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Encouraging and implementing the photographic memory in school

The Education System is a bureaucracy and does not allow for changes to be implemented, and better ways of learning are discouraged. Any better method for learning should be prepared with vast reserves for the long drawn out battle towards implementation.

Australia – WEBWIRE

Education System vs Public Interest

Encouraging and implementing the photographic memory in school

Education’s War on Change… 

Educators are steadfast when it comes to implementation of reading as the vehicle for gaining information and testing as the method for calculating student ability to retain what they have read. But testing in a clinical sense does not encourage usability of the information gained. The Education System is a bureaucracy and does not allow for changes to be implemented, and better ways of learning are discouraged. Any better method for learning should be prepared with vast reserves for the long drawn out battle towards implementation.

Education takes Draconian Approach to Students using Photographic Memory

The #Education industry decided many generations ago to allow the creation of a normalized platform where students can easily be tested and graded in accordance to a standard based on their peers. This normalized platform uses reading at its core for the gathering and accumulation of information and knowledge. Outside of reading it does not allow for other forms of information gathering; namely the photographic memory, or eidetic memory.

The primary directive that is used for teaching reading is the same reason people stop using their innate ability, the photographic memory they were born with. To make the teaching of reading easier, the directive is meant to discredit the photographic memory as ineffective and immature. Up until such time, the dominant vehicle for learning, the #PhotographicMemory / #EideticMemory is highly effective and maturity does not play a part whether a person uses it or not.

Therefore, the education system, finds no fault in ignoring the existence of the photographic memory, as it does not fit within their design. Educators have found comfort in exonerating themselves; vindication of inhibiting people and discrediting the ongoing use of the photographic memory freely into adulthood, as only reading serves the function of their standardized platform they can test upon.

Show and Tell – I have a Photographic Memory!

What if a school student demonstrates their ability to use their photographic memory to excel, and makes a mockery of conscious level testing? To educators, this is a “be damned” situation. It is found to be both practical and manipulative to elevate the one exceptional student (eidetiker) to stand on a pedestal for the normal students to admire, rather than to admonish the eidetiker for being exceptional and not normal like the rest of the students.

This act is likely to produce a schism between the eidetiker and their peers. In taking these actions, the educators may be using peer pressure to create a sense of mistrust, malevolence, and even bullying by said “normal” students in a misdirected effort to coerce the eidetiker to change their ways. It can forever harm the self-esteem and confidence of the eidetiker/student. It is of no surprise that many people that naturally use their photographic memory do so in secret, as they do not want others to know their natural abilities.

Students using Photographic Memory Accused of Cheating

An alternative route for educators to use is the accusatory statement, stating the student must be cheating. Many students that do use their photographic memory have been charged with cheating from time to time by their teachers. When the teacher asks, “How did you cheat?”, instead of asking, “Did you cheat?”, it is clear they have not considered there to be an alternative reason for a student suddenly having a superior test taking ability. Likewise, other students may be motivated to get involved enforcing the police action on the accused eidetiker.

Testing – Manipulation of Industry Results

Testing is based upon reading. The photographic memory is not included in this type of testing.

Most schools exhibit 30% or more of its students to be learning deficit, especially with reading. Some of these students just find it difficult, while others find it impossible to read.

Education sacrificed for money…

Often government grants for schools are in part based on the percentage of students that are learning deficit. Therefore, it is in the school’s best interest to have a high amount of students that fit the learning deficit profile. The school in turn gets more money. Most onlookers would recognize this as a conflict of interest. The school would be positioned to gain money if they did not teach the deficit students to be no longer learning deficit.  As well, if they taught the learning deficit students well, for them to no longer be learning deficit, then the school loses money for a lower percentage of learning deficit students.

Testing systems are set to justify school’s position

Testing systems are most often set up to have a specific number of failures to justify the number of non-failures. In this model, if there are not enough failures, the tests are manipulated to make them more difficult, so the numbers turn out correct for the Pass/Fail ratio. This system is highly flawed, as there is no consideration for the merit of the students involved. In a perfect school, where there were no learning difficulties, this would really cause the teaching staff to worry. But since there is at least 30% of non-readers or students with reading problems, it makes it easy to justify the numbers at the end of the day. The irony is this gives the education industry an easy out for the politically charged question of “Outcome Based Pay for Teachers”. The educators could be sacrificing great minds because it simply does not want to deal with students that learn differently.

Your Environment Impacts Your Grades

Grading is based on station in life; the Haves and Have-nots. Students that have been nurtured more in life have an advantage over others in most areas. The Haves may have better vocabulary, spelling, and math skills. If nutritionally provided will likely have better mental processing abilities and motor skills. Likewise, they will be inclined to be better in athletic abilities. All these things lend to a likable and “lucky” environment for the student to make their way through school and life. Compelling a competitive environment with others is easier when you tend to have the clear advantage. Even if the lucky student doesn’t realize it, subconsciously, they will naturally feel more confident and self-assured.

When students present themselves well to others, including their teachers, they will be treated better, while the have-nots will not be treated as well. The lucky students raise themselves up literally on the backs of the underprivileged.

Dyslexia – the equalizer

Dyslexia is not prejudice. It does not affect only a certain group. Dyslexia treats everyone equally. If you have dyslexia, it can take on many forms. There are 7 different types of dyslexia; all at varying degrees of severity. A person could be affected by more than 1 type. Some dyslexia is difficult to test for. Quite often dyslexia is misdiagnosed as ADD or ADHD due to behavioral issues. The treatments for Dyslexia and ADD are quite different. It is very important that the symptoms presented are diagnosed properly.

