• How to eliminate that most devastating handicap — self doubt
• How to free yourself from worry, stress and resentment
• How to climb above problems to visualize solutions and then attain them
• Simple prayerful exercises that you can do every day, throughout the day, to reinforce your new-found habit of happiness

Now, it’s certainly fine to think positively to focus on positive thoughts. And you do want to overcome the devastation of feeding into anger, fear, and worry. And it certainly is fine to hold onto a “mental picture of yourself as a success” to “practice happy thinking” even every morning to “let pictures of each happy experience you expect to have that day, pass across your mind [to] savor their joy [so that] such thoughts will cause events to turn out that way.”

But unfortunately, there’s a downside to all this happiness.

In recent years, the power of positive thinking has gotten so out of control that if you think negatively or experience negative thoughts you are at fault, need to repent, and avoid ever doing so again. But I’ll let you in on a secret negative thinkers, those advocating positive thoughts are not always positive. They too experience doubt, disappointment, anguish, and pain.

So what’s a poor negative thinker to do?

Well, first of all, let’s take a look at reality.

There is a difference between being positive and negative when dealing with reality. Sure, on the one hand in the long run, you want to be an upbeat and can-do person. But on the other hand, you don’t want to be a perpetual downbeat, can’t-do person. However, if you are generally a positive person and you begin to inordinately experience doubt, fear, worry, anguish and so forth, it’s for a reason. And you need to stop, examine your circumstances and figure out why all this negative stuff is happening and not just block it out with positive thoughts.

What if you are in a job or career that is in dire need of change?

What if you are in a relationship that is falling apart and you need to address the negative issues?

What if you are confronting an individual on a daily basis who is brining you down?

And, more importantly, what if there are deep-seated issues that have been in your psyche since childhood that need to be looked at in detail, confronted, examined, and addressed? It would certainly be foolish to try to just think positive thoughts to overcome here.

Sometimes, being too positive or overly optimistic can be problematic. What if you are a CEO, physician, or general in the field of battle who must deal with the reality of the negative or not so favorable facts? Should the CEO ignore the negative financial reports coming in with positive thoughts? The doctor with a patient who has a life-threatening illness with positive thoughts? The general in the field who is outnumbered with positive thoughts?

OK, not many may be CEO’s, doctors, or generals in the battlefield, but you see my point. However, it is also critical to not avoid those everyday negatives that arise: jealousy, anger, spite, fear, remorse, doubt, hatred, shame, worry, delusion, and so on. Even the generally positive person will have such emotions arise on occasion. And that’s OK. They are there for a reason, warning signals that must be addressed not ignored or glossed over with positive mantras.

At times, self-examination alone is not enough to fix some of the negatives. Depending on the complexity and depth of the issue, you may have to go to a professional. But for lesser issues, and for those who have had some training in doing so, self-examination is enough. For instance, if you are a normally emotionally healthy person and you find yourself all of a sudden becoming jealous of someone’s success, maybe it’s merely a signal that it’s time for a change in your life. Maybe you need to obtain some of that success for yourself.

Now some in the field of motivation and success advocate positive thinking like it’s the only avenue to success. And, sure, you would probably prefer to be a bright, shiny, positive thinker than a dull, downcast, negative one. But you certainly shouldn’t put your work toward success on hold until you become the paragon of positive thinking.

And who knows? maybe you’ll never get rid of the negative? Lincoln didn’t. Here’s a man who often suffered extreme bouts with depression and a fascination with death. But he still achieved within his “negativity.”

And who’s to say negativity is not of an arbitrary nature? For in the United States, someone who is a pushy, get ‘er done, go getter is generally looked at in a positive light. But if you put that same person in certain countries in Asia such actions would be looked at as highly undesirable, maybe even negative.

And who knows? Maybe the reason your negative is that you’re just uninspired and it’s time for change and continued growth. Hell, if you had reached this point and thought “Gee, I’m negative, I’ve got to think happy thoughts” then this would not be considered positive thinking but insanity. It’s not negativity but uninspiring goals that are your problem.

The bottom line here is that being negative is not a death sentence nor is being positive an indicator that all is well. It’s best to be somewhere in between, a realist, and to take an honest look at what is causing you distress or, for that matter, what is causing you happiness and joy. An active, examining, honest mind is your best tool to success and not worrying too much one way or the other how much more positive or negative you “need to be” according to somone’s arbitrary standard.

Here’s to your success.

The real problem lies in the economy. What with a marked rise in the cost of living, an alarming increase in divorce creating the need for dual-household income, outsourcing, multinationals that are richer than most countries creating CEOs that earn 1500% more than their generational predecessors, and so on. It’s just gotten downright ugly.

It used to be that with one job you could buy a house, a couple cars, and provide the essentials for your family. Now with both parents working in 70% of U.S. homes, it still doesn’t provide financial security. Like the get-a-college-degree-job-security myth that many still feed in to, even with both parents working the safety-in-numbers myth provides little security as well.

Why?

Consider this, the top three reasons why there are over two million foreclosures in the U.S. are divorce, job loss, and illness. Regardless that it was a 40-year low in interest rates that got most there, outside of this there lies another, more deep-seeded problem. One income cannot do it anymore. Even two are struggling to get by. Here’s a sobering report from Elizabeth Warren, author of “The Middle Class on the Precipice” (Harvard Magazine, Jan. / Feb 2006).

“By 2004, the family budget looks very different. As noted earlier, although a man is making nearly $800 less than his counterpart a generation ago, his wife’s paycheck brings the family to a combined income that is $73,770-a 75 percent increase. But higher expenses have more than eroded that apparent financial advantage. Their annual mortgage payments are more than $10,500. If they have a child in elementary school who goes to daycare after school and in the summers, the family will spend $5,660. If their second child is a preschooler, the cost is even higher-$6,920 a year. With both people in the workforce, the family spends more than $8,000 a year on its two vehicles. Health insurance costs the family $1,970, and taxes now take 30 percent [ it's actually 42 to 50%] of its money. The bottom line: today’s median-earning, median-spending middle-class family sends two people into the workforce, but at the end of the day they have about $1,500 less for discretionary spending than their one-income counterparts of a generation ago.”

