In 1983, then President Ronald
Reagan commissioned a group of
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people to do a report on the
assessment of basically what is
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going on in the
American educational system.
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I want to read an excerpt
from the National Commission On
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Excellence in Education. How
did they hand the report to him?
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I'm sure he was shocked. It says
If an unfriendly foreign power
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had attempted to impose on
America the mediocre educational
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performance that exists today,
we might well have viewed it as
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an act of war. Stay tuned. We're
going to be talking about some
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changes that need to be
made in our educational system.
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Music being played.
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Hello, I'm Shelley Quinn and
welcome to Issues and Answers.
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I'm so glad that you tuned in.
No matter where you're watching
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from around the world. We're
going to be talking about a very
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serious problem and probing
some answers to the issue of the
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direction of public education.
Although we will be focusing on
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what's going on in the United
States, much will overlap and
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apply to the school systems
in your areas as well I'm sure.
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Let me introduce to
you our returning guest
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Dr. Randy Siebold and Randy you
have a Ph. D. in education and
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you are the Vice-president of
Education for Weimar Center of
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Health and Education. Tell us
just a little bit about Weimar.
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Weimar Center for Health and
Education is now working with a
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partnership with Amazing Facts
Ministry, another media ministry
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and the three big entities
on campus are an academy, a high
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school, boarding high school,
a college, a small college of
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which I am overseeing those.
Then we also have a Lifestyle
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Center on Campus where residents
come in and learn to eat in a
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vegan kitchen and learn all
sorts of different approaches
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about health and how to
live life better and longer and
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happier. So it's good
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Well it's kind of exciting
to see what you're doing in the
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development of your college.
We know that our focus today is
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not going to be on Weimar, but
I just wanted to bring that up.
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You have been in education for
nearly 20 years now and today
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let's go back and look at a
little bit of the history of the
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school system, if you will.
When did common education come
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onto the scene. In other
words, when did people just quit
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just teaching their children at
home and decide to send them to
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a common school room?
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Well, I think it's an important
question because the history of
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education is one that
most people don't think about.
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They just go to school
and it's always been this way.
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But as you think back in history
it has not really been that way
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for very long. We go back to
the mid 1800's, we start to look
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back at when the most common
method of education was the one
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room school house. So
they were in school and...
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And that began about when?
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Well that was up until the mid
1800's when what's called the
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common school movement in
the United States developed.
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We had people coming from
all different nations and coming
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together in America. The
idea of the leaders was to bring
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together what we call this
melting pot bringing people all
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together and we want
them to be Americans.
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So the idea of a common
school then was a lot about
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socialization then, is
that what you're saying?
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Yes, yes, bringing that
commonality and making sure
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everyone had a basic education.
That was the big focus in the
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mid 1800's is when
it got started heavily.
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When you think about this then
the old school system of the
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blackboards and chalk and the
teachers there, what happened
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that began to distinguish one
school from another? Explain to
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us just a little bit
about the whole history.
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What's interesting is when
the idea of public school became
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more common and more popular,
the focus was on whatever the
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educators in the area felt
was important. So some who were
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trained classically would focus
on the classics. Those with a
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more basic manual training would
do manual labor and they would
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show them how to do manual labor
So the schools were all over the
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place. They were doing all
kinds of different things and it
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wasn't until a group got
together called the Committee
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of Ten and when this group got
together it was led by the chair
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of Harvard University and
they brought all these people
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together and their big study
was what do we need to be doing
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in high schools to prepare
them to come to colleges because
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think about this. Think about
everyone doing their own thing
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right, and then all of
these colleges getting incoming
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freshmen, one coming from a
classically trained school, one
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coming from a manual labor
school, so the students were all
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over the place.
It was a challenge.
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Yes. Their big goal
was let's get a standard.
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So now this is already into
the industrial age then because
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you've gone from an agrarian
society of farmers and now with
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the industrial age Harvard was
the first college in the United
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States and they're saying, Hey
where do we even begin to teach
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these children a college
education when they don't have
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an equivalent of basically your
academics from school to school.
