The ninth myth: Plans for the school are not necessary.

The ninth myth: Plans for the school are not necessary. Just keep on working. The pupils will learn.

9                   The plans for the schools are instruments for the society to show where education must be heading and how the work must be done. They are to be changed, whenever the schools have to adopt to changes in the society. Minor changes in the work actually don´t cause any need for changes in the plans, as the schools must all the time be changing their methods, according to the results and evaluation of the students of their own work.

The many changes of the plans for the Swedish school is one side of the gigantic waste of money. They are caused by a lot of different factors of the negative kind.

One is obviously the whips of the political parties that don´t care for the circumstances. 

Sweden is the only Western country that let tax money aimed for the school to be wasted outside the boarders of the country. No extreme right government and no other left of that, approves such a waste. But in the Swedish Parliament this insane is supported from left to right with very few exceptions.

Another is probably the price of Economy in the honour of Alfred Nobel. If you give away such a big sum of money, there got to be something behind the ideas. But this is only obvious in Sweden. We believe in the magic word competition. Soon we´ll have Defence II fighting with troupes on the field with Defence I and the winner takes it all (Defence money of next year)!

A third reason is that we never help the schools to fulfil the changes of the new plans. Turbulence and much work is at the schools, and after that everything is the same. The changes that happen would have anyhow. Generation after generation has stayed in the method of Plato and the disciples (myth 1). Please look at all the plans for lectures on internet put up by the teachers!

A fourth factor is of course that the government woke up late, so we all did, as the society of information took over. But I then worked in a ground school, who directly changed direction into work for the new society already 1980. Our work was known all the way up in the government. Why didn´t the others come after us?

It´s impossible to say that all decisions of the school after the first personal computer 1981, were adoptions for the new society. Actually it´s hard to see anything of them in that way. I more look at it as here and there and down in the ditch. Now we are entering a new kind society. Maybe we are to be perplexed 2021 in the same manner as we were 1981.

The society of robot technic, where in some time all the production and transport will be done by robots, where a mass unemployment is a gigantic threat, if we don´t manage the redefine new tasks for the humans and to stop a development that could start new world wars, must be controlled by democracy.

Fascism to rule it, will in a very short time reinstall poverty and slavery.

If we don´t have plans for adoption to the robot technic society ready in time, we will get gigantic problems.

Maybe there are every few fools, who openly admit that they don´t care for the plans. But many more act to that principle and don´t change anything, although they are supposed to along orders from above. The responsibility for the help the teachers and to control that the changes are fulfilled in the classrooms, is the local head of every school.

This text is almost not at all discussing the other side of the gigantic waste of money in the Swedish educational sector, letting the tax money aimed for the school to vanish abroad with private wins, instead of letting the money work in the schools. This discussion is instead in the text The tenth myth of Education Give the tax money to offshore financial centres (OFC).

In this text the context of the plans of education, the goals of the society for the individuals and the real demands of the society in work and private are not at all discussed. You find that in the text The view and demand of the society working on the individual.

Much of the problems of the school are caused by an unserious feeling that people know the reasons of problems, but with no intention to check if they are right. I remember a disaster debate who very badly hurt the school. It was about the best, or as they often said, the only possible method of learning write and read.

Both sides had a lot of people who were very strongly arguing, but had very little knowledge.

Reading was invented at the same time as writing, of course. Ever since has small elite of people grown to almost all people of the world mastering both things. We know for sure very little about all the different methods being used during more than 5 000 years learning billions of humans. But already in the 1960-ies we knew quite a lot of the methods used in Sweden

Before Witting was adult, very few used the method of Witting. We managed anyhow. The truth is that we can learn things in bad ways and in better ways, and to that, concerning writing and reading, different humans learn better with different methods. Please compare with the idea of explaining something to me and fail, as I don´t understand. If you then are smart, you try to explain it to me in another way.

Research of later years have given us total explanation of how we learn writing and reading and the different ways we ought to work according to these results. Actually, I don´t think there have been so much change in the classrooms of our beginners all around the world. Their teachers are still using the method Plato and the disciples (myth 1).

Now, I and other friends of order, believe in that the work to support are beginners ought to follow the way their brains work. Further, at least I think, that the school governments in all the different countries all over the world must learn about the findings and start spreading this knowledge to the schools and enforce changes. The learning is tough enough for the children.

We know that the women survive given birth to the children better, if they wash their hands in the hospitals. Then we ought to work in that way. And that goes for learning write and read too.

The very hot discussions of the rating systems in Sweden has in the same kind way been causing a lot of damage to the school and education. Gigantic costs have been put to several large changes of systems for ratings, without learning from other countries.

Once, many years ago, we had debate in Sweden about keeping the traffic on the left side or change to what most neighbours had on the right side of the road. A lot of persons, were convinced that they had proof of the superior way in either of the direction. The truth was, and will in such cases always be, that it doesn´t matter, which you take, as long as all countries go for the same!

Some countries save the change to the future. If they drop the bomb on us, then we haven´t wasted the money, they seem to think. Here in India it doesn´t matter at all, as all the traffic goes in all directions, no matter of the signs. They rarely come from above. Similarities with schools are uncertain.

If all the countries had the same ratings, all would be gained. Remember that, you members of the Swedish parliament, the next time you manage to argue about shine problems!

Talking about the measure systems, the costs of the change into the SI system is very low, compared to the yearly cost, with no change of today.

Goa the 20th of February 2017              Lennart Warenius