More and more middle-class citizens are falling into the lower class, many by way of foreclosure. I was watching the news last night with my wife at a friend’s house. A man and woman had just lost their home and were sitting outside their new trailer home with transplanted lawn jockey, pots, and planters. Through teared-up sobs, the man explained how disheartening it was to work so hard for a dream only to see it lost with little chance of recovery.

What is the solution? Well, instead of going to a job factory (university / college) to learn a craft or skill only to end up working for the government (40 to 50% taken in taxes), banks, and credit card companies (average American owes $10,000) our students should be learning about finances, more specifically, how to own a business and invest.

Time and time and time again, I have gone to wealth seminars and heard former mortgage brokers, insurance agents, Kentucky Fried Chicken managers, teachers, the homeless (sometime the same–I know!), talk about dire times, skimming for nickels and dimes in the change jar to pay for groceries. It is a sad state of affairs, and some, like Hillary, feel that the government needs to do something about it. Well, if you know how the government moves, I’m not waiting. So what do we do?

Instead of working for a company, one which tells you when to come, when to go, how much your worth, and whether or not you’ll be working; instead of never even seeing 45% of your income; instead of being caught in the education matrix; instead of relying on the pain of scrimp and save to no safe solution; the only alternative is to let your money and the government work for you. Here’s how.

Consider the following trend. Most micro-business owners represent:

99% of all employers

50% of all employees

44% of all payroll dollars

70% of all net new jobs

Today, one out of six people that you meet are taking matters into their own hands and have joined the ranks of the “better-off,” if not secure.

If you want to get your taxes down to single digits, start a business. It can even be a part-time online business selling knitting techniques. Really! The tax write offs alone are worth it. Here’s a few examples:

Home Office Deduction: You no longer have any non-deductible commute. All of your mileage is now business related.

Pay your child up to $5000 to help you run your business and pay no taxes (fica, fed., state) and get $2500 back from Uncle Sam.

Convert other medical expenses from itemized deductions to business expenses. Convert limited health insurance deductions into fully deductible business expenses. You save not only on federal income taxes but reduce self employment taxes as well. Save up to 45% by deducting payments that you are already making.

For retirement, up to $45,000 / year can be deferred. Invest in your future and the IRS will reward you with lower taxes.

Why let your Bad Uncle take your money when your Good Uncle is only a business idea away?

How else can you win the money game? Real estate . The government wants you to do two things: start a business to create jobs and feed the economy and to provide affordable housing. And you don’t have to be “The Don” when it comes to real estate. But keep in mind that 7 out of 10 millionaires own real estate. It’s the safest and most profitable way to make passive or leveraged income. And by the way, the government is dying to give away money, provide the down payment, even forgive loans (yes, there are forgivable loans that don’t have to be paid back; hell, they’re forgiven!).

Need a home? Here’s a possibility. Try the 203 (b). It’s the purchase of a four-plex, where you move in to manage for a year before selling or keeping as an investment. And the good part? You live for free as you build equity.

Bottom line, the government wants you to help out, and if you do, they’ll help you, in a big way . There’s many ways of getting ahead. The limit is only in your ability to imagine.

So even though there’s a lot of bad news out there (foreclosures, job loss, cost of living increase), if you keep your eyes open there’s always a way out. With a little shift in thinking, a willingness to change, you can not only get back on top but rise higher than before. Good luck and God bless.

First, to set the stage, let’s start by saying that most believe education to be critical. Education here meaning high school since it is compulsory and everyone is required to attend. But specifically the content of the “education” spoken to by the majority is quite different from what is essential to survive in today’s competitive world. (More on this later.) Nevertheless, the popular content of the general high school curriculum those in the media, political and public arenas speak of entails arithmetic, science, language, phys ed, history, and English.

And most have been conditioned to believe that this type of education is necessary or critical or that a child without a high school education and, in most cases today, a college education limits the average child’s chance for success in the job market. And this is true to a degree but less so than most believe. But to continue our definition, it should be pointed out here that education gained usually translates to “job,” meaning that the belief is that high school and / or college are preparing the student for her life’s work. But this is not true and our youth are being shortchanged. For after twelve maybe sixteen years of education, then what? Education stops because institutional education is complete?

Today such thinking is disastrous, for with the opening of the global job market and greater competition–therefore the greater creative destruction of capitalism–one needs to be on the ball and constantly updating skills, even deleting and re-learning new skills, a situation that requires less of educational standards and a greater understanding of the critical need for developing one’s self-education skills that readies one for the great changes ahead–not only numerous jobs but careers that are sure to come. Never before has it been more critical for students and workers to understand the need to keep one’s skills, attitudes, and knowledge in tip-top shape, up to date and forever expanding.

And of course, as I’ve mentioned before numerous times-but bears repeating-high school grads and even college grads are lacking fundamental skills, knowledge, and attitudes that are more critical today than ever before: self-educating skills (as mentioned), critical and intuitive thinking, financial IQ, honesty, integrity, work ethic, success principles (upwards of 64 of them!), ability to work well with others, public speaking / leadership skills, and so much more.

Why are these intangibles, these often over looked skills, knowledge, and attitudes so important? Well, it is just the foundation of these very intangibles-which are rarely addressed in education-that will keep the average graduate on solid footing in regards to the many career changes guaranteed to come. After all this is, as Allen Greenspan states, the age of turbulence. The new grad must be adaptive, focused, work ready, and basically a company of one, ready and able to adapt as change occurs on the job, in the world national and international, and in ever changing career shifts. How market ready are you? How valuable and adaptive are your insights, skills, and attitudes? No longer can one rely on just one degree, skill, or job to see them through to retirement and its pension (by the way, pensions will have nearly evaporated by the time those who are just entering the work force have retired if current trends continue–they already are weakened and dissappearing).

This now brings us to the current state of education and belief that a standard high school education is necessary. Let’s bear down on the point at hand.

We often hear that schools are doing poorly or doing well in regards to testing and grades in the standard disciplines mentioned above–math, science, English, etc.. And it is generally taken for granted that we need these courses and that our children will benefit by taking them. However, how do we know this? What tangible evidence, research and verification tells us that what our children study is benefiting them five, ten, twenty years down the road?

As far as I know, there is none. To ensure that an education is critical it first must have value for the consumer, for if it holds none its hold on the consumer will be short lived. If we looked at the truth, we will find that not only are most not using that which they’ve learned in school and even college but they have little to no desire to retain it in the first place. Here are a few direct quotes from current and former students of mine.

“Got labs today. Can’t wait to purge this junk once the test is over.”

“Dude, that class is a joke. Do what we all do. Get the grade, dump the junk, and get on with your life.”

“Whoever thought we needed half this crap [knowledge gained from classes taken] should be shot, run over, then shot again.”

Some of these statements I’ve overheard or seen posted on various social media. (I’ve left out  the numerous comments that have an “R” rating or higher.) The point being that there’s a lot of precious “knowledge” out there that has little value for many in high school and college.

Why is this allowed to happen in the first place?

Well, most education is not for profit, meaning that if it were there would be a lot of asking of the customer what she likes and doesn’t like, as well as what is useful and not useful to not only retain  customers but to encourage them to come back. There’s little if any of that concern in education at any level. For emphasis, just consider where you get optimum service, at the DMV, US Post Office, or INS? Or maybe more so at Blockbusters, Wells Fargo, or Vons Supermarket? Yes, where the customer is king, in the private sector.

Most education is run by states and, therefore, talked about by those governing the country–those with short-term agendas to get elected or re-elected–not with the long-term picture in mind. And this bears out the point that most have little interest in or concern for what happens to grads after they’re gone and whether or not what they’ve studied is needed or necessary. Even schools and colleges are guilty of this offense. Have you ever been approached by your school or college with a survey to discern your consumer satisfaction? Then my question is, how do they have any idea that what they are doing is right? Good? Of merit or quality? Of need, even?
On top of it all, students attending school and college and their parents just take it for granted that authorities and governing bodies (regional accreditors that are academically oriented and not tied into the realities of the private sector) have selected curriculum that is appropriate for ever child’s needs, a ridiculous proposal at best. Does anyone ever question what they or their child is taking in school and / or college and how it specifically applies to them, their abilities, talents, character, skills, and desires? Trusting so much in governing bodies that do little to no checking to see if that which they are requiring students in schools and college is beneficial years later? If private companies were run like this they’d be out of business quicker than you could say “failed thinking.”

It is critical today more than ever before that consumers-students-understand thoroughly not only what education means, and its limitations, but what they need to ensure success not only in the workforce, but in their families, society, and spiritual life. There is so much that so many are missing out on with the current state of the education nation. It is in a sad state indeed and only its privatization or the seeking of a proper, thorough and adequate education by individuals in the know of what is needed will truly reform education. As consumers of education, we certainly need to be better trained in what we are receiving, what we need, and how to go about getting it.

According to Kathy Kristof, “Crushed by College,” the above attorneys were “victims of an unfolding education hoax on the middle class that’s just as insidious, and nearly as sweeping, as the housing debacle The ingredients are strikingly similar, too: Misguided easy-money policies that are encouraging the masses to go into debt; a self-serving establishment trading in half-truths that exaggerate the value of its product; plus a Wall Street money machine dabbling in outright fraud as it foists unaffordable debt on the most vulnerable marks” (Forbes, Feb 2, 2009).

There’s also the myth that if you go to college you make about $1 million more on average than a high school grad, once again, failed thinking. The belief is that it is college that is enabling the individual to make more money. Maybe it’s just that smart people go to college and are more likely to make more money than high school grads because of their smarts, and it has little to nothing to do with the degree. It’s failed cause effect thinking. There are many who have never gone to college or dropped out, like Bill Gates from Harvard, who don’t have a degree who are making cash hand over fist.

Even if you get a degree, there’s no promise that you’ll use it, need it, or that it will prepare you for the work you desire to take up. For example, I hear time and again that those who are now in business have little use for their business degree. Personally, I obtained a certificate in programming and had to get in at the entry level shuffling reports. I eventually got into programming, but I didn’t use any of the languages I learned and acquired all of my know-how on the job. Even my BA and MA in English did little to nothing to prepare me to teach grammar, mechanics, punctuation, and composition, all of which I learned on the job, once again. Interesting to note that an English major was not required to take even one grammar or composition class.

But there’s more to the story.

If you add the expense of going to college (tuition, fees, books, room & board: $46, 700 / yr. public schools; $99,000 yr. / private schools) what isn’t taken into consideration is that the “$1 million college over high school grad” advantage doesn’t kick in until the grad has been out of school twelve years or more (don’t forget to include the four years of college where no money is earned) before the loan is paid off.That is if you graduate (half entering college never do), don’t default on your loan (17% write offs), aren’t delinquent (upwards of 24%) and pay without interruption (many defer payments or file for hardships while interest continues to accrue).

On top of all this is the fact that private lenders add 10% “origination fees” onto 18% variable interest rates (there’s no legal limit). These private loans are now twice as profitable as government loans and has attracted financial institutions like Citigroup, Bank of America, and Wells Fargo.

The arm of abuse extends far, for according to New York Attorney General Andrew Cuomo’s office, investigations have discovered “troubling, deceptive and often illegal practices . . . involving lenders, educational institutions and financial aid officials.” So those “sacrosanct” college and university staff are not as many perceive them to be.