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Is that right? Well
and they didn't even know
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what academics was. We take
it now that term is just every
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one knows math, science, English
you know. But 150 years ago that
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wasn't such a common knowledge.
Well, what does that mean?
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What does academics mean? That
we're doing math but is that
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taught just in grade school or
do we teach it in high school as
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well? Or do we teach it? So the
Committee of Ten really tried to
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establish what the curriculum
is. That was the group primarily
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responsible for taking that
task and really making it real.
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For coming up with out 3R's,
reading, writing and 'rithmetic.
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Well, you mentioned also the
industrial age. We have a slide
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that I'd like to show on this
time line of what happens here.
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Take a look at this. You see
the agrarian age and this common
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school movement comes in just
about the same time that the
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industrial age is coming.
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Now, Randy, before you go
forward, let's define what the
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agrarian society was because I'm
not sure everyone is catching
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that. Yes, good
point. It comes from
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the word agriculture; so the
idea of farming or tending sheep
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or livestock. This is where most
people earned their living and
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it's what made
the commerce go round.
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So the agrarian age and the
switch from the agrarian society
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to the industrial society
took place in the early 1800's?
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Yes, early/mid 1800's. So
what we had in America, this
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industrial age was characterized
by these large industries coming
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in and obviously
because of the name.
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So essentially what was going on
during the agrarian society is
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that folks taught their
young ones at home and that was
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basically... That
was the most common.
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That was it, you
learned with daddy on the farm.
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Okay, and then at the beginning
of the industrial age some years
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into this... When
was Harvard founded?
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Well it was in the 1600's.
Actually it was before we ever
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became a nation that
Harvard was over here.
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I had no idea. I though it came
up during the industrial age.
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But Harvard then comes out
with this Committee of Ten to...
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Well, yes, it was actually the
National Education Association
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that was a commission. It
was chaired by the president of
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Harvard and so this
group... and that's right in the
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beginning of this industrial age
if we can look at the time line
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again really quick you can
see how the Committee of Ten...
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This common school movement,
remember we talked about all
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disparate school and they were
looking for this common group
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here and so the industrial age
then really characterized this
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whole approach. So
then during the industrial
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age is when the common school
system really became important.
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Now the quote that I opened
the program with from the report
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from the commission in 1983,
that would still be considered
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the industrial age wouldn't it?
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Yes, that was right around the
transition depending on who you
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are, where you were at, whether
you were in the information age
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yet but that report was
essentially measuring and
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assessing
education up to that point.
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All right, so let's look at that
quote again because what strikes
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me is that this quote made
during the information age was
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basically the school system that
the Committee of Ten had put in
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place for the common bringing
together of students and let's
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look at that
and see what that...
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Yes, check this out. If an
unfriendly foreign power had
00:10:03.53\00:10:07.28
attempted to impose on
America the mediocre educational
00:10:07.31\00:10:10.99
performance that exists today we
might well have viewed it as an
00:10:11.02\00:10:15.06
act of war. And
this is the National
00:10:15.09\00:10:17.28
Commission on the Excellence in
Education. When they gave Reagan
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this report, were there
any major school reforms? We've
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gone from agrarian to industrial
age. Here comes this report
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that says, Hey this is a really
bad situation. Were there major
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reforms made? Well
let's put it this way, the
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repercussions were huge. It was
a big splash in the educational
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market. I mean, it was a big
shock essentially. What they had
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done in this report was taken a
look at education in America as
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well as in other countries
and did comparisons. They were
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thinking that things were not
being done well. It was a shock
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to a lot of people and the
different reforms that have come
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out of that, well not directly
as a result of that, but just
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in effect the whole reform idea
has happened since the Committee
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of Ten met. When they met, there
were groups saying we need to
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change it; this isn't right.
School reform isn't anything new
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it just changes and molds shape
at least in the last 150 years.
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So then if we look at the
graphic from before where we
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had the agrarian into the
industrial age, now coming into
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the early information age
schools basically we're saying
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there just hasn't been a whole
lot that has changed yet, is
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that correct?
