Rewilding Education

An incredibly minute amount of civilized people have the capability of recognizing or correctly identifying edible plants (or inedible plants, for that matter) in their region. An astounding variety of other skills are also lacking among the greater populace, such as: tanning leather, primitive hunting, knowledge of medicinal herbs, purification of water or the sourcing thereof, primitive cooking, proper foraging, and shelter creation. Throughout the domestication process of humans, we have lost a significant portion of ancestral knowledge and skill, and there are very few “elders” or individuals capable or willing to share the information, should they have it.

The modern American education system, like those of other civilized nations, do not emphasize education itself, but rather are more intent on the training of youth to become money-makers. Though there are many traditional ways of viewing the education in the US as intended for the well-being of students (for it is mistakenly believed that education is the sole route to necessities like water, food, and shelter, and also to happiness), but at the foundation of the education system is the continuation of industrial society. This is a factor that largely contributes to the criminalization of truancy.

From the perspective of a civilization, this makes perfect sense, and works rather well. But from a biological perspective, this form of education is not only unnecessary, but in certain situations, is harmful. This can be observed in that the majority of educational facilities in the United States require students to be present five days a week, and around seven hours per day. This amounts to approximately thirty-five hours a student is required to be in the facility, most of which is spent enduring inefficient teaching methods, sitting for prolonged amounts of time (the gravity of the negative effects of which alone have recently come into light), and allowing very little time outdoors. Aside from this, many teenagers or young adults experience behavioural or mental disorders that the majority of an average school’s staff would not know how properly respond to, or actively go through with negative responses to these conditions (such as the denial of the existence of mental illnesses, the punishment or condemnation of a student for behaviour beyond their control, forcing these students into a state which may worsen their condition, etc). In addition to this, the social environment of school can lead to problems as well. Several schools have a severe lack of communication between the student body and staff, and place far too much emphasis on hierarchy with the staff ranking above the student body, which only furthers the inability for proper communication and cooperation between youth and their elders. The prevalence of “bullying” has also been long-since documented, as well as the inability of schools to solve this everlasting issue. Several other social problems resulting in a professional environment can be observed in schools as well, such as favoritism of certain students by certain staff members, which can lead to educational scandals like cheating and bending the rules for those who are favored. I have empirical evidence that several of those employed by schools in the US can very easily escape confrontation, legal or otherwise, for illegal or unethical actions such as religious proselytization.

 

“School is basically a kennel now” -Local high school senior

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