|
Sin Number |
Result |
Observation |
Action |
Result |
| 3. Education overestimates the minimum core intelligence skill requirements associated with most careers. | Too many students with average core intelligence fall behind and stop learning because they are required to learn at a pace that will get them through four years of college preparatory math, science, and English. | Group A graduates have core skills beyond what is required for their career and Group B graduates do not have the intelligence core skills required for their career. Education made Group A over achieve at the expense of their own non-core intelligence and Group B's core intelligence. | Elementary and middle school curriculums should be simplified with materials required for those going beyond minimum skill levels being eliminated. Stick to the basics until high school. | Students with a high level of non-core intelligence required by a career will not be excluded because of a lack of core intelligence which is not necessary for their career. |
| 4. Education under- estimates the minimum non-core skill requirements associated with most careers. | Many students with high non-core skills do not realize the importance of these skills. Students with low non-core skills are not aware that these skill are important. Self-esteem of both groups is adversely affected. | Many students possessing high non-core intelligence develop related skills after leaving school and succeed while many other students with some potential in these areas do not develop said skills and under- achieve. | Curriculum design should give equal weight to non-core intelligence-related skills and core-related intelligence skills. | Students will leave high school better prepared for the world of work. Fewer students with high core intelligence will fail because they did not enhance their non-core intelligence. |
| 5. Education encourages the fulfillment of all special intelligence potential, regardless of the student's level of intelligence and the competitiveness of their chosen career. | Many students invest greatly to educate their special intelligence for an extremely competitive career field for which their special intelligence is below minimum. | Being in the top 10-15% is rewarded economically for some kinds of special intelligence (math, verbal, and interpersonal for business careers) and not for others (bodily-kinesthetic and musical for professional entertainment careers). | People whose career choice is in a very competitive area should be sure to develop their special intelligence for other less competitive careers. | Students unable to find work associated with a competitive career choice may be successful with their less competitive career choice. |
|
This Page and Watch it Grow |
Free
stuff for students is available at our |
|
Continue to Next Page for sins 6-8 |
About the Author of The Ten Deadly Sins of Education |