Changes

Vicki:  Monjoronson, I’d also like to talk a bit more about the inefficiency that you see in our educational systems, and I’d like to bring up one thing that kind of ties to our current [[discussion]] here.  Some of the holistic, [[integrated]], authentic-type activities that allow children to [[explore]] [[concepts]] of [[history]] as well as [[philosophy]] in a living way, are considered by many people running our school systems as an inefficient use of time, especially when attempting to educate large numbers in our public schools.  And so I’m thinking what they consider as inefficient is almost directly in [[conflict]] with your [[feelings]]—or maybe it means something different.  Could you explain?

Vicki:  Monjoronson, I’d also like to talk a bit more about the inefficiency that you see in our educational systems, and I’d like to bring up one thing that kind of ties to our current [[discussion]] here.  Some of the holistic, [[integrated]], authentic-type activities that allow children to [[explore]] [[concepts]] of [[history]] as well as [[philosophy]] in a living way, are considered by many people running our school systems as an inefficient use of time, especially when attempting to educate large numbers in our public schools.  And so I’m thinking what they consider as inefficient is almost directly in [[conflict]] with your [[feelings]]—or maybe it means something different.  Could you explain?

   

   

MONJORONSON:  Most definitely.  First of all, [[ironically]] I would have to agree that your schools are extremely inefficient when they teach these topics.  However, efficiency is not an [[effective]] element of educational [[measurement]].  Rather, the effectiveness of the educational [[system]] is one which is of much more concern to us.  Truly, who rocks the cradle forms civilization[http://nordan.daynal.org/wiki/index.php?title=Paper_84_-_Marriage_and_Family_Life#84:6._THE_PARTNERSHIP_OF_MAN_AND_WOMAN], and your educators have gotten yards, miles, continents away from the [[heart]] of [[education]] for a [[civilization]].  They are far more concerned about test scores, about hard subjects, rather than forming and building [[effective]] [[citizens]] for the [[future]], who are integral and [[supportive]] of a [[sustainable]] [[society]].  

MONJORONSON:  Most definitely.  First of all, [[ironically]] I would have to agree that your schools are extremely inefficient when they teach these topics.  However, efficiency is not an [[effective]] element of educational [[measurement]].  Rather, the effectiveness of the educational [[system]] is one which is of much more concern to us.  Truly, who rocks the cradle forms civilization[https://nordan.daynal.org/wiki/index.php?title=Paper_84_-_Marriage_and_Family_Life#84:6._THE_PARTNERSHIP_OF_MAN_AND_WOMAN], and your educators have gotten yards, miles, continents away from the [[heart]] of [[education]] for a [[civilization]].  They are far more concerned about test scores, about hard subjects, rather than forming and building [[effective]] [[citizens]] for the [[future]], who are integral and [[supportive]] of a [[sustainable]] [[society]].  

   

   

[[Education]] as it is taught now, by the [[numbers]] for measurable “heart,” measurable outcomes, is not a significant contributor to the effectiveness and sustainability of the longevity of a [[society]], let alone a [[civilization]].  You have in any [[society]] the capacity to form the [[future]] [[leaders]] of your nation, your [[culture]].  Your educational system truly has not measured this [[qualitative]] aspect of their educational [[systems]].  Yes, we know that qualitative measurements are difficult to [[support]] and justify in budgetary considerations, but that is short term, short lived.  Truly effective educational systems do both; they allow for the hard measurable [[progress]] of students as they [[grow]] in [[mind]] and [[spirit]], and in their educational acumen.  It must as well allow [[individual]] students the [[opportunity]] to [[explore]] the [[qualitative]] aspects of living that contribute to a quality life for millions of others around them, as they grow and become contributing members as adults in their [[society]].

