Where does the liberty go?

Teaching is a person’s responsibility. Programs are not built for that.

Education is organized as a program – measured, and measured. But learning doesn’t work that way. And teaching? Teaching is a human job – advanced, emotional and true. That difference is over philosophy. Active, everyday problem of teachers.

I. Education Program. Learning and teaching is not the case.

This shows the challenge: where the systems are making decisions, but people do the work, rage is inevitable.

II. Programs are made of parts. People are not.

Education, as a program, is made up of parts – and those parts can be built in any way. That is, they submit themselves because we, as individuals, submits.

III. Unemployment is a useful fraud.

It becomes only an aim under the examination of others, and at that time, that focus is temporary. As soon as we leave something for a common study item – to someone from person – discernment lost.

(To the biologist, the types of kinds become a stamp becomes a monkey becoming a friend.)

Iv. For loss of impartiality, we get a connection.

It is offset for this care for people available. And working together that we find our dependence. The way we connect with people, gaps and ideas, we begin giving ourselves. Another to the one.

V. The program cannot be able to plan this.

Education has no way to support this process. That task crosses teachers. If it is not possible, the context of reading is gone. Becomes a shell.

(This is when academics from the appropriate body of information about the process of making machines that look at its intelligence.)

Systems do not plan people. They talk about the code. Teachers speak in language people – and that burden is silent.

Vi. Systems don’t talk. People do.

Programs use binary language. People use feelings, actions, peace and laughter. The system cannot speak to your teacher. The curriculum cannot talk to the community. But students and families and teachers can. It is the only real parts.

Vii. The truth is a building that builds and review.

How we see ourselves by showing the earth. And how we see the formation of the world we think is. We build and build literally support our ownership.

(Think about how you were looking at 17 by comparing how you see them now – and what has created a change.)

VIII. Teachers interpret two illegal languages.

This is the innocent process that education is always disturbing – because he has never learned the language of each student. The baby is in the absence, sitting in this seat. Teachers are translators – they can speak well to people and program, and stretch between them.

Ix. Systems lower. Teachers met.

Once the system prioritizes the humanity’s perspective on people, the information becomes marks and certificates. This is not bad. It is evident. Programs want to be measured and rejecting others.

X. Technology increases the program, not a person.

Edtech promised relief. But without a personal focus on man and communication, it simply enables the program-launching all rooms, lighting all the performance of the method, accelerating the whole oppression.

The best edtech can – without the word of the teacher, students, and families – is disturbed.

Xi. Start with someone, not the program.

If your knowledge, wisdom, reading, and writing, and the critical thinking is in our yeasts, we should not first with the programs, but people. Conditions that help these qualities in the real world. We work back to people, not forward policies.

XII. Ask better questions.

We can do worse than starting with the question:

If knowledge brings the mind, ever released, where have they been?

Then ask:

The education can make a place to prosper, not just work?