President Putin’s role on Knowledge Day is to act as a lecturer as the director of the Znanei organization suggested last year and again reaffirmed that importance again this year.
It's almost like going back in time to the Western world, one as we all know, no longer exists. The enslaved Sodom and Gomorrah our criminal masters have planned for us will be bereft of innovation, a stale and vacuous road to nowhere.
I remember the question you posed at MoA WRT to the qualities of leadership. I didn't follow the conversation to it's completion, but I am beginning to see where the question originated. The whole ensemble of staff, students and official demonstrate the energy of modern Russian society. It would not be fair to say that our young people lack that potential energy, but on an official level I believe that it serves mainly to drain energy and enthusiasm, which effects the potential enthusiasm of staff to respond to the idealism that those Russian students exhibit. Here in 'the waste' it feels like 'Boys Town' from the 'Pinocchio' by comparison.
Beyond the people it's the clear effort being made to boost enthusiasm through modernization of facilities, a more engaging educational philosophy and teaching approach that involves the student in ownership of his/her own personal development that also brings the family into the scene. I recall my childhood in the 1960s when schools were rapidly being built, and the importance of education and physical fitness were made clear by political leaders, while the initial stages of the Space Race provided motivation until riots, Vietnam and the events of 1968 brought much of that to a halt. Personally, the moon landings lost their meaning amidst the national turmoil and then our family moved from a dynamic situation to one that wasn't for me as the "new" school was two years behind the one I transferred from, while the culture was also stagnant as most of my peers were clearly just going through the motions and doing just enough to graduate. At the time in my mind I knew I needed to get more than my high school diploma but there wasn't any impetus to do so, and to enjoy life one needed money and thus a job; so, off to work I went like so many others.
Yes it's a 'Structural' issue. One of the aspects of VVP's dialogue was the emphasis on the utility of a wide spectrum of knowledge. He appears to have been talking to high performing students who may be defined as 'hot housed'. In the ordinary course of living it is probably necesary to have open access education that facilitates later re-entry into an academic environment. Such a 'Structure' is equally relevant to hot-housed students, who might relapse - so to speak - as well as late starters/economically obliged to 'make a living', who for one reason or another follow an alternative life-route than that prescribed by curent educational opportunities. Such a system/strucure cannot be achieved 'on the cheap', which means IMO any environment characterised by unregulated capitalism.
Yes, agreed, it's structural. Either the fundamental importance of a nation's human capital is acknowledged or not is of prime importance when constructing the political-economy--no nation can develop without the basic means to do so. IMO, how human capital was treated within what's now the West prior to roughly 1750 is very important as the deep-seated Class divisions were already well in place as the history of Enclosure shows. And of course, well prior to that were the Papal Bulls of the mid to late 1400s that made everyone except a certain sect of Christianity Non-Humans and their lives and property forfeit to the "select." So few give any of that a thought nowadays, but it's seminal to today's situation. In many ways, Neocolonialism can be seen as Neoslavery; so, it's no wonder many Africans are in open revolt and call the relationship the continuation of slavery.
Cheers. I've got a rough knowledge of the Enclosure process and a book awaiting being read that illustrates the continuance of that process. I could have asked for an elaboration of the Papal Bulls but have decided to research them myself. So thanks for that opportunity.
Yes, IMO it's very clear that Russia and China are striving to implement the goals established for victory in WW2--The Four Freedoms--while the West never tried to finish the job after 1945.
It's almost like going back in time to the Western world, one as we all know, no longer exists. The enslaved Sodom and Gomorrah our criminal masters have planned for us will be bereft of innovation, a stale and vacuous road to nowhere.
I remember the question you posed at MoA WRT to the qualities of leadership. I didn't follow the conversation to it's completion, but I am beginning to see where the question originated. The whole ensemble of staff, students and official demonstrate the energy of modern Russian society. It would not be fair to say that our young people lack that potential energy, but on an official level I believe that it serves mainly to drain energy and enthusiasm, which effects the potential enthusiasm of staff to respond to the idealism that those Russian students exhibit. Here in 'the waste' it feels like 'Boys Town' from the 'Pinocchio' by comparison.
It seems I am in agreement with Gary and Matrixpoint https://music.youtube.com/watch?v=xXf17ZSquIk
Beyond the people it's the clear effort being made to boost enthusiasm through modernization of facilities, a more engaging educational philosophy and teaching approach that involves the student in ownership of his/her own personal development that also brings the family into the scene. I recall my childhood in the 1960s when schools were rapidly being built, and the importance of education and physical fitness were made clear by political leaders, while the initial stages of the Space Race provided motivation until riots, Vietnam and the events of 1968 brought much of that to a halt. Personally, the moon landings lost their meaning amidst the national turmoil and then our family moved from a dynamic situation to one that wasn't for me as the "new" school was two years behind the one I transferred from, while the culture was also stagnant as most of my peers were clearly just going through the motions and doing just enough to graduate. At the time in my mind I knew I needed to get more than my high school diploma but there wasn't any impetus to do so, and to enjoy life one needed money and thus a job; so, off to work I went like so many others.
Yes it's a 'Structural' issue. One of the aspects of VVP's dialogue was the emphasis on the utility of a wide spectrum of knowledge. He appears to have been talking to high performing students who may be defined as 'hot housed'. In the ordinary course of living it is probably necesary to have open access education that facilitates later re-entry into an academic environment. Such a 'Structure' is equally relevant to hot-housed students, who might relapse - so to speak - as well as late starters/economically obliged to 'make a living', who for one reason or another follow an alternative life-route than that prescribed by curent educational opportunities. Such a system/strucure cannot be achieved 'on the cheap', which means IMO any environment characterised by unregulated capitalism.
Yes, agreed, it's structural. Either the fundamental importance of a nation's human capital is acknowledged or not is of prime importance when constructing the political-economy--no nation can develop without the basic means to do so. IMO, how human capital was treated within what's now the West prior to roughly 1750 is very important as the deep-seated Class divisions were already well in place as the history of Enclosure shows. And of course, well prior to that were the Papal Bulls of the mid to late 1400s that made everyone except a certain sect of Christianity Non-Humans and their lives and property forfeit to the "select." So few give any of that a thought nowadays, but it's seminal to today's situation. In many ways, Neocolonialism can be seen as Neoslavery; so, it's no wonder many Africans are in open revolt and call the relationship the continuation of slavery.
Cheers. I've got a rough knowledge of the Enclosure process and a book awaiting being read that illustrates the continuance of that process. I could have asked for an elaboration of the Papal Bulls but have decided to research them myself. So thanks for that opportunity.
Yes, IMO it's very clear that Russia and China are striving to implement the goals established for victory in WW2--The Four Freedoms--while the West never tried to finish the job after 1945.