“I am totally disappointed in the Guthrie Public School system.” This is a quote from a woman fighting for her grandson. The Guthrie School system has decided to use special classes for those children with disabilities; this to concentrate on them what is considered the most important things. But it also singles them out, when budget cuts come into play the same school system can very easily decide to disregard the rights of these students. According to the modern accepted economic theory, value is to be found from the consumer’s point of view. But with so many people involved in this form of education it is easy enough to forget, it is the child who is the consumer not the school system.
The actions of learning and teaching are meant to provide from an educated and experienced point of view the intelligential resources needed for children to use in life. The purpose allows these same children to develop their minds into a useful pursuit, the pursuit of one’s life dreams. We can not nor should we even try to determine the value of anyone by the status one is born with. Helen Keller was born, then contracted a terrible disease leaving her blind and without a voice. Yet she learned to speak using her hands and the voices of friends who would help her. Her value in the beginning of life was considered low, but by the end she had shown the world the value of a human life can not be measure by how we start out. It is the events in life, affecting our nature and development, which cause us to becoming promising and present our lives as valuable.
The same theories of economics state that we can not know the facts until the matter has been discussed and events have already been put in motion. Thus the value of someone at any one point can only be described later by the presentation of facts and the remarks made of them. Yet the educational system is attempting to decide which of our children are valuable to society based only on the present set of social status involved. This because authority figures have decided to value their time and energy more importantly in other matters than to a children’s future. They see the budget, decisions and other conditions under their offices control as important, but each one does not hold the same importance to them. The conditions of those who are less fortunate and need special items are not given the same means to advance. They instead are being kept in place as the values by these officials are determined by their personal desires to lower the stress levels of their offices. Motivated as such they are reluctant to seek the extra time and professional inner courage to “go the extra mile” for everyone. They are then choosing who is of value and who is not to the future of us all.
By keeping our children in such undeveloped status, the intelligence they so desperately need for a future is gone. Left undeveloped, it will not become long before any child would be more of a hindrance to others than of any value. The education we all gain, in whatever manner it is gained, is what we use as the resources of our ethics and thoughts. These we take forward to direct our live and set the course of our desires, we therefore become the products of what resources were put into our bodies and minds to develop into a future self.
Those fighting for the rights of any child should be commended, as they are fighting for an unseen future and hopes that persist only in our dreams. But if given the chance to reach them, anyone of us can do great things. The only problem is getting those who perceive themselves as more valuable out of the equation, or at least to see that value of others is important. This value can not come in the form of what it cost those in governmental offices, but the potential we all have to be the next great thing. To allow us all the same rights and freedoms or to lose what resources these others will provide when we need them the most.
Contact: Michael Pulse MPulse@truth-things.biz Author of: The Truth of Things
CEO of Stone Rose LLC Profile on Elance: http://mpulse-stone-rose.elance.com
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