“If there is a substantial understanding across America that education is the key to getting us from Point A to Point B in our national goal of creating a mixed use energy policy and within that energy policy, there is the greater goal of creating an economy that all can benefit from, it would probably be a good idea to define the point from which we are attempting to accomplish our national education goal first which will of course lead to our larger economic goal next.”
As it seems appropriate to place a certain formal title to our educational starting point, Point A in this essay will be entitled “At The Educational Gateway To Our New 21st Century American Educational Imperative”
Here we go!
At The Educational Gateway To Our New 21st Century American Educational Imperative
I really don’t think that there is anyone in America that cannot find tremendous flaws in our nation’s public and private educational system today. As these flaws are clearly made most apparent by the fact that the children we as parents bring into this world end their entire American educational experience at about the age of twenty one and before they can prove that we as a nation have taught them anything whatsoever, they find themselves without a job in virtually any field either we as parents advised them as being a good career goal, or, what we patiently nurtured our children to find via their own educational choice on their journey toward “young adulthood career direction”.
Even though we have exposed them to a varied collection of truly dedicated and sincere educators that have been in ours and our children’s lives since preschool, the end product, that of “virtual educational uselessness” is all our children have to show for their efforts.
As many people have attempted to understand and define why this absurd reality is facing virtually every single one of our nation’s young adults, and, as there is a small army of educators in our nation lamenting the need to correct our national path of educational uselessness, thus far, virtually nothing has been accomplished. Not only has nothing been accomplished towards creating a true and meaningful educational experience, but nothing has been done to eliminate the extreme budget shortfalls virtually every state in our nation is experiencing while we collectively wait for some sort of economic leadership to emerge from Washington DC.
Knowing all of the above is so very true, it seems to be quite important to ask just why, the largest industrial nation in the world, cannot create either industries that inspire students to focus on careers in those industries or schools that have any association whatsoever with anything that is industrially relevant to our larger American socio-economic agenda. With the exception of major research universities, the bulk of our national colleges do not in any manner whatsoever even begin to either look at the typical student as being crucial to our national economic success, or take the time to craft a curriculum that will indeed make it possible for that student to achieve such success. As the bulk of our nation’s learning institutions have as their core educational philosophy, ” the consciousness of federal conformity” which is essentially nothing more than an essay on how to get federal money sent to state governments in order to get state money to local school districts so that local educators can continue to be paid for preparing students for virtually nothing – well, the obvious has certainly become much more than obvious over the course of the last few educational decades here in the good old US of A.
Having said all of the above, let me also say that in spite of the fact that America hasn’t produced one single example of public educational success in more than thirty years and that virtually every educator in America should be immediately let go, the larger and much more compelling truth about education in America over the course of the last thirty years is that although teachers have been given money to teach, and, indeed there are hoards of remarkably gifted teachers throughout America, none of them have ever been given the tools to teach with. While this statement has oft been repeated and it clearly implies that teachers are educationally hamstrung by the lack of tools and/or resources, the actual truth behind this statement belies the fact that Americans as a whole have not also been given the tools to build a truly advanced 21st century industrial economy. In other words, as we may lament the fact that our children can’t find jobs and we can’t find jobs and industries can’t create jobs, somewhere along the way, it might become obvious that there are an enormous amount of jobs that need to be done and an equally enormous industrial blueprint that must be drafted in order to get the jobs done.
To be a bit more specific about public education in the fifties, the classes taught in that age enabled a relatively clear industrial dialogue to exist between children and parents. A child needed to be taught mathematics in order to understand how to fill a measuring cup with the proper amount of flour. A child needed to be taught mathematics in order to read a measuring tape. A child needed to be taught mathematics in order to understand how to balance a savings account. And, by and large, a child needed to learn English to communicate. If these two fundamentals were in place, a child would probably be prepared to go out into the world after childhood and succeed career wise and financially as an adult. Unfortunately, as time went on and the lessons in mathematics became more complicated, the tools of the measuring cup and tape measure remained for far too long in the classroom and as they did, the separation of our children from the basic industrial principles that existed in the fifties escalated much more rapidly in the 60s, 70s, 80s and 90s. Thus, as the measuring cup and the tape measure came to be viewed as “social tools” designed to help students cope with emotional responses to industrial change, they did nothing to prepare the student for industrial and economic responses to real technological change.
