. He sent mixed message. Succeed or else, but I won't help you.

  39. Great points this man makes that really resonate and inspire. However; he did not mention that public schools have banned God from the classroom. This is only fosters more hopelessness in the souls of the young. No amount of increased government spending, grants, awards and other incentives can fill that void or guarantee a "good education".

  40. My 10 year old is much better educated right here on YouTube listening to videos like this. The so called “state education system” is flawed to only benefit the ruling priest class, as order following economic slaves.

  41. When early experimental education first came to a class, I didn't understand the reason for it. I dropped from head of the class, to barely passing. Not a clue.

  42. ?*00212.645.75.23.01* *Whatapps*?
    ســمــعــت?‍♂️ كــثــيــر مـن الــشــبــاب يـبـحـثـون عـن طـريـقـة فــعــالــة✅ لـتـكـبـيـر الــقــضــيــب
    وأنـا أبـشـركـم? أنـي حــصــلــت عــلــى الــطــريــقــة الأصـح? والــمــنــاســبــة? وهـتـشـكـرنـي بـعـديـهـا
    تــواصــل مــعــي وأنــا بـشـرح لــك سـر الـوصـفـة الـواتـس اب *00212.645.75.23.01*?

  43. A splendid and thoughtful presentation of rationality. Educators should be encouraged, not held back by an administrative system and structure that hampers learning. Well said!

  44. Just over 1000 people agree 80% drop out rate isn't relevant. or nothing grows in Death Valley, less when it does. Flowers!

  45. 8:53 I realize how throughout my education, especially higher education, that I was subjected to a culture of testing to demonstrate what I didn't know. I'd must rather have been tested for what I knew or had learned.

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