Another thing that colleges, universities, and other institutions of learning (for profit) don’t tell American Dream hopefuls is the reality of what their degree can actually get them. Often times, as stated above, the curriculum to job or reality match is not even close. Some students are preached to about the great paying jobs they’ll get only to discover that it is those with years of experience or a greater degree and years of struggle that has “ensured” said success.

Here’s another sobering factoid:

“One in four college grads takes home considerably less than the top quartile of high school grads, according to a College Board study” (Kathy Kristof, “Crushed by College”).

Also, if you’re thinking of taking the traditional path to “job security” and the American Dream through being a doctor and opening up your private practice, think again.

In a recent survey only 18% of physicians deemed their practices financially stable. What with liability, exorbitant student loan debt ($155,000 average which has jumped from 20% of their average pay to 60%) and the fact that the self-employed don’t get considerable tax breaks like business owners or investors, the American dream here has moved into nightmare territory.

One day at a McDonalds, my wife and I were sitting next to a nanny with two children. Speaking in Spanish, she told us that she worked for a couple with private practices. They worked from seven in the morning until seven in the evening seeing their children for an hour before putting them to bed and going to bed themselves.Why? To survive.

Another consideration is a single income stream and its overall disadvantage. Even if the employee happens to be a college grad who has optimized her income (some $30,000 / yr. over what high school grads make), what happens when that steam dries up in these economically challenging times? where cost of living to income ration is the worst it’s ever been for single income employees. Never before has it been so challenging just to pay the bills never mind put away a little money for a “rainy day.” If the employee can’t work any longer for whatever reason (health, business or industry collapse, competition), what is a single-stream income employee to do?

It’s old thinking, out-dated thinking, failed thinking, and most of all, dangerous thinking. Never before has it been so critical, so essential that the individual understand that he is responsible for his financial future and that financial IQ is one of the most important elements of his ongoing education.

The American Dream has changed along with the economy and few are aware. There needs to be an awakening to the facts that achievement of the American Dream through college and “job security” are things of the past and that people need to quickly get up to speed as to what needs to be done to survive financially through the working years into retirement. Little of what is needed relies on a college degree. Just ask the experienced. They’ll tell you the truth. No lie.

The term “No child left behind” is often bandied about by politicians when talking reform. But can that federal ideal be achieved? when how children are educated and what they learn is not determined at the state level or even the district level-of which nationally there are roughly 15,000-but rather at the school and classroom level, even.

Why is this true? To get to the answer, let’s get a little history first.

Teachers used to determine on their own how to teach the chosen content going from one fashionable method to another: from students sitting in rows and columns to circles; from quiet classroom to lively, controlled classrooms; and so on. But amongst all this, it was still up to teachers as to what should be taught as well.

However, over the last 20 years states have generally begun to agree on standards, but the problem is defining clear and teachable standards that are not too broad or too narrow which often creates confusion. Ironically, this confusion often results in the states putting the responsibility of what to teach back on the teacher.

But even if a “standard” is determined, how is it determined? It’s generally done so by groups consisting of teachers and content experts. However, the proof is in the pudding. How do these groups know that what they are having children learn is actually used in the workforce to the greatest degree? Are these education-standard decision makers lost in pie-in-the-sky academic theory or feet-on-the-ground practical application?

How practical and useful is the education today’s grads receive?

Personally, I’ve done informal surveys in my classes and have asked students if they feel they will have a “great need” in their lives / careers for, say, algebra, geometry, chemistry, biology, English literature, history, and so on. Rarely do I see more than a hand or two go up for any discipline I choose. An interesting result.

Administrators and trustees may come up with educational guidelines and content standards, but how many surveys are taken five years or so after graduation to determine how much of what was learned is used by students and to what degree? Maybe a realistic analysis will not only take the guesswork out of building curricula but also motivate teachers and administrators to teach to a “practical” standard curriculum.

To take the informal analysis a step further, let’s look at what’s being taught and whether or not it’s actually needed by the majority who go into the workforce. Let’s begin with science and math, certainly twin stars in the eyes of educators and parents alike (”If only my little Johnny were into math or science . . . ahhhhhhhh . . .).

Let’s be practical. It’s wishful thinking to believe that the majority will use higher math (algebra, geometry, trigonometry, etc.) or science. Of course, the current desire by our government to encourage more math and science centered students is merely economical. It believes that the more people we can get into high-tech jobs the more competitive (read more money) America will be. Bottom line, will we catch up with the six countries we lag behind.

Certainly there are jobs in major occupational groups such as computer and mathematical; architecture and engineering; life, physical, and social sciences; but according to the U.S. Department of Labor, Bureau of Labor Statistics that’s roughly about 5% of the labor force, give or take a few percentage points. The majority of jobs are in management, sales, health-care, protective services, food preparation and service, office and administrative support, construction, maintenance, production, and transportation. When is this reality ever addressed?

As an aside here, one reason we get lost in an inadequate perception of educational need is the peer pressure put on teachers and administrators to not only support popular ideas but to perpetuate their own jobs through self-fulfilling propaganda. Here’s an example:

According to Karin Chenoweth, senior writer with the Education Trust and author of How It’s Being Done: Urgent Lessons from Unexpected Schools, she states that “To be ready for, say, a plumbing apprenticeship or to get a job on an automobile assembly line or as a sales representative requires that students have fairly high reading and writing levels and have mastered math at least through Algebra II.”

Hardly.

If they desire to move up out of these positions, maybe. However, sometimes even the very successful need little education or desire to be educated beyond relevant or specific knowledge that directly pertains to their skill.

I personally know a man who did graduate from college–a prestigious California college– barely, and avoids books like the plague, but has developed a successful commercial real estate business. Another friend of mine never graduated from high school but runs a successful tree business that employs 80. And how about Bill Bartmann? a high school dropout who eventually went to college and graduated without a grade higher than “C,” then went onto law school, graduated to became a lawyer, quit that job and moved into business where he has made billions.

