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There may be eight physiological or neurophysiological different core learning style competencies with numerous variations but each of us is capable of learning to augment all of these attributes and appreciating other strengths and weaknesses. Building brotherhood rather than competing against each other is an excellent character-building alternative to established fences or hurdles to jump over. If at
end of five years of school a person still wants to learn and yet has learned little - is that better than a person who has learned 'reading, writing and arithmetic' but thinks they know all they need to know. There were initiatory stages available for lifelong education and soulful growth (The Australian aborigines still have this; and many others do as well.). Beyond seeing what one ‘can do’; we do need to establish what one should do. The decision about what we should do is hard to make at some far away central administration center. Beyond teaching ethical constructs (woefully lacking especially without comparative religion) we should support or enable purposes beyond what generates occupation-oriented proficiency. There is reason to believe that students learn to read and write or compete without a structure to ensure it. Technology exists to allow students to learn much of what is taught in their own time away from sense of right or wrong and ridicule.
Do I think we should create groups and movement between groups as a key focus on working together and helping each other? Do I think music and performing creates an environment of learning language and communication as well as improving self-esteem. Would I encourage rhetoric and diminish early writing initiatives that force failure through unwarranted structured thinking. Would I hold writing back until person is able to feel they can do most anything and their brain has fully grown after age of eight? Would I have lots of schools where students chose what to learn and when? And at end of some period of time would I make challenge become how much they can achieve as a unit, group or school against another such unit? If I did want all these things and was seen as 'primitive' because this is kind of thing ancient Kelts did: what would I say to those who laughed.
I'd say these schools taught specific memory techniques rather than memorization of unimportant data. This created a skill rather than a mark on some test relating to some often propagandized history. With this skill memory almost never was an issue and asinine regurgitation of trivia passing as knowledge seldom occurred in people's day to day lives. I'd say creative urges to perform according to disciplined use of musical instruments, dance and song or other acting skills and craftwork made secure citizens who felt they could help and be useful in their societal group. How would they respond when I told them clans taught a group responsibility that made it impossible for a child to work their blackmail of emotion on a loving parent, through extended families; and that this led to lawful and respectful behavior? How would they respond when I made it clear that worship was real and that people were encouraged to know ever-increasing insights that soul may offer.
How would they respond when I challenged them to find a more egalitarian and nurturing group of people who truly valued inputs of women and knew they were biologically superior to men or were at least equal? Yes, women have more endurance, don't faint when wounded, are better diplomats because they use their whole brain and don't get carried away on ego as much. Endurance was a key thing amongst warriors. The child-rearing was shared in a whole family unit and woman was able to be leader in all fields of endeavour rather than simply thrown into a one-dimensional role as care-giver or ornament.
Clearly they wouldn't be able to point to a more gifted group of scientists and teachers than Druidic hierarchy produced. We are still learning or re-discovering what they knew. The 'Lost Chord' and harmonics or healing techniques of shamans and dream-dancers, is worth our investigation. The wholistic appreciation for nature and all majesty of love and beauty we have lost through ministrations of macho models of greed and power, must be re-kindled. The creeds of present power-oriented churches versus Keltic Creed must be considered. HOW AND WHEN DID WE GO WRONG?
From my Encyclopedia which can be found at World-Mysteries.com Author of Diverse Druids Columnist at The ES Press Magazine
