Monthly Archives: November 2016

WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

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WHAT MAKES A PHYSICIST’S JOB AND A PRESCHOOL TEACHER’S JOB MORE ALIKE THAN ANY OTHER TWO PROFESSIONS?

Does this title sound like the beginning of a tricky little riddle, perhaps with an uncanny and intriguing answer that is stranger than fiction?

The truest measure of a society’s success is equivalent to the education it provides for its nation’s children, because children are the future of every society. Having said that, should the standard quality of a nation’s whole education system be defined by its version of preschool, specifically, the 3 – 5 year old stage of preschool brain development? We universally accept the wisdom, that the early years are the “foundation for everything in life”, but are we doing all we can to implement its significance and effectiveness?

“Educational reform” has all the necessary appearances of emphasizing how we ought to reformulate the K-12 years of education. But this approach is so wildly incoherent, and analogous to believing that a half-baked cake can still be mixed with an ingredient that was missed during the original mixing process. Yet, in America, this is how we mix and re-mix strategies to aid our ailing education system. The debates and tactics rage on and on, without ever identifying what should be the most obvious solution.

In most western industrialized societies, we believe “a,b,c & 1,2,3” to be the fundamentals of education. It is a staunch belief, and staunch beliefs often dismiss us from doing some very needed critical thinking – the very thing our nation’s young adults are missing the chance to get a firm grip on.  In parallel fashion, a,b,c & 1,2,3 are the basic parameters that recent, current and upcoming generations of young adults were cultivated upon when “nursery school” became the fashion. What does that have to do with anything? Well technically speaking it means that we’ve cheated our nation’s children out of receiving a true education.

“Education” and “Brain Development” ought to be completely synonymous in every sense, they should be homogenous, they should be pasteurized together … you get the picture. We are discovering way too much about brain development for these two processes to continue masquerading as separate entities. So what do we do to synthesize and amalgamate them? First, we define the connecting roots for both of these traits, and then we actually connect them – at their root.

Seeking knowledge and seeking out the origins of knowledge are essential to the properties and elements of human brain development – that’s why we do it. Natural Science and Physics are our greatest venues for discovering the roots of knowledge. These fields define the laws, energy and matter of the universe, and are therefore the building blocks for every field of knowledge, including the elements that construct every star, moon, planet and living thing.

Now to state what should be the obvious, these natural laws existed long before we discovered ways of collecting and recording their properties with formal Literacy, or “a,b,c’s” and Numeracy, or “1,2,3’s”. The first stories of humanity and early observations of our world and universe were handed down by word of mouth and pictures – but you already knew that. By the same token, the human brain existed long before alphabets and numbers were discovered.  It is at least rumored that the human brain is the most complex thing in the universe, and that it even is a representation, or microcosm of the universe. It seems fitting then, or parallel that our brains’ greatest potential require the same basic elements of knowledge that the universe has required for its structure and development. But we are using far less of our brains’ potentials than we are naturally destined to use, and the peculiar tendency common to that condition is an inadvertent belief that we are exempt from these elemental processes.

It’s time to get back to basics and realize what those elements are. Why is the field of Physics put on such a pedestal? Because it is a field that best answers some of the fundamental and key questions about the universe, which is the source of our existence. These key elements are known in Physics as the “Language of the Universe”, they are one and the same as the fundamental Principles of Mathematics.  These fundamental math principles are the description and definition for everything in the universe, including us. Math is everything, and everything is fundamentally mathematical, and whatever you do in life, Math really is your very best friend, even if you dislike Arithmetic. Yes, it’s time we understood the difference.

So, to get back to our riddle, that is, to settle the meaning of this article’s title; “Why are Physicists and Preschool Teachers’ job more alike than any other two professions”? It is very simple. Physicists uncover the Fundamental Principles of Math – or basic laws of the universe, and Preschool Teachers (are supposed) to provide and administer the basics of knowledge – the Fundamental Principles of Math – to every young child. The question is; are Preschool Teachers being trained to do their jobs, and are they allowed to do what their genuine job descriptions actually entail? Sounds like both jobs are equally significant, but maybe it also explains why Physicists win Nobel Prizes, while Preschool Teachers are never even given that consideration.

The bottom line is, as long as we refuse to surrender the belief that a,b,c & 1,2,3 constitute the basics of formal education, we are inadvertently engaging in a futile battle against the fundamental laws and mechanics of universal knowledge. However, if we insist on upholding a,b,c & 1,2,3 as the cornerstones of learning, then they must, at least, be administered by all of the Fundamental Principles of Mathematics, and this is where we falter.

Until we cognitively reconcile with the basic knowledge properties of the universe, as defined by the Fundamental Principles of Math, we can propose and promote every kind of remedial method for reforming our K-12 years of formal schooling. Even when, and if K-12 become, homogenized with genuine brain development, it will eventually point us toward refurbishing the roots of early education, that is specifically, preschool brain development. Whether we choose to imitate the Chinese school standards, or strike a pose with the Finnish system of education, one thing is for sure, and that is that both of these countries must have a more exquisite understanding of the concept that “preschool is the foundation for everything in life”. If “math is everything” and if “preschool is the foundation for everything” – and everything means everything – then preschool is the solution for fixing everything within a nation and its societal progress.

Early Education is officially and formally described as “cognitive development”. What most folks are unaware of is that this term is merely the formal title of “math” for preschoolers. Everything is math and preschoolers are learning the basics of everything. This is all the scientific and Neuro-scientific proof we need to emphasize preschool as the strategy for reforming everything in America – especially our education system.

Of course, there’s one more important ‘P’ in this pod, and it’s “Parenting”. It has everything to do with brain development, because that’s what parenting actually is. When this tripod of Parenting, Preschool teaching, and a Physicist’s job work together in unison for human progress, then the cornerstones for intelligent, compassionate and optimistic societies can be established and built – in conjunction with the authentic traits of intuitive intelligence – ultimately fulfilling the purpose and full potential of humankind. The brain is the answer to human harmony.

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