Learning how to learn, to think well (critically, intuitively, creatively, etc.), to build one’s knowledge base, skills, a productive attitude and good character are critical to success. But a formal, standard secondary education? One needs to understand its limitations, first and foremost. And the fact that no student is going to be forced to learn, or better yet, retain anything that is not of interest must be considered. Therefore, schools that unrealistically focus on what “We want kids to learn” is failed thinking and leaves out the most important part of the equation: the recipient. Do schools ever really focus on what the student wants? For once the formal institution’s influence is gone, the student left alone unto herself will in most cases begin to see what she desires and focus and build from there regardless of any institution’s “want.”

Another often forgotten point is the fact that even if a child loves a particular discipline all is lost if that knowledge is not kept fresh through constant use. Consider that within 24 hours 80% of what one reads is forgotten if not reviewed, then where does a high school grad stand months after graduation, especially graduation with grades that represent knowledge crammed in and spit out as quickly as possible after testing? An all too common event. Very rarely if ever do I run into students who focus on knowledge gained. The majority work to the grade not to the knowledge (another issue educators don’t address or overlook all too often).

But let’s get back to the national focus on math and science and finish our thinking on this issue.

Sure, I’d like an ideal world where we all have great paying, challenging jobs (utilizing high-end math skills, science and so on), but it’s not practical. The majority of jobs don’t require anything beyond arithmetic, something the majority of politicians, school board members, and parents don’t talk about. Math is pushed like everyone should learn it and that once that happens we’re in a safe haven, it’s the end-all and cure-all, life is good. Utopia here we come. But believing that marketing and selling math and science will get more interested, forget it, I’ve seen the level of math anxiety of anti-math students. It’s not a realistic fit. And also consider that less than a third of incoming college freshman are proficient, I said proficient, in basic math and writing skills, therein lies a major inhibitor in the belief that we are going to have an abundance of math and science students to fill the void.

Nevertheless, there should be a standard, and what the specifics of that standard entail should be determined by following graduates into the workforce seeing what is greatly needed and what is not. But once that’s accomplished that’s only the beginning.

Next, you have to get every teacher in every school in the nation on the same page which will greatly smooth out transition for the millions of students who move to a new school each year. Consider that not only does the new student have to adjust to a new culture, routine, students, but new curriculum as well. With a national standard, at least here the student will find familiarity.

By creating a national standard that means that teachers will have to collaborate. However, that’s not something that is part of the teacher’s professional development. And certainly teachers get together for meetings, but these meetings are often unfocused and waste time. By getting together with other teachers to discuss how to teach the new national standard, consult with each other and experts about a systematic, detailed way to teach it is, unfortunately, going against the norm. A complete overhaul of educating educators will have to be made in this regard.

And in order to get these norming sessions into practical action, teachers must focus on the controllable and on instruction not wandering into complaining or gossiping or rambling on about things not addressing instruction.

But other issues concerning what is not taught in schools that is so essential to our youth’s education that goes beyond standard curriculum are rarely addressed. Here’s a short list:

1) Finance: few students have the slightest inkling as to what they will need to survive on or thrive on while working toward and through retirement. Financial IQ is such an essential aspect of a responsible citizen of society it should go without saying, yet with the average American $10,000 in credit card debt and 95% of retirees relying on family, government, friends, and poor paying jobs to get by you’d think someone would have added this to high school curricula decades ago.

2) Relationships: One’s ability to get along with others is priceless. The number of employers, colleagues, and peers who prefer likability over skill and know-how (much more easily taught) should point to the dire need for relations and relationship building to be taught in high schools. And with the foundation of any society relying on the family and with the divorce rate hovering around 50% . . . need I say more?

3) How to Deal With Adversity: What happens when one loses their job? What happens when a business goes under? What happens when a rift occurs at the work place? These critical situations must be discussed and worked through as best as one can without having actually experienced them to at least prepare the individual so he / she is not completely caught off guard when a difficulty in this regard arises.

4) Character: No amount of education, talent, ability, skill or gift can compensate or make up for the self-sabotaging nature of poor character.

5) Ongoing personal development

6) Understanding and utilizing motivation

7) Self-improvement for personal and professional gain

Leadership skills to optimize one’s overall potential

9) Goal setting and achieving to optimize one’s knowledge, skills, attitudes

10) Self-confidence

11) Imagination and critical / intuitive thinking

12) Self-control; concentration / focus

13) Tolerance

So there’s a lot of work to be done, a lot of rethinking, retraining, and re-opening of minds needed. This issue is complex, critical, and won’t go away. All of what I listed in this article and much, much more is involved in getting our children up to speed for their transition from the dream / theory based world of academia to that of the harsh work world. May those with insight, courage, and level heads lead us to where our education system needs to be for the benefit of our children and all our children’s children.

Let’s begin by dispelling the myth that teachers (for now let’s talk primary and secondary) are all that and a bag of chips. Teachers are not only given too much credit, they are given too much of the blame. Currently, the move is toward greater teacher accountability for student outcomes based on assessment criteria. What’s all that arcane jargon mean? Simply that teachers are to a greater and greater degree being held responsible for students’ grades. That, my friend, is a good one. Almost as funny as the one where a minister, priest and rabbi walk into a bar . . . OK, forget the joke, let me explain.

To a great degree, teachers (k through 12) have a workload that even the toughest laborer would bend and break under. They not only have to prepare lessons, attend meetings (teacher, administrative, parent), and have a life-if they can fit it in-they have a workload that has them averaging 57 hours worked per week ¹. On top of that, consider that working as a teacher is stressful because there is no time to relax. As a teacher, you are in charge of teaching, policing, cajoling, organizing, coaching, motivating, disciplining, and so on. From start to finish of the school day there is little time to relax, and you are working at full sensory capacity most of the time. That is why there is such great teacher burn out. You have very little time to kick back and recede into yourself (like a desk jockey or cubical cubby). So, on top of all this, teachers are now to be responsible for chasing 100 to 200 students to make sure they are doing their homework and are learning what they need to learn. Good luck.