Dyslexics usually find it difficult to impossible to read. The words on the page can be doing many different things. It can lead to illiteracy. If a dyslexic does have the ability to read some, then they will usually be considered poor readers and/or poor performers. This will lead to a down-grading in their capacity to compete freely with other students that do not have the issue. Likewise, you most likely will see an undermining of their confidence and self-esteem. Some students look for weakness to bully them, as they are an easy victim. This can have an impact on their entire life.

Most people that have #Dyslexia only find out it is a problem when they enter school or learn how to read. Suddenly, they are not able to do the same things as their classmates. But why did it not show up as a problem before that time? Up until you go to school and learn how to read, you use the eidetic memory you are born with. Your eidetic memory works on all sensory levels. There is over 10 times more information that is processed by vision than all of the other senses combined. This has led to the fabrication of using “photographic memory” instead of eidetic memory, which is a difficult word to remember. It is also suggests why 65% of people are visual learners, above all other types of learning.

Dyslexics Rise Above Using Photographic Memory

Dyslexics sometimes show an unusual resiliency. Dyslexics typically do not have the problem before going to school. Up until that time they had been using their natural eidetic memory they were born with.  So, if a dyslexic wants to master information, then why not revert back to what worked so well before – their photographic memory! Since the photographic memory is more effective than reading, then it may be their best option to follow.

Dyslexics also invent their own personal systems that work for them specifically. The ability to innovate comes from a sense of need, and in this way strongly suggests when compared to their peers, dyslexics may actually have a higher IQ than average. Most dyslexics force their mind to evaluate their circumstances, and create solutions to their specific problems. Could dyslexia even be considered an evolutionary step in a positive direction, since they are forced to use more efficient ways of dealing with information and use their photographic memory?

The Education system and the regulation of testing

Tests are typically rated by percentages on a sliding scale or curve design. The stated purpose for this is for the teacher to see how the tests given are received by the students. If the results come in too high, then the test should be adjusted to be more difficult. And if the tests scores are coming in too low overall, then the test should be adjusted to be easier. Making tests harder or easier defeats the purpose of testing, and sounds rather unrealistic.

What most people think testing should be about: 

Most people think that testing should be the amount of usable knowledge the student has acquired from the class and from the teacher teaching the class. Likewise, if a teacher is good at presenting the contents of the class, then the student should also be able to test out with higher scores. But the result in higher test scores will skew the test graph, thus indicating the test should be made harder. If the tests are made more difficult the amount of people failing may also go up.

There is no incentive for the teacher to teach anything other than a mediocre, middle of the road, class. Otherwise there will be questions asked by the administration and perhaps quite a bit of extra work adapting the tests to accommodate his teaching ability.

On a school-wide basis one superior class would not play much of a part, but if there were a significant number of classes taught that created a lot of exemplary results, then it could upset the balance for the government funding and grants, and could significantly widen the qualitative learning gap for the learning deficit students. The gap between the Haves and Have-nots widens.
Impact on Grades with Photographic Memory

Headline –
“Failing Students Suddenly Jump Grade Scores to As and Bs – Cheating Suspected”

The educational system would go into complete failure if students used their innate photographic memory they were born with instead of reading. The entire teaching / testing structure would be thrown into chaos.

We have calculated if children were taught to maintain and advance their eidetic memory while learning to read, then students would gain enough information to graduate High School by the age of 9 or 10, have their first college degree by 11 or 12, and should easily gain Masters or Doctorates by the time they are 16 or 17. What hope would a teacher have of keeping up with them? That means teachers would have to learn how to use their photographic memory as well.

As for the educational administration: We would not see overcrowded classes ever again. Instead you would see Mentors guiding a set group of 5 – 7 students. “Teachers” struggling to maintain control over a class of 40 or more students would be a thing of the past. However, the role of school teacher would be changed forever. Educators would throw their obsolete syllabus out the window.

Just think what it would be like, and how many problems could be solved, if we have a society filled with highly intelligent people! Even though this sounds very idealistic, people look at how they will be personally affected by such a thing happening, and many will see this as a threat. Educators, too see this as a threat to the established way teaching is done.

Reactions we expect from the established educational structure:

1.    Go quiet, don’t acknowledge it, and hope it goes away.
2.    Pure outright rebellion – The BIG “NO”.
3.    Organizing parent organizations to stand against such changes by playing on their fears.

These are only the first obvious steps. There will most likely be other forms of intervention as well.

What do people want?

Most people think it would be incredibly positive that their children be taught in the best possible way, to make them the best person they can be for the rest of their life. Parents wonder as to why the educational system would turn away such a huge advantage in advancing education to a whole new level. Parents wonder why educators cannot do the “Right Thing” for their children. When politics, money, and fear of change are the reasons for the education industry to stand firm upon, then parents do see the injustice of a failed system.

Even with the Intellectual Revolution upon them, Educators do not have a motivating force to move them to change. They are steadfast in their resolve, and like the stone statues from the past, they are unmovable and they demonstrate no remorse. They feel justified to keep students away from their true potential, to have them walk in darkness. All they would need to do to get the ball rolling is say, “We were wrong.”

Shannon Panzo, PhD

Great Things Happen Here!


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