Within the realm of public education here in our America today, the overwhelming need to provide our children with real tools that address real needs to prepare them for real life in 2011 and soon to be 2012 competitive global technological economic accomplishment is in itself, overwhelming. As a crucial part of this need is to incorporate a truly expansive understanding of all aspects of environmental science -IE. = how all aspects of industrial economics truly interacts with all aspects of information related to the proper management of all the environmental technologies we as a nation have the capacity to bring on line, a “benchmark for true public education” must be defined and brought forth here in our United States of America today in every bit the same manner as it was in the 1950s. As that benchmark is simply about finding a very basic and fundamental expression of our actual ”productive and united American happiness” here in 2011, 2012 and beyond, I would like to introduce my readers to Point B of this essay.
Before I do, and, as this essay is about getting from Point A to Point B in our collective search for 21st century industrial productivity and as this essay is also about bringing forth both public and private sector educational initiatives that will enable us to fulfill our larger national goal, I think that it is extremely important to understand that through each our nations’ evolutionary industrial/economic cycles, there have always been just two people that were capable of explaining how the transition between these cycles actually unfolded. As one might surmise that one of these people were of a certain political persuasion whereas another was from another and a huge political battle unfolded as a result of their differences before industrial peace was actually found – this is not what I am talking about.
As what I am talking about is a woman named “Mom” and a man named “Dad”, I think I will entitle Point B:
How the Old Woman and Old Man Left College With The Measuring Cup and Tape Measure and Went Home to Build 21st Century American Industrial Magnet Schools.
Somewhere along the line, our American industrial educational mandate has been hijacked by a sense of social entitlement that more or less states that instead of teaching our children with the industrial tools they need to thrive in a prolific and constantly growing and expanding technological world, we will instead take an obsessively inordinate amount of time talking to them about their right to express themselves emotionally. As this culture of dysfunctional and virtually useless social compassion has done nothing other than allow our children to think that pouting about their unfortunately lonely and deprived childhood has indeed produced an entire generation of pathetically self absorbed philosophically brilliant but pragmatically stupid industrial brats, the question becomes this – how do we alter the path of industrial redundancy that has become the mainstay of America’s retarded socio-economic dialogue?
My answer to this question might surprise my readers.
For, as what I think is that our children are not at all emotional brats, but, instead, brilliant 21st century industrial thinkers that have simply become victims of the larger fact that American mothers and fathers have all but forgotten how to use measuring cups and tape measures in their daily response to basic industrial problems, those same mothers and fathers have failed to recall and retrieve the fundamental principles of using our basic American English language to continuously communicate to our children how important our knowledge of advanced management of whole environmental technologies is ultimately much more important than simply stating to them that “we are concerned and compassionate about our global environment”. As managing that global environment actually has a continued socio-economic responsibility attached to it and is clearly defined within the basic American industrial principles contained in the measuring cup and tape measure, the objective must be true industrial accomplishment.
Please, think about what I have just said!
Think about the fact that for the past thirty or forty years, our national educational mandate has not truly been about teaching industrial application, but, rather, exploring environmental theory as that theory pertains to how we as Americans have managed to convince the rest of the planet that quite literally, American based corporate cheeseburgers are economically more important to the social environment of literally dozens of emerging market economies worldwide even though not one child in America has been taught the basic and profoundly timeless or ageless industrial principles of the measuring cup and tape measure as those principles are applied to a substantive and progressive mixed use 21st century American national energy policy.
Let me get to the point.
In the 1950s, virtually every American had a direct and clear relationship with all aspects of the industrial/energy infrastructure that made America work flawlessly at the time. As that time was far simpler and had as its economic core, a certain set of natural resources or earth based commodities from which our entire economy could clearly rely upon back then, those very same earth based commodities still exist here today in 2011. While our capacity to understand today that earth based commodities are taking on entirely new forms, essentially the same natural resources that existed in the 1950s still exist today, and, as they do, the only real issue is how within the greater structure of our “civil” American mixed energy use dialogue here in 2011 do or can we collectively benefit from that dialogue?
As my essay on Solyndra clearly states our overwhelming need to adopt a truly mixed use national energy policy, without a true foundation of advanced public education policy pertaining to the nationwide adoption of mixed use energy systems, the basics of mathematics and English as those two subjects are applied to a host of new environmental control technologies will remain the most under utilized assets of our American society. This, of course, does not have to be the nonproductive educational reality of our America here in 2011.
