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Ages Four and Up, by Daniel Greenberg

An industrialized society needs highly trained robot-like people to fit into certain places in the economy. This takes time and effort. To take a human being and turn him into a robot is something that you can't do overnight. In the old days, children started apprenticing themselves when they were still quite young; it was fairly common to see four and five year olds standing around a smithy or a weaving shop or whatever and learning the intricate tricks of the trade. Indeed, even toddlers are capable of absorbing minute details of the procedures taking place in the home - even intricate ones like how to cook, how to clean, etc. It is a mistake to think that little children cannot be useful in complex situations. They can be.

It is not the complexity that we are talking about at all. From the dawn of man little children found ways to ease themselves into complex situations gradually. Even in the most complex industrial society children aged four and up can have a vital role, can find a place of interest where they can observe and slowly master all the intricacies. It is the need to turn them into robots that takes time.

Today, the average Ph.D. in science is an uncreative robot drone who still has to go out and become a post-doctoral appointee for several years under somebody else's guidance. Usually, he doesn't begin to do his own work until he is in his thirties. Why is this the case, when a generation or two ago the norm was that people in their early twenties were doing creative work? Society puts tremendous pressure on developing scientists to keep them in line, and the longer they are kept in line, the less likelihood there is that at the end of their long training they will still be independent and creative enough to break out of their pre-set mold.


toto kind of vysvetluje vsetkych konformnych ludi, ktori svoj zivot neziju naplno, a nevedia co so svojou buducnostou.. :/
a nasledne svojou pasivitou dojebavaju efektivne fungovanie spolocnosti, lebo svoju robotickost potom nutia ostatnym.. :/




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psycho
 psycho      21.02.2010 - 18:29:19 , level: 1, UP   NEW
When we opened the school, we were told that there's no way to give 4-year-olds a vote. People predicted that within a year we'd be closed. "They're kids. They'll buy candy with all the budget. They'll do something crazy. You can't give kids responsibility. They're not capable of thinking about the future." What is there to say, decades later, when a school that has been run by the School Meeting, in which every child regardless of age has the same vote as every adult, a school that started out in 1968.

So much for kids who spend all the money on candy! There isn't a person who graduates from the school who doesn't understand what it means to be a responsible member of the community. And there isn't an adult in the school who is uncomfortable with the fact that they share their power equally with the children.

So let me end with the following observation to help bridge this culture gap. People come to SVS and see it as being in "perpetual recess," and it gives them a little twinge and perhaps they start worrying. Today schools were started by people who sat down and thought about education and said, "This is the kind of school we need to create a great industrial society." And do you know what happened? People in the 19th century used to walk into those "newfangled schools" and experience culture shock! They'd say, "This is a school? My kids could be spending their time productively out in the fields on the farm. They could be apprenticing as tradesmen, or as craftsmen, or doing all sorts of useful things. You mean to tell us that taking kids and sitting them at desks and having them write on chalkboards, that's a school? You're calling that education?" They had just as weird a feeling then as people have today looking at Sudbury Valley! It took many, many years for people to get used to the industrial-age schools which are so accepted now!