Education in A Nutshell
For the last few days, belongings missing within the dormitories once expropriated during the quarantine period has stirred up public anger.
To all appearances, my obnoxious and superficial opinion on the topic is that this is neither bewildered nor abhorrent. Instead, we'd better blaspheme the "dull" management from the very beginning, which fails to mitigate the foreseeable risks.
In this manner, given that we're as well taking the steals into serious consideration, investigating and adjudicating those under the laws, the dormitory administrative board, however, should have shouldered the responsibilities for the missing belongings.
The ones to earn monthly payments to merely administer the buildings did turn a blind eye to student's properties in-between strangers inhabiting their rooms for months. To any extent, they must also be the ones to claim responsibilities for this.
We Vietnamese, however patriotic and rose-coloured, could hardly be dead sure to proclaim a "high" intellectual level on our fellow citizens. Given the marginally sluggishly improved average intellectual level, the existence of "scabby ships" within a "flock" of 95 million is doomed foreseeable.
We all know woefully well that we must have the door latches locked before bed sleep, and backpacks neat while on the street. Before this country could ever prosper, "be at other Brobdingnagians' level", and our fellow countrymen could ever be "civilized", it seems somewhat wide-eyed to proclaim that a dormitory locker offers enough security to student belongings.
As humans, we're born neither good nor evil. Still, we're at the very core uneducated and immature at social skills. The more meagre the education system (including schooling, parenting and societal education), the higher the crime rate.
1. From lovely apes to fit-in individuals
To better comprehend this article, we recommend an abstract and open-minded approach. Science has it that nothing is either visible, natural or deterministic.
We are never born obedient to our parents, to behave and respect others disciplinarily. Instead, we acquire and adopt good manners from observations of parents, surroundings, or what we're taught at school. Human genes only administer such biological characteristics as food craving when hungry, s*xual provocation by appropriate subjects, an outrage upon "pissed off" and other social instincts.
To become "civilized", or to adapt to the surroundings and to know what should never be done, we were required to undergo the "socialization" process. Straightforwardly, we craved education.
Dated further back in the past, the prehistoric educational activities were purely encapsulated in tooling, hunting, building and farming skills, religious procedures and individual roles within the communities, which is crucial in securing tribal stability, expelling the idle and treasonous.
After the Agricultural Revolution, their settlements acted as a precursor to significant civilizations. Since the new social structure catalyzed other new phenomena, to illustrate, states, classes and all-out wars, education, in a like manner, did also undergo fundamental changes.
In addition to the "social norms" and moral codes to maintain the social order, education had since become a vital governance tool to train the following generations to sustain class interests.
To put into perspective, children formerly born in feudalism could only have taken on the all-time dogma wherein the most significant thing they could have ever done was to remain loyal to certain kings or gods. Every so often, we've witnessed the education systems set up to train soldiers.
The very first Chinese educational activity dawned since the Shang Dynasty (1766 BC - 1122 BC) arrived. The ancient education was pretty much characterized by secularity and moral value promotions. Its ultimate goal was to build up citizens' awareness of the responsibilities they shouldered for the community and state.
Forasmuch as the Persian education was maintained as a "prerequisite" within a military-centred society, which ultimately served the wills of the four main classes: clergy, warriors, farmers and merchants, their educational philosophy, thus, promoted the individual-family-community correlation, government submission and religious doctrines, and lastly military disciplines.