To move ourselves entirely into the full conversation of mixed use energy policy, the role public education plays in the private sector investment of mixed use energy technologies is absolutely essential to understand. As virtually all of these private sector energy technologies must become part of a massive nationwide utility grid, the only true vehicle from which the knowledge of these utilities can be collectively assimilated remains the poorly equipped fifth grade classrooms of eleven year old American children nationwide. Thus, the measuring cup and tape measure, or more appropriately, the engineers and the environmental scientists computer database that monitors the energy performance of the fifth grade classroom while in turn monitoring the energy performance of the fifth grader’s home and in turn, monitoring the performance of the vehicle the fifth grader is driven to school in are all the tools 21st century parents must use in their daily lives if working in these advanced American 21st century industrial careers is ever to manifest itself in the lives of all Americans.
Unfortunately today here in 2011, and as all state governments have been conditioned to expect funding from federally orchestrated public school educational mandates, the federal government has been entirely absent in its’ role of assuring mixed use national energy policy development moves forward. As this policy is clearly not moving forward and because it is not, nationwide economic growth is also not moving forward, public education reform remains at a standstill as well. So, the question remains, what happens next?
Much more to the point, the question becomes:
How are we going to make what happens next not only happen, but happen in a manner that assures that every single eleven year old child in todays’ 21st century industrial America is fully aware of what industrial fields their mothers and fathers should be working in, but, currently and quite unfortunately, are simply not working in?
Even further to the point, the question becomes:
How do we as a nation assure that our eleven year old American fifth graders will have, at the end of their entire academic experience, an actual and real license to participate professionally in the industrial sectors their parents failed to recognize as being crucial to their own child’s professional future?
Still, and, even further to the point, the question becomes:
How do the eleven year old fifth graders of 2011 develop in their own emerging adult minds, the greater industrial philosophy of forming privately owned public utility investment portfolios that are assured through continued and cognitive observation on their part that the public utility’s natural industrial evolutionary cycle of their generation does not deplete the economic strength of future generations they will eventually become responsible for raising and guiding?
While the answer to each of the above questions has a resoundingly simple benchmark from which 21st century American industrial common sense dialogue should flourish, unfortunately, we remain collectively as a nation wedded to the notion that brilliant scientific thought should not be the thought of the average guy or gal on the average American street. Thus, the larger discussion of applied solar technology, of applied wind management technology, of applied geothermal technology, of applied ocean wave technology, of applied advanced hydro-electric technology, of applied natural gas management technology, of applied oil mining and management technology, of applied coal mining and processing technology, of applied bio-fuel technology – all of which should make up the true and comprehensive nature of our whole American public utility infrastructure conversation here today in 2011, remains locked in the hopelessly abstract minds of pure and simple, profoundly stupid and arrogant political, scientific and economic scholars who have lost all touch with the basic American measuring cup and tape measure philosophy of true industrial accomplishment via direct and substantive public education curriculum.
Having said this, and knowing that all American public education teachers need the resources that will truly expose their brilliant eleven year old American fifth graders to the 21st century mixed energy use industrial economy that awaits them, it is again in America’s 2011 industrial time frame the responsibility of mom and dad to introduce to their schools, their children and their communities the exact same industrial common sense dialogue these parents were offered when they were eleven year old American fifth graders in the 1950s.
Whereas American Public Education is the responsibility of the whole American community to both foster and assure, and, it is perfectly clear that today’s economic problems have been manifested by remarkably opposed ideological environmental arguments that have for far too long had hidden economic reasons for such purposefully engineered social selfishness, it strikes me that it is clearly time to hand out ordinary American kitchen measuring cups and ordinary American wood shop measuring tapes once again. Once this is none, those who work in the solar technology sector and possess extraordinarily self defensive and false scientific egos will be able to merge emotionally with those who possess the same false egos in the coal industry, and so on with every conflicting personal ego in every conflicting energy sector. As from this whole American mixed use energy initiative will be the very real and substantial opportunity for now non-competing and past energy adversaries to merge, the place of all places to do this merging is clearly America’s underfunded and poorly equipped fifth grade classrooms.
As I have had the privilege of working with a host of true American building trade professionals over the course of the last forty years, the potential to truly expand these trades in America in 2011 has been inhibited entirely by a small handful of remarkably selfish and self proclaimed brilliant environmental advocates or alternative energy advocates or oil drilling advocates or natural gas fr acting advocates or nuclear advocates, all of whom fail to be the advocates of their own eleven year old children and grandchildren.
