The Ten Deadly Sins of Education
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Sin Number

Result

Observation

Action

Result

1. High school education emphasizes core intelligence at the expense of non-core special intelligence1.

Core intelligence is academic and enhanced by education, non-core intelligence is hands-on and enhanced by training.

High school students with non-core special intelligence take too many courses exclusively designed to enhance core intelligence and too few courses to enhance their non-core special intelligence.

 

Skills associated with all kinds of special intelligence are socially and economically rewarded, provided minimal core intelligence skills are achieved for a given career.

Example: My two least academic nephews, one dropped out week one of the ninth grade and the other graduated from the neighboring vocational high school, are easily the most financially successfully of my eight nephews and nieces, though my niece who graduated college at about 30 years of age may be catching up.

Grades for all levels should measure skill development in all kinds of intelligence with special emphasis given to special intelligence. Students with high core intelligence will realize that other kinds of intelligence are important and students with non- core special intelligence will realize all kinds of intelligence are equally important.
2. Education ignores the fact that intelligence is normally distributed. People take academic courses substantially beyond their capabilities and spend substantial time developing subjects areas in which they have little intelligence at all.

 

The world does not pay people with average mathematical ability to do algebra.

In the 1960', people in the top quarter mathematically could enhance their career taking college math courses. Today, because of international competition, being in the top 10% makes investing in math education profitable.

A realistic appraisal of all intelligence should be made at times when intelligence can be properly measured.

Students should not be required to enhance intelligence for which they have little aptitude.

Students and parents will understand the need to investigate and determine appropriate education and training.
1 Howard Gardner's Multiple Intelligence defines these eight kinds of human intelligence. 1. Mathematical-logical (problem solving, fix or repair, program) 2. Spatial (dance, sports, driving a bus) 3. Bodily-kinesthetic (acting, mime, sports) 4. Musical-rhythmic (composing, playing music, clapping) 5. Verbal-linguistic (reading, using words, public speaking, storytelling) 6. Interpersonal (social skills, reading other people, working in a group) 7. Intrapersonal (introspection, self-assessment, goal making, vision, planning) 8. Naturalist (able to distinguish among, classify, and use environmental features)

Mathematical-logical and Verbal intelligence represent core intelligence. People with above average ability in any of the eight areas of intelligence, have special intelligence.
People writing standardized high school competency exams insult the intelligence of those with non-core special intelligence.
Thankful the world of work rewards these types of intelligence.

Continue to Next Page for sins 3-5

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