Keep Learning or Perish: Psychology, Psychophysiology, Habituation and Goals

by Mark Seymour

This text deals principally with a faulty premise prevalent among those educated in North “Once you have finished your ‘credential-acquisition’ residential schooling (be it high-school or college), all demands on you to continue to learn are ‘ended’”.This is refuted. Literacy is paramount to success and is a drive.In the United State [ of those greater than 25 years]:•91% have passed through Grade XII, •11% hold ‘Associate Degrees’, •24% hold Bachelor Degrees, •11% hold Masters Degrees and •2% hold Doctoral Degrees. These statistics indicate that more than 51% of adult American stopped all ‘formal education’ with the end of Grade XII. Here we stress that this [along with the ‘stopping points beyond that grade] are for formal training environments [schools]. This half the population find it more difficult daily to secure and hold jobs. Even the third with post-secondary ‘credentials’ are finding employment options dwindling and new ‘graduates’ often can no longer find initial placements.We can then contrast adult literacy against formal educational attainment. In terms of adult literacy, the US results [PIIASC 2013 survey] •4% have literacy below Level 1 (unable to read simple material)•14 % have literacy at Level 1 (grade I-III)•34% have literacy at Level 2 (Grade III-IV)•36% have literacy at Level 3 (Grade VI-VIII)•12% have literacy rates at Level 4/5 (Considered ‘proficient’ - Grade IX-X)•2% have literacy rate above Level 5 (Grade XII+)Now compare the fact that 88% lie below Grade X literacy and yet 91% graduated from high school, and 46% hold some credential from post-secondary education. Something is clearly amiss or remiss to carry forward into extended learning. The individual cannot successfully manage on-line education without improved literacy. The writer examines current extrinsic reward conditions and immediate trends in economic security [particularly automation and off-shoring] and how this impacts anyone whose education is currently suspended. The psychophysiological and psychological ‘internal’ impetus to continue learning is examined – and methods to focus these drives for both personal satisfaction and to meet the impending challenge of a probable ‘return’ of deficiency (physiologic and security) needs for shelter, food, sex, etc.. The impact of machines and off-shoring on all levels of employment is explored as it impacts the urgency of continuing education. A heavy-durable goods snapshot of US manufacturing is reflected in the passenger car market share (units produced) [in the United States and Off-shore] over eight Year 2006 2014Total Offshore Units 29% 55%Total Domestic Units 71% 45%The work concludes that immediate changes to foster, nurture and fund extended [continued] learning are required and that governments must become involved in providing avenues for all workers to walk on that path.

190 pages, Paperback

Published March 24, 2020