Correct. You can see in here
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where the Nation at Risk falls.
It's fascinating and very timely
00:12:04.50\00:12:09.25
and we have another graphic
I'd like to put up also talking
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about these three waves of
commerce or these three areas
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of society. You can
see the transportation and
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I hope this is large enough
00:12:23.11\00:12:24.25
so people can read it,
transportation and how the
00:12:24.35\00:12:27.73
agrarian, industrial and
information ages show how
00:12:27.77\00:12:31.08
transportation has changed, how
families have changed through
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these different times.
Let me do this because we will
00:12:35.52\00:12:38.36
have a lot of people
listening to this by radio so
00:12:38.39\00:12:41.16
transportation during the
agrarian age was horse and buggy
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and then it went to the
industrial age the train and now
00:12:45.27\00:12:49.27
we have planes and cars
during the information age.
00:12:49.30\00:12:51.57
Now the family once in the
agrarian it was extended family.
00:12:51.61\00:12:55.92
Everyone living together. You
got married and you built onto
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the house and everyone was
living together, it was all the
00:12:59.47\00:13:02.90
extended family. Then
in the industrial age it
00:13:02.94\00:13:04.92
became more the nuclear family
because people began to...
00:13:04.95\00:13:08.00
Mom and dad and the kids. When
the kids grew up they went and
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got a house of their own.
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All right and now in the
information age sadly it is...
00:13:12.15\00:13:16.02
Yes, well single parent, blended
families are more common than
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what we might call traditional,
the husband/wife being married
00:13:20.17\00:13:24.22
with their children. So
business during the agrarian
00:13:24.25\00:13:27.88
age was mostly family business,
then it went to bureaucracies
00:13:27.92\00:13:30.92
and then information
we're working with teams.
00:13:30.95\00:13:33.73
Now let's fill in
the blank on education.
00:13:33.77\00:13:38.54
This is what's fascinating. You
look at the agrarian age and the
00:13:38.58\00:13:42.72
one room school house idea or
learning at the farm and in the
00:13:42.76\00:13:46.97
industrial age really, our
current system of education was
00:13:47.01\00:13:51.15
built during the industrial age
and so a lot of public educators
00:13:51.19\00:13:56.04
are saying, Wait a minute. We're
in a new category, we're in a
00:13:56.08\00:14:01.04
new life. What does education
look like in the 21st century?
00:14:01.07\00:14:05.30
What should it look like in
an information age? We have this
00:14:05.34\00:14:11.08
school system designed and very
clearly much of it was very much
00:14:11.12\00:14:16.09
designed to help produce what
they needed. They needed a lot
00:14:16.12\00:14:20.62
of factory workers; people who
would take directions, who would
00:14:20.66\00:14:24.77
do what they were told, who
had a basic skill set, but they
00:14:24.81\00:14:28.55
didn't need a lot of problem
solvers. That's not what they
00:14:28.59\00:14:31.84
really needed. They didn't
need a lot of creative thinkers.
00:14:31.87\00:14:35.09
That's not what they needed.
00:14:35.12\00:14:36.89
So where is public education
heading today. You hear a lot of
00:14:36.92\00:14:42.51
conversation about choice
of schools. Do you think we are
00:14:42.55\00:14:47.93
going to do what like Germany
and some other countries have
00:14:47.96\00:14:50.79
done where we are tracking
students either to go into
00:14:50.82\00:14:54.97
vocational school or college.
I mean, what do you see?
00:14:55.00\00:14:59.42
I guess I don't see America
heading that way although
00:14:59.45\00:15:03.80
testing is absolutely huge.
You know, we have in America No
00:15:03.84\00:15:09.22
Child Left Behind and that is
and accountability movement to
00:15:09.25\00:15:14.92
try to help each child. The
intent is that each child will
00:15:14.96\00:15:18.89
be held accountable for some
test score growth. That's the
00:15:18.92\00:15:22.13
way they're going to measure
whether teachers are doing a
00:15:22.17\00:15:25.30
good job. So they hold teachers
and schools accountable for that
00:15:25.34\00:15:28.74
growth. That's the plan.
00:15:28.77\00:15:32.21
I personally believe part of the
problem with that is that then
00:15:32.25\00:15:37.14
people begin to
teach how to take tests.
00:15:37.17\00:15:40.29
To the test, yes.
And that's not something
00:15:40.33\00:15:43.37
necessarily that's going to have
any lasting effect on the mind.
00:15:43.41\00:15:47.25
Well and as teachers
know there's some students...
00:15:47.28\00:15:49.97
What's interesting, as a teacher
you work with the young person
00:15:50.01\00:15:53.41
every day and you're seeing
they're starting to get it and
00:15:53.44\00:15:57.24
they ask questions in class and
Oh, they're starting to get it,
00:15:57.27\00:16:00.64
Oh yeah, it's coming. Oh this is
great and you give them a test
00:16:00.68\00:16:04.00
and they bomb, you know, what
is the problem? Then you have
00:16:04.04\00:16:07.41
someone else who doesn't
show up and they come and take a
00:16:07.44\00:16:10.52
test and they get it and
you're like how do they do this?
00:16:10.56\00:16:16.32
There is actually a thing called
test-taking skills that can be
00:16:16.35\00:16:22.82
taught that allows
you to do better on tests.
00:16:22.85\00:16:27.53
So what do you see today that
makes you even think that there
00:16:27.56\00:16:31.68
is going to be educational
reform? What's going on?
00:16:31.71\00:16:35.93
Well, we talked in our last
episode or segment about the
00:16:35.96\00:16:44.92
broadening of what it is we're
trying to educate. There was a
00:16:44.95\00:16:49.71
book that came out
called Emotional Intelligence
00:16:49.74\00:16:54.82
Daniel Goldman was the author.
It wasn't written directly for
00:16:54.85\00:16:59.90
education, but his point, and we
have a slide with a quote here,
00:16:59.93\00:17:04.32
centrally emotional intelligence
has a higher correlation with
00:17:04.35\00:17:14.45
success than with IQ has with
success. In other words we're
00:17:14.48\00:17:21.13
spending so much time trying
to help our young people be
00:17:21.16\00:17:24.26
successful and we're trying to
help them build their intellect
00:17:24.29\00:17:27.24
but we're not helping them
build their EQ, their emotional
00:17:27.27\00:17:31.33
quotient. Okay,
so explain emotional
00:17:31.36\00:17:32.33
quotient. Well,
it's separated in some
00:17:32.79\00:17:36.59
fields into
interpersonal relationships,...
00:17:36.62\00:17:40.15
We call them people skills.
00:17:40.18\00:17:42.27
People skills between you and
me and how do we relate to each
00:17:42.30\00:17:44.98
other and then there is the
intrapersonal skills, how you
00:17:45.01\00:17:47.78
relate to yourself when it's all
quiet; what you're thinking, you
00:17:47.81\00:17:51.45
know, how you relate to
yourself. That's the emotional
00:17:51.48\00:17:55.92
intelligence. You
know, since we used Ronald
00:17:55.95\00:17:57.66
Reagan I will make this comment
because I remember hearing
00:17:57.69\00:18:00.87
someone talk about him on the
television. It was a historian
00:18:00.90\00:18:08.07
who said that Ronald Reagan
had the highest EQ, emotional
00:18:08.10\00:18:12.28
quotient, of any president
that we've ever had. He knew how
00:18:12.31\00:18:15.69
to get people to work together.
He certainly didn't have the
00:18:15.72\00:18:18.90
highest IQ. I think they say
President Nixon had a very high
00:18:18.93\00:18:22.35
IQ, but Nixon had a very low
EQ. So I can see where the quote
00:18:22.38\00:18:27.57
that was just on the screen,
EQ or emotional quotient, that
00:18:27.60\00:18:32.83
ability to have those
interpersonal skills really
00:18:32.86\00:18:36.43
is probably, that was just right
on. It is closely related to
00:18:36.46\00:18:44.21
success. Well, and
so what this does for
00:18:44.24\00:18:46.22
me is... Think about this.
