It's an interesting time to be human.
As humans (hopefully) developing constantly, it's also an interesting time to reflect on the practical skills that help us survive and thrive in modern day.
I perceive three such fundamental categories that rise to the surface as critically important and irreplaceable, bubbling up from the ashes of recent collapses and maladies, ranging from numerous bankruptcies to widespread diabetes:
1) Personal health
2) Personal finance
3) Personal mythology
In many ways, people acquire skills in these three domains through processes that occur outside of mainstream educational institutions. Whether mimicking role-models or reading about fitness tips in magazines, people learn practical survival and thrival skills in non-traditional ways. Schools don't teach students personal finance, for instance, but then we somehow expect everyone to go to college and understand what a student loan is, what interest rates are, how to use credit cards and checking accounts, and then go on after college or other forms of higher education and know what a mortgage is (intuitively and formally), what a car loan is, how to save for retirement (what's a Roth IRA again?), etc. Yes, parental figures often teach these skills to children (for better or worse), but if educational institutions exist to provide students with tools that will help them create a living and lead sustainable lives as adults, then it makes sense to me that concepts like the-time-value-of-money should be consistent parts of academic pedagogy starting with students at young ages.
It's a challenging world out there.
Every day, each of us will make personal finance and personal health decisions--tons of them--that will shape our life experiences immensely. While I am very thankful for the traditional schooling that I received from places like Jesuit High School,
UC Davis, USC, and others, I also recognize that, in light of the challenges that we have seen on display lately, a few gaping holes do exist in mainstream academia for most people.
Reflection is needed.
In order for students to grow up and utilize the skills that they learned in school to contribute to the economy--work jobs--they must have tools for restoring, maintaining, and enhancing their personal health states and for saving, budgeting, and spending their personal finances. These two activities, deciding how to acquire (nutrition) and store/expend (fitness) energy (personal health) and how to acquire (career) and store/expend (investing) money (personal finance), represent two of the most fundamental categories of survival and thrival abilities in modern day. If you lack skills in these domains, surviving, let alone thriving, will be difficult each and every day.
That's where educational institutions (should) step in.
If education is empowering--that is, it acts as a platform that provides you with tools to pursue your passions and enjoy (derive value, meaning, and fulfillment from) the process along the way--then educational institutions must recognize openly and honestly the current data points that falsify many of our existing approaches to human development. Data points like widespread foreclosures, escalating rates of metabolic syndrome diseases, and _____ (enter your example here) should humble us and then challenge us to rethink the purpose of compulsory schooling in the first place. If compulsory schooling does not teach me hard skills that I can use to work a job or create a living, then what has this process accomplished? If compulsory schooling has not provided me with useful maps for making decisions in the grocery store, at restaurants, or at the gym and has not instilled in me intuitive decision-making defaults (heuristics such as "avoid lots of debt") to employ when new credit card offers come in the mail, when investment decisions arise with my 401(k) at work, or when the Holiday Season arrives and I have to balance good intentions with long-term sustainability, then what has this process accomplished?
I return to a question that I have asked before: Will a child growing up today generate more economic wealth in his/her lifetime than the associated cost of his/her healthcare?
What's the point of this question? The point is to illustrate that, at some level, the goal of existing educational institutions, like colleges, is for students to go on to generate economic wealth: student loans have propped up higher education for the past so-many years at record proportions--it's another example of unsustainable debt-fueling--and students better go on to generate wealth; otherwise, they will never be able to pay back the debts they incurred to attend these institutions in the first place. The associated point of this question is to show that if students are devoting years of their lives to studying in these institutions
only to emerge and learn that they cannot generate the economic wealth that they thought they would, what could be done differently going forward given that many of these students sacrificed their personal health states immensely just to make it to today. Hours of studying, worrying, and hoop-jumping coupled with non-ancestral living habits have produced poor health states for many students. It's a disastrous double-whammy of sorts. When you step back and do the math, room for improvement seems logical. If students sacrifice their health in order to pursue the human development paths that we have in place in hopes of eventually securing careers that allow them to lead lives, and then these students fail to generate the economic wealth during their lifetimes to cover the costs of their healthcare expenditures, what was the point of all this activity in the first place? Yes, students develop valuable skills in the process, to be sure, but something is awry when you see so many devastating foreclosure signs and metabolic declines.
This is where personal mythology, my-thology, steps in.
Each of us has faith in something, whether a religion, a spirituality, or a perspective/worldview. It's part of being human.
My-thology is the m=1 level of this faith; a faith that is shaped by n=1 experience and self-experimentation. We're individuals. Individuality
is collectivity because a collective can only survive and thrive if its individuals survive and thrive in their specific and unique cases. For this reason, individual faith translates into decision-making tools--heuristics like the 10 Commandments--that people can default to in the face of novelty and uncertainty. Our personal mythologies also include our dreams, and our dreams represent faith in a better future, in doing things in wiser ways than we have done them in the past. Yet, when it comes to modern day, in many ways, our dreams could benefit from heeding and integrating some ancestral clinical wisdom because we are not, in part, doing things better than we have in the past when it comes to areas like personal health.
For this reason, my m=1 my-thology includes two dreams:
1) Ancestry: a school that teaches students survival and thrival skills in modern day.
2) Ancestral Fitness: an anti-health insurance co-op that finances healthcare for folks conducting n=1 self-experiments with ancestral mimicry.
Ancestry is a school, an educational institution. Ancestral Fitness is a co-op, a health institution. Both are "institutions" that would attempt to blend the we'd-be-wise-to-learn-from-our-ancestors mythology with the powerful advancements of the information age to equip folks with practical, real-world survival and thrival tools and skills.
That's it. That's enough for one lifetime.
I'll be working on these dreams with friends for awhile, while continuing to attend
Dave Lull University in the meantime.
Non-traditional education is a beautiful thing.
Thinker away.
Ciao,
Brent