But consider that there are other factors now that weaken the teacher physically, emotionally, and authoritatively. It is the last item I desire to focus on here. Students and parents, to a great degree, have sapped the teacher’s strength as the authoritative figure, one of the reasons why 3 out of 5 teachers now entering the field (K through 12) look at teaching as a stepping stone. I have a lawyer friend who did just that.

When he began teaching, he was told by a grizzled veteran that “you will either give into the student’s demands or you will quit.” To cite an example of this loss of control, at a general assembly a student was acting up. My friend told the student, who was not his, to settle down. The student challenged him and said, “I don’t care. You can even call the police. Nothing’s going to happen to me.” Another friend, a fellow classmate in graduate school, told me she was no longer a high school teacher because after 13 years her authority in the classroom had nearly vanished. Add to this parents who no longer, to a great degree, support teachers. Many a parent, if their child receives a bad grade, places the blame entirely on the teacher, the student getting off scot-free.

Teachers are not, should not, or ever be seen as the main educators, motivators, keepers of their students or children. Children? What does that word naturally imply? Of course, parents. It is the parents’ responsibility to make sure that their children are doing their homework and doing it well, getting off the couch and being the teachers they should be.

I have numerous friends who have taken back the teaching of their children by home teaching. An issue of much discussion, but I mention it here to show how the problems of the K-12 school system has gotten so out of control that parents are taking the issue into their own hands. Many parents have discovered that the education system is failing and is not preparing their children for the work-a-day world. This is an issue in and of itself, not to be gone into detail here, however.

But what is the role of the parent even if he or she decides not to home school?

It is essential that parents not only teach academics (meaning, bare minimum checking homework) but other vitally important issues of concern, concerns that last a lifetime beyond all the math, science, history, and English that is all too soon forgotten. A few things that should exist on that list are a work ethic, accountability, patience, perseverance, manors / respect for authority, cooperation, tolerance for difference, sacrifice, charity, humility, and more. If these things were taught by parents, as they should be, perhaps the number of problems we now face in school and society would be reduced.

Continuing with the issue of educational necessity and change, I’d like to propose an academic overhaul. This issue is quit complex and something I go into greater depth in my upcoming book Education is a Waste of Time, but I’d like to touch on a few points here.

Consider that in 24 hours we forget 80% of what we read if we don’t review, and even more so if we don’t pay attention, have acquired the skill of better retention, and, most importantly, don’t care, how much does our no-student-left-behind retain? Well, according to my eight-plus years of teaching, mostly at the college level, and concurring statistical evidence, less than 1/3 of all students entering college have sufficient math, reading, and writing skills. The key word here is “sufficient.” Considering that there is a push for more math and science majors to keep up with the 6 countries that produce students that exceed our student’s preparedness, it appears we don’t have much hope. Even though the push for students is ill-founded because of the small number of existing careers that require high level math skills, the numbers do not bode well.

Taking all this into consideration, how important is it that we teach our students specific, locked in studies: math, science, history, English, and so on. I often will address this point by asking my students to regurgitate on queue, from the first minute to last, all that they learned in a class that day before coming to my class. Most if not all come up completely empty handed. One thing we don’t teach or inspire our students to do is to pay attention and acquire skills that will aid in focusing on key material and being able to recall it. Where is that class in high school? We merely throw it at ‘em and hope it sticks.

Something else we’ve forgotten to do, like any good marketer in the business world know, is to simply ask. What has happened to our empowered, “no-student-left-behind” student? The overly liberal shift of power from teacher to student is being wasted if we don’t ask the empowered what they want? And if they don’t know, well, now that they’ve been given the power, they by all means should work on it. Many a parent, teacher, administrator will say, “Well, they’re children. They aren’t mature enough to know.” Well, if we don’t ask them we’ll never know. And we shouldn’t just ask them once, for they are developing and changing rapidly at this time. How ‘bout this. We ask ‘em often and we ask ‘em early. Consider the following. Please bare with me.

On average, 1 in 10,000 has perfect musical pitch. In many Asian countries, where pitch determines meaning (i.e.: going up at the end of a word means one thing, down another) 1 in 100 has perfect pitch. My point? Practice. If we get students thinking early and often what they want to do with their life, and more know than not, then that’s where they need to focus and not struggling, spending a majority of their time in classes they don’t care about, aren’t motivated to participate in, and bottom line, will end up wasting a lot of time in. Consider this, within ten years, 70% of college grads will be working in fields they were not educated in (regarding personal acquaintances, that number is low). And considering that many employers now only use a college degree as a dividing line (a way of weeding out candidates with less potential), why not get a degree in something you love? Don’t waste those four years.

There is a lot more to this topic, such as incorporating financial classes, inter-personal skills classes, success classes, and so on, but our K through 16 system is in serious need of repair and upgrading. And this must be done now before too much time passes and more time, money, and effort is wasted. I know that this magnitude of change is challenging but its essential and critical to the long-term welfare of our children; nevertheless, it is a goal or target that we have to shoot for. We have no alternative, remembering that it is not perfection that we seek but betterment.

¹ Teacher’s Workloads Diary Survey, BMRB Social Research, Sept. 2006

“There’s always room for improvement, you know–it’s the biggest room in the house.”– Louise Heath Leber

Everyone has to overcome shortcomings or weaknesses to achieve greater happiness. Maybe you’re too easily angered; an excessive procrastinator; you don’t follow through on commitments; are socially inept or can’t relate to people well enough to maintain relationships, a job, or family; can’t commit; can’t finish what you started; you have addictions to alcohol, drugs, video games, collecting, sports, pornography, or any avoidance behavior, on and on and on.