So now, emotional quotient,
00:18:46.25\00:18:49.27
think about this, emotional
intelligence, how is that being
00:18:49.30\00:18:54.54
taught in our schools? So the
quick reaction of many educators
00:18:54.57\00:19:00.66
is to do this: Well
let's have a class in emotional
00:19:00.69\00:19:04.23
intelligence. So we add another
class. To think about this, I
00:19:04.26\00:19:08.56
was talking with an elderly
gentleman recently and he said,
00:19:08.59\00:19:12.34
Oh, the school system is
so different. And I thought to
00:19:12.37\00:19:15.93
myself, what. I mean,
it's basically the same thing.
00:19:15.96\00:19:18.51
Well what he did was shared
with me about all of these added
00:19:18.54\00:19:22.65
things that have been added on
since he was in school. It was
00:19:22.68\00:19:27.00
the basics and then they
went and worked. But now we just
00:19:27.03\00:19:32.13
seem to be adding another
class. We find a problem, we
00:19:32.16\00:19:35.71
add another class, we find a
problem, we add another class.
00:19:35.74\00:19:37.86
And then you have a quote
I believe about that kind of
00:19:37.89\00:19:42.06
coverage, don't you?
Yes, absolutely. That's what I
00:19:42.09\00:19:44.90
was thinking. This
is from Howard Gardner.
00:19:44.93\00:19:48.64
The greatest enemy of
understanding is coverage.
00:19:48.67\00:19:53.25
This is the difficulty of the
teacher. Now think about this...
00:19:53.28\00:19:58.63
No Child Left Behind... Okay
you're a teacher and so you're
00:19:58.66\00:20:03.46
being held accountable for
student learning and how well
00:20:03.49\00:20:07.51
they score on the test. What are
you trying to do? You have to
00:20:07.54\00:20:12.81
cover things, you
have to cover that.
00:20:12.84\00:20:15.56
And you can ruin
understanding. I see this.
00:20:15.59\00:20:19.17
You see, this so intertwined
and... Howard Gardner, by the
00:20:19.20\00:20:26.58
way, the one who wrote that
quote, a professor at Harvard,
00:20:26.61\00:20:30.36
was in a group called Project
Zero and they developed a
00:20:30.39\00:20:35.36
strategy or a way of thinking
about intelligence that actually
00:20:35.39\00:20:41.22
divided it up into many
different facets rather than
00:20:41.25\00:20:45.19
just... so rather than saying
intelligence and thinking about
00:20:45.22\00:20:50.28
something that, you ask anyone
about intelligence, oh they
00:20:50.31\00:20:53.69
know what that is, that's the
mind. Well what he did in their
00:20:53.72\00:20:57.93
group was they studied different
brain functions of different
00:20:57.96\00:21:01.59
areas of the brain and said
what is the intelligence that's
00:21:01.62\00:21:05.72
brought to the human experience
from this portion of the brain?
00:21:05.75\00:21:09.20
So they studied people who were
brain damaged with different
00:21:09.23\00:21:13.64
areas and what were the
functions they were losing and
00:21:13.67\00:21:16.73
it was really fascinating. So we
had logical mathematical, okay,
00:21:16.76\00:21:21.99
linguistic; those were two that
we all knew and in fact if you
00:21:22.02\00:21:26.71
do well in those you do
typically well in school and
00:21:26.74\00:21:30.34
that's what our schools are
primarily focused on. Musical
00:21:30.37\00:21:33.90
intelligence, spacial and
we now people like that who get
00:21:33.93\00:21:39.07
directions, they just know where
they're at, you know. So there's
00:21:39.10\00:21:42.93
all of these different
intelligences that we don't
00:21:42.96\00:21:46.24
recognize in school. You know
I've talked before about the
00:21:46.27\00:21:49.62
curriculum cloud. What is
it that we're trying to learn,
00:21:49.65\00:21:53.58
what's the goal? But what we've
done is we've focused on just
00:21:53.61\00:21:58.99
logic, logical mathematical,
the linguistic and getting it
00:21:59.02\00:22:03.16
covered. Focusing on the
content rather than watching the
00:22:03.19\00:22:07.50
understanding of the children
being developed. It's difficult.