[[Education]] as it is taught now, by the [[numbers]] for measurable “heart,” measurable outcomes, is not a significant contributor to the effectiveness and sustainability of the longevity of a [[society]], let alone a [[civilization]].  You have in any [[society]] the capacity to form the [[future]] [[leaders]] of your nation, your [[culture]].  Your educational system truly has not measured this [[qualitative]] aspect of their educational [[systems]].  Yes, we know that qualitative measurements are difficult to [[support]] and justify in budgetary considerations, but that is short term, short lived.  Truly effective educational systems do both; they allow for the hard measurable [[progress]] of students as they [[grow]] in [[mind]] and [[spirit]], and in their educational acumen.  It must as well allow [[individual]] students the [[opportunity]] to [[explore]] the [[qualitative]] aspects of living that contribute to a quality life for millions of others around them, as they grow and become contributing members as adults in their [[society]].

===='''''[[Temperament]]'''''====

===='''''[[Temperament]]'''''====

*[[Temperament]], predisposition and proclivities

*[[Temperament]], predisposition and proclivities

Vicki:  I’d like to [[discuss]], if we can, something that [[affects]] what [[children]] [[choose]] for their [[professions]], and that is their [[temperament]].  The temperament of an individual [[influences]] not only how one learns, but how one [[interfaces]] with others in the [[social]] [[environment]].  I noticed that in the [[Urantia Book]], much [[effort]] has been taken to describe the temperaments of each of [http://nordan.daynal.org/wiki/index.php?title=Paper_139_-_The_Twelve_Apostles#PAPER_139:_THE_TWELVE_APOSTLES Christ Michael’s Disciples], and interestingly enough, they were very [[different]].  Knowing that we as individuals have a [[unique]] blend that forms our [[temperament]], are there still some general [[Typology|prototypes]] within our [[populations]] that we should [[study]] or [[understand]]?

Vicki:  I’d like to [[discuss]], if we can, something that [[affects]] what [[children]] [[choose]] for their [[professions]], and that is their [[temperament]].  The temperament of an individual [[influences]] not only how one learns, but how one [[interfaces]] with others in the [[social]] [[environment]].  I noticed that in the [[Urantia Book]], much [[effort]] has been taken to describe the temperaments of each of [https://nordan.daynal.org/wiki/index.php?title=Paper_139_-_The_Twelve_Apostles#PAPER_139:_THE_TWELVE_APOSTLES Christ Michael’s Disciples], and interestingly enough, they were very [[different]].  Knowing that we as individuals have a [[unique]] blend that forms our [[temperament]], are there still some general [[Typology|prototypes]] within our [[populations]] that we should [[study]] or [[understand]]?

   

   

MONJORONSON:  Yes, most definitely.  This whole topic of [[temperament]] and predisposition is sufficiently important as to become a realm of [[study]] and of [[counseling]] for [[children]] and for [[young adults]], as they grow up and look towards placement in their [[society]], whether it is a job or a social setting.  [[Understanding]] and having this [[wisdom]] for each [[individual]] is important for their [[quality of life]], for their [[happiness]], for their right placement.  It is important to the point where it helps prevent misplacement of [[individuals]], to prevent [[alienation]] from a social [[group]], from rejection, from being [[isolated]].  It is important to assist the individual to become successful earlier than later, through [[personal]] [[experience]].  Yes, there are [[temperament]] [[Types|prototypes]] and stereotypes, which are accurate, and there are at least a dozen to two dozens of these typical temperaments of your [[species]].  There are many variations, however.  

MONJORONSON:  Yes, most definitely.  This whole topic of [[temperament]] and predisposition is sufficiently important as to become a realm of [[study]] and of [[counseling]] for [[children]] and for [[young adults]], as they grow up and look towards placement in their [[society]], whether it is a job or a social setting.  [[Understanding]] and having this [[wisdom]] for each [[individual]] is important for their [[quality of life]], for their [[happiness]], for their right placement.  It is important to the point where it helps prevent misplacement of [[individuals]], to prevent [[alienation]] from a social [[group]], from rejection, from being [[isolated]].  It is important to assist the individual to become successful earlier than later, through [[personal]] [[experience]].  Yes, there are [[temperament]] [[Types|prototypes]] and stereotypes, which are accurate, and there are at least a dozen to two dozens of these typical temperaments of your [[species]].  There are many variations, however.