But to overcome weaknesses is difficult. It’s much easier to ignore them or say “Well, that’s just me. That’s who I am.” You can overcome the majority of your major weaknesses or character flaws, but it takes a lot of work and honesty.

“How desperately difficult it is to be honest with oneself. It is much easier to be honest with other people.”– Edward White Benson

“I count him braver who overcomes his desires than him who conquers his enemies; for the hardest victory is the victory over self.”- Aristotle

“Everyone needs to twelve-step their lives. Don’t simply wait until you’ve got an addiction.” Anonymous

“Procrastination is the fear of success. People procrastinate because they are afraid of the success that they know will result if they move ahead now. Because success is heavy, carries a responsibility with it, it is much easier to procrastinate and live on the “someday I’ll” philosophy.”– Denis Waitley

It is too easy to stay with the status quo. Too easy to put off for tomorrow what will never happen today or ever. But weaknesses must be addressed, for many if not all of these weaknesses are life killers. Life killers in the sense that you deny yourself a greater happiness and joy by not fixing or working on them enough to make significant inroads. Life killers in the sense that you are not only denying yourself but others the benefit of what you have to offer. Bottom line, the more you fix you weaknesses the greater happiness, confidence, and peace of mind you achieve. The greater you achieve in these areas the greater you will achieve in the areas of financial gain, personal satisfaction, and desire to reach out to others. But there is a lot of sacrifice and effort involved. No fast-food, get-rich, learn-it-in-one-day schemes here.

“In order to live free and happily you must sacrifice boredom. It is not always an easy sacrifice.”– Richard Bach

“Self-esteem must be earned! When you dare to dream, dare to follow that dream, dare to suffer through the pain, sacrifice, self-doubts, and friction from the world, you will genuinely impress yourself.”– Dr. Laura Schlessinger

But growth requires getting out of one’s comfort zone and to not only do the difficult but to do the unimaginable. If you are poor of spirit, poor of mind, poor of soul, poor of influence, poor in pocket and poor of experience, you are the only one to blame. Time and time and time and time again I have heard directly and indirectly of the uber-successful their failures: Tony Robbins eating once a day and washing his dishes in the bathtub; Og Mandino, the greatest salesman on earth, losing his family, turning to drink and living on the streets; Dr. Joe Vital living in poverty for over a decade in Dallas, Texas. The many billionaires, millionaires, and lesser-aires all coming from less-than-nothing to rise through the refining fire of dire straits and circumstance having their mortal coil of clay shaped, strengthened and sanctified to not only the betterment of self but to the betterment of the hundreds, thousands, millions they’ve touched.

How many do you want to touch?

If you think you can’t touch many, think again, for in desiring a lesser life, you snuff out the God-given potential to rise and affect the masses, the many, the always and many who need you to overcome yourself for their betterment, a hand lent, a hand reaching down to lift up, only up.

“Great minds have purposes; little minds have wishes. Little minds are subdued by misfortunes; great minds rise above them.”– Washington Irving

“Your work is to discover your world and then with all your heart give yourself to it.”– The Buddha

“As you grow older, you’ll discover that you have two hands: One for helping yourself, the second for helping others.”- Unknown

But you need to address fear, overcome the self, the self-limiting desire to be comfortable and remain. Only in the remaining do we find despair and lack of hope. It is in the quick not the dead that we find purpose, hope, joy, and desire to touch the masses. The dynamic is in action, growth, it is where life is sanctified and made of great purpose, indeed.

“Only when you’ve worked on yourself long enough can you be of great worth to others. Don’t be selfish by doing nothing, build yourself to the benefit of others.”– Jeffrey P. Brown

“Our lives improve only when we take chances — and the first and most difficult risk we can take is to be honest with ourselves.”– Walter Anderson

“If you stand up and be counted, from time to time you may get yourself knocked down. But remember this: A man flattened by an opponent can get up again. A man flattened by conformity stays down for good.”– Thomas J. Watson, Jr.

“It all comes down to one very simple choice… Get busy livin’ or get busy dyin’.”– Andy Dufrain, “The Shawshank Redemption”

“Far better to dare mighty things, to win glorious triumphs, even though checkered by failure, than to take rank with those poor spirits who neither enjoy much nor suffer much, because they live in the gray twilight that knows not victory, nor defeat.”– Theodore Roosevelt

“Take chances, make mistakes. That’s how you grow. Pain nourishes your courage. You have to fail in order to practice being brave.”– Mary Tyler Moore

“Why not go out on a limb? Isn’t that where the fruit is?”– Frank Scully

“A ship in harbor is safe, But that is not what ships are built for.”- unknown

“Behold the turtle. He makes progress only when he sticks his neck out.”– James B. Conant

“If everything seems under control, you’re just not going fast enough.”– Mario Andretti

But in order to do well, in order to find your dream, lock your hands about its neck so it doesn’t slip away, focus and dedication is required. You need to be ruthless in taking massive action on a consistent, persistent basis, with your eyes on the prize which resides above the horizon within the great heights of the stars. Work, sacrifice, and boldness of action are not only those things that success are made of but happiness, greatest fulfillment, and joy. Do this and leave mediocrity and your half-empty life behind for those of a lesser heart. You, my friend, have great things to do.

“Don’t ask yourself what the world needs; ask yourself what makes you come alive. And then go and do that. Because what the world needs is people who have come alive.”– Harold Whitman

“Most people are so busy knocking themselves out trying to do everything they think they should do, they never get around to what they want to do.”– Kathleen Winsor

“You’ve achieved success in your field when you don’t know whether what you are doing is work or play.”– Warren Beatty

“Lack of will power has caused more failure than lack of intelligence or ability.”– Flower A. Newhouse

“I never could have done what I have done without the habits of punctuality, order, and diligence, without the determination to concentrate myself on one subject at a time.”– Charles Dickens

“We don’t know who we are until we see what we can do.”– Martha Grimes

“The minute you settle for less than you deserve, you get even less than you settled for.”– Maureen Dowd

You need to build yourself, build your character by not only overcoming weaknesses but finding you strength. For in the monetized world, business coaches speak to building one’s strengths for greater success. Michael Jordan succeeded in basketball and failed at baseball. Einstein succeeded as a theoretical physicist not as a salesman, which he almost became. Certainly to monetize one needs to focus on strengths. But the underlying weaknesses-the many I mentioned above and more-will tear at the foundation of one’s being, and ultimately success, faster than anything else.