00:22:07.53\00:22:09.52
So essentially what you're
saying is that our high schools
00:22:09.55\00:22:13.83
we've got a lot of good people
out here who are trying their
00:22:13.86\00:22:17.38
best to make certain the teens
get a good education, but what
00:22:17.41\00:22:24.28
they're doing is falling back
into that system of, well you
00:22:24.31\00:22:28.01
don't understand emotional
quotient then we will give you
00:22:28.05\00:22:32.71
a class to cover emotional
quotient. You had a quote from
00:22:32.75\00:22:37.17
Bill Gates and I'd love to put
that on the screen right now.
00:22:37.20\00:22:41.07
It's right along this same
line. This is an amazing quote.
00:22:41.10\00:22:45.37
Now you'll notice at the top
of the screen it says Change in
00:22:45.41\00:22:50.47
Outcomes. The point of that is
there are business leaders who
00:22:50.50\00:22:56.23
are saying we can't keep doing
things the way we are doing them
00:22:56.26\00:23:01.96
now. We've got to change.
Our high schools, he says, were
00:23:01.99\00:23:05.98
designed to meet the needs of
another age. He's talking this
00:23:06.01\00:23:10.81
same conversation. Bill Gates
understands what's happening
00:23:10.85\00:23:15.58
with our education system in the
sense of this is an industrial
00:23:15.62\00:23:19.38
age design coming
to an information age.
00:23:19.41\00:23:22.88
And if anybody understands
the information age, Bill Gates
00:23:22.91\00:23:27.19
does, because he has become a
multibillionaire. I'm sure where
00:23:27.22\00:23:31.06
his great understanding of this
is coming in is just to see how
00:23:31.10\00:23:34.90
do we find workers who are
coming out of this high school
00:23:34.93\00:23:40.07
curriculum system that was
meant to train factory workers,
00:23:40.10\00:23:45.20
how do we find workers
that are qualified for the
00:23:45.24\00:23:49.03
information age?
Exactly. I was looking recently
00:23:49.07\00:23:52.79
at a report from an eastern
state, New Hampshire, I believe.
00:23:52.82\00:23:59.11
They've taken a whole systemic
relook at their high school
00:23:59.15\00:24:04.76
process saying that rather than
just covering content in their
00:24:04.80\00:24:10.38
classes, they wanted
their students to develop
00:24:10.41\00:24:13.09
competencies. Do
you see the difference?
00:24:13.12\00:24:16.09
Yes I do. So now
you're held accountable
00:24:16.12\00:24:19.02
not for the teacher covering it,
but for the students actually
00:24:19.05\00:24:23.60
being able to develop the skills
and the competencies. So they're
00:24:23.64\00:24:27.84
talking about a redesign in that
report. That's interesting in
00:24:27.88\00:24:31.38
and of itself. In that report,
there was a little graph, I
00:24:31.42\00:24:34.73
thought about oh maybe I should
bring it here. What it did was
00:24:34.76\00:24:40.25
it showed in 1900 the percentage
of manual labor jobs versus the
00:24:40.29\00:24:46.93
percentage of brain worker jobs.
Then in 1950 it more equaled out
00:24:46.97\00:24:52.75
but still there were more manual
labor jobs. Then in 2000 now
00:24:52.79\00:24:57.61
it's the other way around. So we
have an educational system that
00:24:57.65\00:25:02.44
was actually
designed for this group...
00:25:02.47\00:25:04.11
Now that's all being outsourced.
All those type of jobs are being
00:25:04.14\00:25:09.94
outsourced. Yes
that's part of the challenge
00:25:09.97\00:25:12.03
So is this a true statement?
