For the first hub in my 100-in-30 challenge participation, I'd like to tackle a most relevant question posed by LelahKimball about 2 months ago. The particular question seeks the answer to what reforms are needed to the USA public school system? Even though its explicitly targeting US schools, and particularly public schools, I'd like clarify something from the get-go.

The answer I'm about to follow up with is equally not applied anywhere else in the civilized world and it's at the same time urgently needed all over that same world, judging simply by the accelerated pace with which industrial, technological, and social change is growing, the last decade or so.

Truth be told, I've got a bit more than a well informed opinion on education worldwide, more of what is called "hands-on" of a viewpoint, really. I was born in Bulgaria and got my public education there, until my Eighth grade which my whole family emigrated to the U.S., where I continued, also in public schools. The two aspect, which are completely overlooked in education worldwide to this day, are too vital for me to pass up, this otherwise touchy subject. (It's touchy because come around before every election improving reforms get promised as if they're on sale, and then -- here we are again.)

The reason I'm labeling the two issues as 'vital' is because throughout my perusal of various "success systems" (ex: Napoleon Hill, Jack Cannfield) they always come up as crucial to achieving success, yet -- are bluntly missing from the public education (my question here is WHY?@! Doesn't everybody want to succeed actually? And come to think of it, the question that should be asked instead is Are the people making the policies so insecure about their own success that they deliberately keep others from acquiring the vital skills?)

The first reform I'm adamant would impact positively the situation is - the method of training of the tutors/teachers. More specifically - the role which the instructors are instructed to portray. Currently, as well as so far all together, teacher seem to mostly dictate and barely motivate; they hurry to scold, thus fail to mold; rather than aiming to profess, they should strive to transgress.

If the above sounds like just a notch above "philosophical jibberish", just try this little exercise: think of the one teacher in your schooling that had the largest impact on your intellectual or spiritual development. I'm willing to wager anything I cherish that they did this splendid feat by regularly motivating you to improve on your talents and push your potential to the limit. The untold truth is that anyone -- kids or adults, resents being taught, while actually yarns being empowered.

The second reform which I had in mind is a bit deeper in the realm of human understanding and if you, dear reader, have misplaced your open mind somewhere today, I urge you to retreive it before continuing.

Most of mankind, for most of our lives, assume that our emotions are an external force, beyond the grasp of our control. We attribute to them the traits of wind streams -- when mild they can be refreshing but in their stronger version the sweep onto us like a florida hurricane, most often leaving destruction, heaps of debris and misery behind.

That last assumption is completely, brutally and utterly wrong! (human emotions are not wind streams)

Not only do our emotions originate from within rather than without, but they're very much under our control for that very reason. There are too many people that go on with their lives in daily resentment and depression, not because some crappy thing that's occurred to them but because they await happiness to attack their castle's wall In effect all they have to do is simply allow for happiness to form and most often it will. And for those who really want to take their life's steering wheel, there's plenty, well recorded patterns available, comprising a system  in which control even creation of emotions is within our abilities.

Let's acknowledge that to be so, and just consider the possibilities: You've got work scheduled, on an important subject; would you rather go about commencing it in a fussy mood or in a good mood, Which one of those two is a stronger indicator that the job will actually get done (in other words - if you could which one of these two would yo conjure?) Well you can! So, get to it!

Having said all that it baffles me really, to not see or hear about teachers educating their pupils about mastering emotions.

None of the above is my own revelations. I'm merely recalling what I've raid, previously written by men much wser than me. Alas I can recollect only one of them with certainty: