Kemo D. (kemo_d7) wrote,
Kemo D.
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Kemo's Church

The Curriculum
Good morning and welcome back! Today we are gonna talk about education. 
At graduation from high school, the student must be fully prepared to select his field of specialization and have the basics required to do well. He should be well rounded in general factual education. The actual curriculum should be established by the amount of real knowledge that can be absorbed during the school years. The following are suggestions that will be near the scope required.

Communication is an extremely important part of human life. Every word in the language is a symbol for a meaning in the mind. Encouraging the student to increase his vocabulary by reading a new word, then spelling it, speaking it, and using it in a meaningful way embeds that word in the student's mind. Composition, grammar and proper word usage should be constantly required from the student. The larger his vocabulary and the more crafted his sentences, the more reasoning and ideas that he can express (and the more he will understand).
 
Vocabulary building is essential on every day of schooling, even if only a few minutes each day. These elements for building communication skills should not be relegated to a particular class but should be an element of every subject. Periodic reports on all subject matter will provide practice. Proper spelling, proper pronunciation, proper usage, and proper grammar should all be stressed in all classes no matter the subject matter. Proper respect for language should be taught. Teach any child to be skilled in communication and earn his undying gratitude every day of his life.
 
The first day in kindergarten, the brand new student should be shown a computer and taught how to find pictures of all of the animals and birds by the first letter of their names. By the first grade, they should be making sentences about those animals and birds, and using the spelling checker and the grammar checker to check their work. By the third grade they should be researching on-line hypertext and making reports in all of their classes.
 
The high school graduate should be capable of researching any subject in any field covered by his education and preparing a well-written grammatically correct report on the subject. He should also be able to deliver that report vocally and with confidence before any audience
 
Life Learning should start early, on the subject of life. This study should be graduated and presented in part every year of schooling.
 
The study of plants and animals can start the first day in kindergarten. The first studies of evolution should begin by the fourth grade. Students should begin molecular biology by the eighth grade. Vertebrate development should end the series. These classes need not be as rigorous as those for specialization in the field but should be sufficiently deep to develop in the student an awareness of the kinship of life and the way he fits in it.
 
The high school graduate should be well versed on the subject of life and its various forms. He should understand evolution from the molecular level to its effect on culture and the degradation caused by culture. He should be able to converse freely and confidently on his own position on the tree of life.
 
Matter and the Universe A model of the earth, sun and moon should be in the room of the first year in kindergarten, and each child should be taught the relationship and movement. The first grader should understand the mechanism of phases of the moon, and be able to watch a calender to predict their occurrence.
 
The fourth grader should know the planets and their satellites in our solar system. By the sixth grade, the student should have some understanding of molecules and atoms and have a grasp of the size of our galaxy. 


Geography of the earth, the formation of continents, tectonic shift, meteorology, and archeology should be integrated into this subject matter.
 
The high school graduate should understand the basic structure of his universe, from subatomic particles to deep space and understand the mechanical systems at work.
 
Computers are the backbone of the entire education structure. Proficiency in their use will come naturally through experience. Students will also become proficient in the use of the World Wide Web by doing research projects. The teaching of the mechanics of computers, how they are constructed, the coding used within them, the various elements of programming should begin at about the 6th grade.
 
In the higher grades the student should learn a programming language, preferably one that is close to the spoken language, such as Pascal or BASIC. Procedural thinking is taught in all of the science subjects, such as chemistry and physics. Still, nothing beats the intellectual order inherent in mathematics or a good programming language such as Pascal (which was designed as a teaching language and used in that mode for many years before it was implemented).
 
The high school graduate should have a good basic understanding of computers, computer systems, Boolean algebra, machine level programming, and high level programming. He should be proficient in one programming language.
 
Mathematics should be integrated into the other studies and supplemented by math only sessions. The computer should be used to select problems and guide the student through them. Analysis programs in the hypertext teacher can feed back to the teacher the areas in which the student is having problems and needs personal attention.
 
The high school graduate should be proficient in mathematics through first year calculus.
Mechanics, electrical, chemical - studies of how things work and work together should start very early. Building blocks and erector sets in kindergarten (no more entertainment with paper dolls and glue) start little minds thinking about mechanical things. The elementary building sets gradually give way to several years of the study of mechanisms.
 
Starting with levers and gears and gradually increasing in complexity through cams and lobes at about the fourth grade. All these things need hands-on teaching aids. In early high school, the student should start learning about steam, internal combustion, and jet engines. In the senior year, the final mechanical study should be in rocket propulsion. In parallel with the mechanical studies, the early student in about the third grade should start with a battery, a resister, a voltmeter and ohm's law.
 
By graduation he should know how an electric motor works, a bit about power transmission and distribution and understand the principles of television and nuclear power generation. Physics and chemistry are integrated in the same manner along with these studies.
 
The high school graduate should understand how the things he will live with work. He will feel comfortable and confident in a high tech world. There is no need to bring him to a design or research level, but he should know by this time if he is interested in pursuing one of these topics as his career.
 
Human cultures, history and forms of government These are the controversial subjects, the hot spots. Knowledge about these subjects is sorely needed. If the matter is taught as fact to gain knowledge then they should be covered thoroughly. If the history, for example, is going to be one written to meet social, cultural, or political goals, skipping it would be better. A lie is a lie no matter the reason spoken.
 
If all human cultures are described and objectively compared, it becomes valuable knowledge, needed by everyone. Still, if every descriptive point is used to pound home the worthlessness and brutality of our current and historical culture, then skipping those classes is better.

Kemo D. (a.k.a. no.7)
 
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