Sin Number

Result

Observation

Action

Result

9. Education can't decide on the relative importance of content and process. Some students memorize too much, others memorize too little. This is especially true in elementary school where content is relatively more important than process. If content is clear and limited to basics, process can be enhanced, but by a much smaller amount than most people will accept. Measure the amount of content learning, measure the improvement in process learning, and know when to switch a student from education to training. Students will maximize their educational opportunity and the resulting economic reward.

10. Education measures success with grades associated with core intelligence rather than skill development based on all kinds of intelligence. Grades, which get in the way of education, should be replaced by skill achievement levels. Some students intuitively know that special skill development is important and concentrate on sports or student government. Others do not concentrate on developing their non-core intelligence skills and are eventually disappointed with the economic return from their education. Measure school success in relation to a student's special intelligence skills and the acquiring of the minimum core intelligence skills required for different careers. More students will succeed in school and have rewarding careers.

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Part VIII Education and Manufacturing

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Sin Number	Result	Observation	Action	Result
9. Education can't decide on the relative importance of content and process.	Some students memorize too much, others memorize too little. This is especially true in elementary school where content is relatively more important than process.	If content is clear and limited to basics, process can be enhanced, but by a much smaller amount than most people will accept.	Measure the amount of content learning, measure the improvement in process learning, and know when to switch a student from education to training.	Students will maximize their educational opportunity and the resulting economic reward.
10. Education measures success with grades associated with core intelligence rather than skill development based on all kinds of intelligence.	Grades, which get in the way of education, should be replaced by skill achievement levels.	Some students intuitively know that special skill development is important and concentrate on sports or student government. Others do not concentrate on developing their non-core intelligence skills and are eventually disappointed with the economic return from their education.	Measure school success in relation to a student's special intelligence skills and the acquiring of the minimum core intelligence skills required for different careers.	More students will succeed in school and have rewarding careers.