If I can put this in another way, consider the fact that eleven year old Little John sits in the back of a classroom that holds thirty students. It is January in Vermont, cold and sunny. Little John’s father is a nuclear engineer who helps operate the electrical plant that provides the power to electrify his sons’ school. In the front row of this same classroom sits Little Sally. Little John by the way, is sitting in the back of the classroom in shirtsleeves while Little Sally is sitting in the front wearing a heavy sweater. Little Sally’s father works in the wind turbine industry and he is out in the Atlantic Ocean building offshore rigs that will harvest prevailing wind currents that will provide electric energy to the communities close to where the turbines are located. Little Sally’s father does not know Little Johns’ father and in fact neither Little John or Little Sally know each other very well either. In fact, the only thing they actually know about each other is that Little John wears short sleeved T-Shirts and Little Sally wears long sleeve sweaters.
Other than these known facts, the only thing these two kids have in common is the fact that they are in the fifth grade in Vermont and it is cold but sunny outside. What they don’t know is that the reason Little John is in shirt sleeves is that he is next to a south facing window basking in sunshine whereas Little Sally is all the way up in front feeling cool and drafty air as it is drawn from the cold northern corner of the classroom towards the warm southern part of the classroom. Even though there is a clear and rational scientific explanation as to why this interior transference of cold and hot air is occurring, neither Little John or Little Sally are aware of this factual and natural scientific occurrence.
As these two children are not aware of this, neither are their two fathers who both work in equally brilliant segments of America’s mixed energy based economy. In the very center of the classroom however are three very inquisitive and troublesome eleven year old boys. The first little boy is considered “artistically gifted” as he always seems to be drawing unusual geometric shapes in the textbooks he is supposed to be reading. The second little boy is considered to be intellectually challenged and hyperactive because he is always “playing with his calculator” and leaving his seat. The third little boy is quite talkative and is more or less constantly disrupting the entire class.
To make a long story short, the little boy drawing geometric shapes spent hours watching Little John in shirtsleeves on the south end of the classroom while spending an equal amount of time watching Little Sally on the north end of the classroom. The geometric shapes he was drawing were multi-colored ribbons of hot and cold currents of air that flowed constantly between Little John and Little Sally. With his calculator, the second little boy also had hidden in his back pocket two thermometers. The second little boy left his seat to place the thermometers near Little John and Little Sally. And, with his calculator was able to determine how much cold air was actually being drawn from the cold north part of the classroom all the way across to the warm southern part of the classroom. Being quite talkative and quite disruptive, the third little boy was simply trying to tell Little John in t-shirts on the south side and Little Sally in sweaters on the north side that there was a way to balance out the temperatures by building new micro-public utility management technologies into the architecture of the classroom and the public utility grid that joined Little Johnys’ nuclear father with Little Sally’s wind energy dad.
The teacher on the other hand didn’t have enough measuring cups and tape measures to go around, lost her job and spent the rest of her life suffering from severe cold and hot flashes.
Technologically enhanced magnet schools.
If we as Americans are going to do what it is that we as Americans are supposed to do, it must become perfectly clear the mixed energy use is really a very good and productive idea. Unfortunately, all who comprise the hierarchy of competing energy sectors don’t quite realize the very basic industrial principles of simple economically mixed use energy exchange policy. As within this policy all we are exchanging is the knowledge that where one energy sector leaves off, another begins, it is the intersection where competing energy sources merge where our true 21st century commodity exchange flourishes economically. Of all the places for this exchange to manifest itself, it is only within the walls of where our collective learning and teaching takes place that will guarantee that in fact it does take place. The more supposedly opposing private sector energy concerns can demonstrate the willingness to include public education into their whole financial investment curriculum, the greater the economic growth of the private sector utility that puts forth the effort to truly teach. As in the 1950s this author was exposed daily to the hard work of my father who worked for the telephone company, his friends who worked for the gas company, his friends who worked for the electric company, and, so on down the line, the tools these men brought home from work every single day and used on their days off from the corporation to help launch dynamic residential and commercial construction companies that truly benefited from the existence of the corporation- all of this effort back then – brought us as a nation to what we must do again now in 2015.
Its called working together.
Thanks for stopping by.
Mike Patrick Dahlke
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