You continue to foresee a fruitful tomorrow using yesterday’s botched lens.
Never acknowledging your loss, continually pretending each defeat is really a victory, hence never learning from your mistakes.
Every intervention that you employ has had a placebo effect, success is merely a fabrication of your imagination.
After deep introspection, you should be getting “back up” and “dusting off” learning from yesterday’s defeat, but your perpetual counterfactual thinking deceptively suggests your failure was really a success.
You are devoted to a world of ostensible actualities, you have the determination but lack in wisdom.
Perseverance is a gift to those with a discerning spirit.
Success is not purely an incident of chance, success is a collection of experiences made up of many highs and lows.
The enduring happiness of most experiences does not emerge upon arrival to the destination, but rather the journey along the way.
Therefore, make changes and learn along the way.
As humans, we are likened to self-contained builders that are trapped by walls of our own making.
We create our phenomenological reality based on culturally safe representative heuristics.
We establish walls that have personal value metaphysically but bears no value on our outer self-reality.
Dividing our world into sections, a defense mechanism for trying to understand it.
Despite the translucent and transparent matter of the wall, we endeavor to conceal our human parallels.
In a world inequitably segregated due to natural differences such as race and gender, we further the divide by constructing walls of social status: education, class, and prosperity.
What is the role of society in educating? What is the role of education in society?
According to American psychologist John Broadus Watson;
“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors” (Watson, 1924, p. 104).
According to English philosopher and physician John Locke, he wanted an education that in the very first place would teach children to work: to become useful and god-fearing people who would not be dependent on charity. Locke wanted this education to create a rationally thinking, morally dependable, socially capable person given to both adequate reflection and adequate action. Locke considered good morals and good manners more important than knowledge; and as far as knowledge was concerned, he stressed it should be selected not just because of some educational tradition, but rather for reasons of usability and practicality. Locke advocates for teaching that was more concrete than abstract, and that to some extent took into account the individual pupil’s temperament, interests, capabilities, and environment. He pointed out explicitly that no two children were the same, or that compelling children to learn when they didn’t want to might turn out to be ineffective. According to Locke, the student should learn his proper place in the social order: if possible without harsh punishments, but if necessary the hard way (Locke, 1693).
What is education?
Who is educated?
Who creates a value system that simultaneously differentiates, categorizes, elevates, and diminishes people inequitably… inevitably establishing the boundaries of human academic development?
They say the sky is the limit. Whose sky? Whose limit?
It is now time for the advancement of a nationwide backed and government-sponsored Community-Based Participatory Research intervention into emotionally distraught and morally disengaged communities throughout the Bahamas. Community social ills in the Bahamas now require an ethnographic fieldwork approach; such an approach is necessary to resolve community problems by inquiring and facilitating each member’s diagnosis. Although regarded as a Christian nation, the Bahamas does not have a single, comprehensive, and coherent way of addressing ethical issues or dilemmas. Hence, we have seen an ad hoc approach to crime and other social problems. This must change. From afar, there seems to be disarray, we continue to be a society plagued with many lackadaisical followers and so few leaders. That is, many adults religiously point to their vicarious learning experiences as the scapegoat for all their questionable choices and poor judgment. In truth, as we scholars begin to contemplate on ways to change the moral fabric of our Bahamian community, this will not be possible unless we allow the affected peoples to tell their own stories and recommend their own solutions. We must begin and end with the peoples’ voice, we must only be guides and facilitators.
Organizational ethics leadership includes demonstrating ethical decision-making and enhancing the moral climate of the organization while promoting an ethical culture. Truthfully, this is not a simple task, not only is it difficult to guide others towards making a right decision, but it is equally difficult to lead others when your actions are constantly under their observation, and therefore subject to reasonable scrutiny. While all of us are subject to human frailties, many of us are reluctant to assume a role for which others are likely to adopt their cue for moral action.
Open eyes, focused ears, and a wondering mind.
Open your eyes brothers and sisters, can’t you see our divide is to our conquer.
Focus your ears brothers and sisters, heed to the inconsistencies, you will hear when the truth has too many interpretations.
Let your minds wonder brothers and sisters, don’t you realize your talents are hibernating in your imaginations.
although separated we share the journey of life,
although cultivated we share the burdens of mistruth,
although hopeful we share the uneasiness of uncertainty,
although optimistic we share the inevitability of death.
I tell you the truth, open your eyes, focus your ears, and let your mind wonder
I have seen the majority over the minority in democracy, gender over fairness in equality, and rich over poor in social class…the clamor for justice appears to be self-interested and instrumental… with an often disregard for justice, desire seems to be motivated by our pleasure over another’s pain. Arguably, the quest for diverse equality in many ways breeds new inequalities. As I see it, the problem intrinsic to the implementation of justice is that it has the unintended consequence of creating divides, a departure from its envisioned harmony. That is, in a community of people, we are often uncertain who are the losers in Justice, and the winners in injustice. Nevertheless, Justice was never meant to be a tool intentionally focused on the individual’s interest but designed to manage and protect a well-ordered society.