Suddenly degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly.”
To thrive on the innuendo and the mystery of “Whatever U Think is True” – abbreviates the undefined.
What this hint describes, ultimately is left to the scattered pronouncement you redeem.
As the documentation suggests, it’s just joyfully understood to be EITHER OR.
You’re either the blood in my veins, or you are Not.
It’s the law between this or that.
‘This and That’ makes our world go around, but it somewhat still puts you in the box and I’m not determined by the method of mineral properties!
Sir Ken Robinson presented wonderful point at a TED Presentation a few years back:
“If you were to visit education as an alien and say what’s it for, public education, I think you’d have to conclude, if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winners, I think you’d have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn’t it. They’re the people who come out the top. And I used to be one, so there. And I like university professors, but you know, we shouldn’t hold them up as the high-water mark of all human achievement. They’re just a form of life, another form of life. but they’re rather curious and I say this out of affection for them, there’s something curious about them, not all of them but typically, they live in their heads, they live up there, and slightly to one side. They’re disembodied. They look upon their bodies as a form of transport for their heads, don’t they? It’s a way of getting their head to meetings.Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented around the world there were no public systems of education really before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas: Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don’t do music, you’re not going to be a musician; don’t do art, you’re not going to be an artist. Benign advice — now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they’re not, because the thing they were good at school wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way. In the next 30 years. according to Unesco, more people worldwide will be graduating through education than since the beginning of history. [12:27] More people, and it’s the combination of all the things we’ve talked about — technology and its transformation effect on work, and demography and the huge explosion in population.