Antidisestablishmentarianism...

If systems are religious and become ritualistic and limnal, do not benefit the parish of learners, such systems must die; contributions and associations to such schools must stop; system must be deemployed if a complete cold reboot is not possible because the architecture resists such reboot designs. Church is but a metaphor in this post for any establishment. I have been witness to one such and was given a cold bath yesterday...

I've always known one cannot fly with turkeys; but, the moment of epiphany is when the realisation dawns that those around you are turkeys. At least, those ruling the roost are turkeys, Orwellian pigs and dogs that would piss on the blueprint when it is not conducive to their egoistic parasitism and predatorial social climbing instincts. You take a decision then: DO NOT fly with turkeys anymore.!

A system that is non-inclusive either at ideological or at practical level is what fuels factions, divisions, partitions; especially when that system harbours cheap ideas of reparations of perceived harms of the past, now that those ruling the roost for the day come to believe they have the power to abuse, however temporarily, to score a pyrrhic victory.

A system that does not want to encourage a pan-systemic fabric in the interests of all stakeholders, but only attempts to foster one in order to protect its interest is myopic. It only wants to include others at their own terms. Such a system is not interested in the long term development of a culture, but works to ensure that the power centre stays with the founders. Such a system is controlled periodically or cyclically by short-sighted minds that wants to ensure their relevance and is its own cancer.

We are living in such times under such systems from local to global, national to universal, notional to empirical. We are living in such matrices as need to be either overthrown or shirked. I was witness to one such very recently and one such that I WAS glad to be a part of and contribute to in the past; a system that is no more open to improvements but is mired in its own bog of physiological growth into bureaucracy that does not anymore aim to foster the growth of its ultimate, purported recipients: learners!

The founding fathers and mothers have long deserted in foresight, surrogate suppliants cyclically lord over ensuring the inorganic degeneration. The gods of rationale and wisdom too would soon desert them. Newer parallel systems would perhaps overtake. Pity to what could have been!

The Challenge Before Us Today...

What we need to teach the children today is the difference between reality and the ideal.

The ideal is to be sought after, striven for, even worked towards; however, it is also essential to show the children the need and importance of accepting reality (at its face value) and learn to live with it, in it.

There is nothing wrong in wanting everything and desiring to do that which only appeals to us. Though, the reality does not pan out that way; to accept their unwillingness to come to terms with the needs of reality and not wanting to do what they do not like to do, in the short or longer run, would eventually lead to delusions; to become unable to live life as it is and at its own terms; to be left behind; to become escapist and ultimately, as failures.

Failure in what sense: in a practical sense. Sometimes, thus, the visionaries of a system must accept that we need to thrust upon children what they may not like, but must learn to do, precisely because they do not know the need to be reality-compliant. To do is more important than to dislike. Else, the future is fragile!