I'm think I'm seeing why reform
00:25:12.06\00:25:17.62
might be so difficult because
we've got 100s of years of
00:25:17.65\00:25:22.42
education, a couple hundred
years of education anyway, of
00:25:22.45\00:25:27.65
going with a certain system and
it is an academic system, the
00:25:27.68\00:25:32.96
reading, writing, 'rithmetic
and all of a sudden now if my
00:25:32.99\00:25:36.70
children are in school and
you're telling me you're going
00:25:36.73\00:25:39.88
to change the whole way,
I'm going to look at it and say
00:25:39.91\00:25:42.99
I don't like this system. That's
not what I grew up with. So is
00:25:43.02\00:25:46.60
that... Sure absolutely.
00:25:46.64\00:25:48.10
And even from an educator's
viewpoint was it hard for you
00:25:48.14\00:25:50.62
to make a mind shift?
00:25:50.65\00:25:51.67
Well in my Ph. D. program
we studied how people learn and
00:25:51.70\00:25:57.64
then we took a look at how the
education system ran and that's
00:25:57.67\00:26:02.25
when it because crystal apparent
to me. It's not designed to
00:26:02.28\00:26:06.83
optimize learning; that's
not what it's designed for.
00:26:06.86\00:26:09.17
Now wait a minute. Are you
talking about the four different
00:26:09.21\00:26:12.66
learning preferences
like auditory learning styles.
00:26:12.69\00:26:15.96
You did once tell me though that
those are really preferences;
00:26:16.00\00:26:21.13
that we all learn in
every way. Is that correct?
00:26:21.17\00:26:23.16
Yes, yes. In fact, learning
styles, the research on learning
00:26:23.19\00:26:25.91
styles, the last time I looked
at the literature about five
00:26:25.95\00:26:29.10
years ago, and there's been
a lot of stuff done on learning
00:26:29.14\00:26:32.81
styles. What happens in learning
styles is that people have
00:26:32.85\00:26:37.16
preferences of the way they like
to learn, but the problem is
00:26:37.19\00:26:42.40
when we try to design a class
that's specifically for auditory
00:26:42.43\00:26:47.51
learners and give them a lot
of auditory everyone needs every
00:26:47.55\00:26:51.73
kind and so the best way is to
make sure that we have lots of
00:26:51.77\00:26:55.99
variety. For teachers, learning
styles is a nice way to help us
00:26:56.02\00:26:59.84
understand something, but the
best thing that learning styles
00:26:59.87\00:27:04.93
tells is that we need lots of
variety. We have one more quote
00:27:04.96\00:27:09.05
that I'd like to come to
before we're getting close here.
00:27:09.08\00:27:13.13
Schools are
Damaging. Look at this:
00:27:13.71\00:27:16.34
The present day educational
system... look at the words he
00:27:16.38\00:27:19.35
uses... is damaging to young
people. Evidence of this harm
00:27:19.38\00:27:22.31
is being presented from
psychological, neurological,
00:27:22.35\00:27:25.18
sociological, statistical
and common-sense perspectives.
00:27:25.21\00:27:27.97
That's amazing. So we can see
there is a great need for reform
00:27:28.01\00:27:31.81
and reform is beginning,
but we're not going to have time
00:27:31.84\00:27:35.57
to talk about it in this program
so we're going to just invite
00:27:35.61\00:27:38.87
you to come back and we'll talk
about that reform when you do.
00:27:38.90\00:27:42.90
Thank you so much for joining
us. You know we are so glad that
00:27:42.94\00:27:47.01
you joined us today and I hope
that this is... we're not trying
00:27:47.05\00:27:51.82
to be critical in the sense that
we're pointing fingers or being
00:27:51.85\00:27:55.61
judgmental. What we are trying
to do is do critical thinking
00:27:55.65\00:27:59.44
and get everyone to thinking
about what can we do to have
00:27:59.48\00:28:03.23
the kind of
educational reform we need.
00:28:03.27\00:28:05.19
May God bless
abundantly. Join us next time.
00:28:05.23\00:28:11.71