Changes

   

   

I might go further in that, that your people truly do not understand the right and the need for self-determination, which brought your nation into existence, which gave you your freedoms.  Even now, your population is seeking an expansion of its right of self-determination, but does not have the social mind or the wherewithal, the courage of a firm backbone of knowledge of history to do so.  I hope my metaphors have not confused you.  

I might go further in that, that your people truly do not understand the right and the need for self-determination, which brought your nation into existence, which gave you your freedoms.  Even now, your population is seeking an expansion of its right of self-determination, but does not have the social mind or the wherewithal, the courage of a firm backbone of knowledge of history to do so.  I hope my metaphors have not confused you.  

===='''''[[Pedagogy]]'''''=====

===='''''[[Pedagogy]]'''''====

*Teaching history meaningfully

*Teaching history meaningfully

   

   

MONJORONSON:  That is exactly correct.  History, again, is as many of your educational subjects are, taught in the linear manner—at this date, such and such happened, and at the next date, such and such happened—those factors are almost irrelevant in the social mind that must be educated to make conscious and deliberate and competent decisions concerning contemporary issues and problems.  The good history is taught through playacting, through role taking, and imagining situations being developed.  Your historians, your teachers of history, are very deficient in this mode, and it comes from top-down policies for teaching subjects of education, where thoughtful teachers who would wish to teach it differently, are not allowed to do so.  It is our wish that your teachers of history would as diligently teach their subjects—students—the difficulties of historic situations and how they were overcome, how there were failures, and why those failures came into existence, and why successes came into existence.  We wish they would teach as diligently as your military leaders teach military history.  The lessons of war are well known to tacticians and strategists, and are held in the minds of current military leaders as requirements for becoming those leaders, even of platoons.  These lessons of military are exact and they are deadly.  If you are the victim or the conqueror, they are deadly.

MONJORONSON:  That is exactly correct.  History, again, is as many of your educational subjects are, taught in the linear manner—at this date, such and such happened, and at the next date, such and such happened—those factors are almost irrelevant in the social mind that must be educated to make conscious and deliberate and competent decisions concerning contemporary issues and problems.  The good history is taught through playacting, through role taking, and imagining situations being developed.  Your historians, your teachers of history, are very deficient in this mode, and it comes from top-down policies for teaching subjects of education, where thoughtful teachers who would wish to teach it differently, are not allowed to do so.  It is our wish that your teachers of history would as diligently teach their subjects—students—the difficulties of historic situations and how they were overcome, how there were failures, and why those failures came into existence, and why successes came into existence.  We wish they would teach as diligently as your military leaders teach military history.  The lessons of war are well known to tacticians and strategists, and are held in the minds of current military leaders as requirements for becoming those leaders, even of platoons.  These lessons of military are exact and they are deadly.  If you are the victim or the conqueror, they are deadly.

   

   

Your lessons of history are as succinct and can be summarized as easily and as thoughtfully and as philosophically as military tactics are taught.  When you teach history this way, you will surely learn the basic elements of a sustainable society and a basic civilization.  You will find that there are trends that are destructive to a society, and a civilization, which come about through the slow, ponderous movement of time and the accretion of ill-conceived decisions, faulty decisions, and this is the situation your country and the world has gotten into at the present time.  Someone must see through all of this chaff, all of this fog of decision-making, to see clearly, how to weigh the fundamental basic elements of survival, let alone existence and sustainability.  History has an eminent place in your education and every thoughtful, intelligent child should be taught history in this manner.  

Your lessons of history are as succinct and can be summarized as easily and as thoughtfully and as philosophically as military tactics are taught.  When you teach history this way, you will surely learn the basic elements of a sustainable society and a basic civilization.  You will find that there are trends that are destructive to a society, and a civilization, which come about through the slow, ponderous movement of time and the accretion of ill-conceived decisions, faulty decisions, and this is the situation your country and the world has gotten into at the present time.  Someone must see through all of this chaff, all of this fog of decision-making, to see clearly, how to weigh the fundamental basic elements of survival, let alone existence and sustainability.  History has an eminent place in your education and every thoughtful, intelligent child should be taught history in this manner.

 

===='''''[[Discipline]]''''', '''''[[Determination]]'''''====

===='''''[[Discipline]]''''', '''''[[Determination]]'''''====

*Complacency and lack of backbone

*Complacency and lack of backbone