A significant challenge in reimagining education is the generational disadvantage baked into the present arrangements. Municipality taxes ensure that schools in wealthier neighborhoods consistently outperform those in areas of poverty. Access to the necessary resources to have small, well-equipped classrooms create an environment more conducive to learning. Impoverished areas suffer in the opposite direction, with overcrowded and underfunded schools failing to prepare students to compete in a world with their better-educated peers, perpetuating poverty and the social ills that come alongside it. Our journey to align humanity with the single truth through the unification of individual and system is rooted in our core values. To embrace equity is to understand that no child deserves a suboptimal education because of birth lottery.
Systemic actualization requires the federalization and eventual globalization of education systems. This is not a call for conformity in learning methods or experimentation but rather a deepening of cooperative efforts and resources. We remove municipality taxes from the school funding equation entirely, classifying education as a public work and providing the necessary public investment to reflect that. One immediate alternative would be to shift existing property taxes into a federal fund and direct other revenue sources and federal capital creation into it. Under no circumstance does a community pay more into the program than their community receives. In the majority of cases, more funds will be received. Eventually, financing takes form through an international and then global model where education becomes part of a planetary social contract. An education DAO could provide an alternative source of funding capture and management, independent of local and national governments, to resist the influence of powerful interests and politicians seeking capture of the funds. Our embrace of education as one of the eight dignities brings the responsibility to classify the resources necessary as beyond the reach of those who might sell the child’s future for their own immediate gain.
Determining funding priorities might begin by evaluating our highest performing schools, starting nationally with the long-term intent of global cooperation to determine best practices. By understanding the programs, educators, and lessons that contribute to successful institutions, we can build ideal frameworks to share and implement. Different geographic locations will have different needs and circumstances, so any program we develop should allow for aspects of customization. What matters most is the core framework of transitioning education to support deep learning through the cooperative matrix approach toward learning. Whenever necessary, local specialists customize lesson strategies to meet the needs of local students.
Our transition toward a new direction should begin immediately, but we should also consider the potential obstacles ahead. Given their present conditioning, students may lack the will and interest to participate in the degrees necessary for the most significant educational impact. There is also a great disparity among youth concerning developing their powers of self-direction, so we’ll need to account for the various starting points for youths further along in their primary school journeys. Educators may also struggle with this new style of teaching; some may even resist the transition for their personal convenience or preference. Educators unwilling to change their approaches toward education should be removed from the teaching pool immediately, as the development of the individual takes priority over their opinions. Systemic actualization is a process that presents challenges and opposition at every step. We remain unfazed, as the creation of the eight dignities is guided by our spiritual alignment with the single truth
Education becomes a cooperative effort between federal, state, and local governments. The intention is to ensure the ability to maintain standards, disseminate best practices, and consistently explore areas for improvement. When a school fails to meet federal quality standards, professionals are brought in to reform the school, bring it up to speed, and hand it back to community control. These experts can consist of term-limited positions that are democratically selected by the professional education community. We stop making educational failures regional, cultural, and economic issues and instead collectively accept responsibility for future generations in perpetuity. Our goal is to bring education under public control, removing the influence of political actors from the equation. An education DAO might serve to facilitate the maintenance of quality standards and best practices, as well as the elections of individuals tasked with reformation in alignment with our new vision of learning.
Transforming education from a local to a national scope is an effort to enshrine the development of individual agency within the world. The changing nature of time, our universe of exponential growth, and the single truth and the relational universe highlight the inadequacy of our present frameworks. Self-actualization in the age of crisis is a multigenerational project, one that must begin now but will continue well beyond our personal expirations. It ensures that the child has access to the most advanced educational methodologies and resources as a direct path toward developing individuals capable of embodying a more transcendent human time experience—those able to resist the crisis with all of their might. To deny an individual the best possible quality education because of their parent’s economic status is unjust and immoral. Those who resist education as a human dignity deny their responsibility to the other, in direct conflict with the single truth and the relational universe. Systemic actualization is rooted in a perpetual campaign to challenge and change youth education to meet the needs of the moment.