What is EDUCATION’s business?

1. What is EDUCATION’s business?

2. Education grew from the need to: Support the next generation in its efforts to learn what they need in order to succeed in life. (This SHOULD BE the central purpose of education.)

3. Education is not just about retention-- Few teachers know what they teach, much less why they teach. Answer: What they teach is not biology, math, English, social studies, etc. Answer: What they teach IS younger human beings. Staying in school, in order to succeed in school, should not be the goal of education. The BEST reason to stay in school and succeed in school is to attain:

4. human Greatness! Why settle for less?

5. Educating for human Greatness! Why have we NOT aimed for the STARS?

6. Educating for human Greatness There is only one reason for NOT shooting for the stars…

7. The only reason for not shooting for the stars is if the school is not for the children. Our schools today only make sense if we see that their purpose is to fulfill adult needs – needs unspoken and in many cases, unknown. Only some of those needs are justifiably for the good of the children. Few are about increasing children’s chances of future success.

8. 13 Years Parents give us their children for 13 of their most formative years. Q: Why? A: So the parents can go to work??? A: So educators have jobs???

9. We drive kids to school and are doing more and more testing. Q: Why? A: So politicians can make “informed” decisions??? A: To see which educators get to keep their jobs???

10. If school is for kids… Shouldn’t they know it? Ask ten kids why they are in school. Few can clearly tell you. But shouldn’t they? If it truly is for them, shouldn’t they be able to tell you?

11. What if: When you asked a child, Why are you in school? – no matter what grade they were in – they responded:

12. “Because I am beingEducated for human Greatness!” Why should I settle for less?

13. IMPORTANT BACKGROUND INFO Before the proposal is made here, let us clearly see what Educating for Human Greatness is all about.

14. A Comparison of Two Philosophies of Education Conventional Education vs. Educating for Human Greatness Based on the book Educating for Human Greatness by Lynn Stoddard, Anthony Dallmann-Jones PhD, and Other Extraordinary Educators

15. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Student achievement in curriculum(i.e., grade-point averages) is the main goal of public education. • Human greatness is the main goal. Parents and teachers unite to help students become valuable contributors to society.

16. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • A common core curriculum, imposed bypoliticians, is the boss over parents, teachers and students. • Curriculum is the servant of parents and teachers, chosen and adapted by them to embrace a variety of needs in all youngsters.

17. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • The aim is for standardization – attempting to make children alike in knowledge and skills. National and state standards for student uniformity are imposed. • The aim is to nurture human diversity - helping students discover and develop their unique talents and gifts. High standards are adopted for developing student individuality.

18. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Has a low estimate of human potential. Ranks people with I.Q. tests. • Sees unlimited potential in every person. Acknowledges that human intelligence is not numerically measurable.

19. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Tries to measure student growth in curriculum. • Assesses student growth in the qualities of human greatness and contributive behavior.

20. A Comparison of Two Philosophies of Education Conventional Education Educating for Human Greatness • Parents are not meaningfully involved in public or private education. • Parents are involved as full and equal partners with teachers to help students grow in their qualities of greatness.

21. Why Must We Surrender the Joy of Learning by Going to School?

22. Educating for human Greatness is not just a book. It is a field-tested, research-based programmatic guide for forming GREAT schools. Here is the scaffolding of EfHG:

23. The Focus of an EfHG Program: • Seven Priorities – The Dimensions of Human Greatness: • Identity – Help students learn who they are—as individuals with unlimited potential, develop their unique talents and gifts to realize self-worth and develop a strong desire to be contributors to family, school, and community. Nurture health and physical fitness. • 2.Inquiry – Stimulatecuriosity; awaken a sense of wonder and appreciation for nature and for humankind. • Help students develop the power to ask important, penetrating questions. • 3. Interaction – Promote courtesy, caring, communication and cooperation. • 4. Initiative – Foster self-directed learning, will power and self-evaluation. • 5. Imagination – Nurture creativity and creative expression. • 6. Intuition – Help students learn how to handle their emotions and recognize truth with their hearts as well as • with their minds. • 7. Integrity – Develop honesty, character, humility, morality and responsibility for self.

24. The Six Pivotal Principles Value Positive Human Diversity - nurturing each child as a special person to develop their unique gifts, talents, abilities, and skills that can be developed to benefit society. Draw Forth Potential - In contrast to traditional education, which focuses on helping children overcome deficits, this principle is aimed at helping children build on their unique assets. Respect Autonomy - each person ultimately decides for him/herself what information or influences s/he will use for growth. Respect the inalienable right of every person to be responsible for his or her own learning and behavior. Invite Inquiry - pursuing personal interests invites students to ask questions and seek knowledge and wisdom. Support Professionalism - teachers are no longer treated as workers on an educational assembly line, but as creative professionals who know how to diagnose the needs of each child, work with parents, and nurture positive diversity. CommUNITY for Great Schools - The traditional role of parents as spectators on the educational sidelines can be changed to that of active team partners united with teachers to help children realize their amazing potential as valuable contributors to society.

25. CONCLUSION:A school’s OPTIMAL orientation and its faculty and curriculum should have a positivistic focus (EfHG Flavored). Programs and all curriculum should be for the (deliberate) purpose of helping aLL PERSONS inside the school - including adults, children and youth - achieve Their greatness. Why settle for anything less?

26. Contact: Should you want Dr. Tony Dallmann-Jones or Lynn Stoddard to speak with or train your educators in the concept of Educating for Human Greatness or if you have any questions: Anthony Dallmann-Jones PhD 440 Seaview Court – 1911 Marco Island FL 34145 asdjones@gmail.com 920-251-2052