Speaking of knowledge, why does it seem that our leaders are concerned more with educating motivated students when we should be trying to figure out what motivates the rest of our students. Shouldn't we be asking the question why are they not motivated? Or perhaps we are looking in the wrong direction when we ask about motivation. perhaps motivation is not really the problem. Perhaps the conceptual sustenance we offer is only sustenance from our perspective. what might be sustenance to their minds might be something entirely different than what we placed before them or how we place it before them. The child's mind is not a blank slate when it enters the classroom. It is awash already with a temperament, with likes and dislikes, with perceptions of what is good or bad --- and these presets don't necessarily sync up with what our national agenda mandates as "curriculum" or our methods. what is it we are trying to forge here? Their minds aren't lumps of raw clay but rather armatures already formed in a unique fashion waiting like our neurons wait to build more synapses
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