“Whenever anyone has offended me, I try to raise my soul so high that the offense cannot reach it.”– Rene Descartes

“How do you know when you’ve built great character? When you can no longer be offended.” Jeffrey P. Brown

“When there is no enemy within, the enemies outside cannot hurt you.”– African proverb

“With confidence you can reach truly amazing heights; without confidence, even the simplest accomplishments are beyond your grasp.”– Jim Loehr

“Talk to yourself every morning. By looking into those eyes, she or he will tell you everything you need to know. That is, if you’re brave enough to go there.” Jeffrey P. Brown

“The willingness to accept responsibility for one’s own life is the source from which self-respect springs.”– Joan Didion

“Success is not to be pursued; it is to be attracted by the person we become.”– Jim Rohn

This is the age of the entrepreneur, not only for the sake of independence but out of economic necessity. The standard job (just beyond broke) no longer provides for the American dream. Many are losing their homes and their lives along with it. With the death of pensions, social security, and job security (experts estimate employees entering the job market will have upwards of ten career changes before retirement), people as never before are reliant upon themselves to not only provide for the here and now but the retirement of later. And the majority are woefully ill-prepared for the after-job life, most not waking to the calamity of the lack of preparation well into retirement when it is way too late.

Therefore, since so much is reliant upon the individual, it has never been more important to make that individual strong-and that’s YOU. You must overcome your fear of failure, procrastination, being embarrassed, hurt, risk, of even happiness-yes, the fear of success itself-to obtain your ultimate goal. The you you will discover and become as you chip away at the old you to find the wonder, purpose, and potential that lives deep within us all.

God bless.

“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.”– Herman Cain

“To live a creative life, we must lose our fear of being wrong.”– Joseph Chilton Pearce

“If you’re not failing every now and again, it’s a sign you’re not doing anything very innovative.”– Woody Allen

“However well organized the foundations of life may be, life must always be full of risks.”– Havelock Ellis

“If you’re not making mistakes, you’re not taking risks, and that means you’re not going anywhere. The key is to make mistakes faster than the competition, so you have more changes to learn and win.”– John W. Holt, Jr.

“If you are never scared, embarrassed, or hurt, it means you never take chances.”– Julia Soul

“Progress always involves risk; you can’t steal second base and keep your foot on first.”– Frederick Wilcox

“A failure is like fertilizer; it stinks to be sure, but it makes things grow faster in the future.”– Dennis Waitley

What does that mean?

For a few examples, let’s go back in time.

At the founding of this country, certain groups of people were seen as savage, weak, untrustworthy, childish, and so forth. And they were relegated to second class status or lower. Just as in some cultures, Hindu for example, certain worth is arbitrarily assigned. If you were born to a wealthy mother and father, you were seen superior to everyone else, even if you were the nastiest person on earth. Conversely, you could be a virtual saint, the nicest person ever to live, but if you were poor your life was seen as holding little value.

And at times, these arbitrary standards or beliefs can be seen getting shot out of the water by great events, maybe a lesson from a greater power? For example, as I alluded to above, during the early years of this country, people felt blacks we’re inferior, for all the reasons mentioned above. And that’s why when they finally we’re able to fight in the Civil War, more officers we’re assigned to black regiments than to white. White officers felt that the black soldiers needed more supervision because they were more like children than men.

However, a strange thing happened and actually contributed to the war coming to an end. As black soldiers fought, white soldiers stood in amazement-especially Southern whites-as blacks not only fought with intelligence but bravery and honor. Southern whites began to see their “arbitrary” perception of blacks come crumbling down about their collective heads. Many Southerners began to loose faith in the cause. It was their fear and weakness that caused them to perceive blacks incorrectly that which could no longer stand in the light of the reality of war.

For another example, consider that prior to the late 1800s in the United States, women were seen as chattel or property of the man. There was even one case where a woman shot a policeman who came to her door and the husband took the blame because women weren’t seen as creatures that could think for themselves. Since the husband told his wife to shoot anyone who came to the door while he was away, her shooting the policeman was found not to be her fault. Besides, at that time women we’re not asked to make any decisions beyond that of what to cook and clean on any given day. Once again, “arbitrary” standards put forth by a group that merely magnifies weakness and fear.

Little has changed today. The issues may have changed, but to a great degree, arbitrary opinion and mores rule the day.

Case in point, a phrase from yesteryear that is still thrown around today: “a penny saved is a penny earned.” Is it? Should we all be saving? Today, some say savers are losers because the gold standard hasn’t been used since 1971, thus, the value of the dollar has declined considerably. If you look at what it takes to afford the essentials today (home, car(s), insurances, etc.) the truth of this point becomes evident. Also consider that the savings rate

has dropped from as high as 11 to 12 percent in the mid-eighties to an average of 1 percent since 2000.

Then there’s the myth of education, my last example. Here we hear such phrases as “No child left behind,” “Education leads to a better world,” “Education provides the American dream.” And so forth and so on. But an education does not ensure employment, a sufficient wage to capture the American dream, guarantee intelligence, or an individual who thinks logically, critically, moral, or just. Many an educated person has proven to be unjust and poor in his / her thinking. But there’s more.

Today, what is not being told to our incoming college freshmen is that there’s a change in the weather. Along with the economic changes mentioned above, companies outsourcing, downsizing, the greater globalization of world markets–as well as other factors–are not being explained to college students who seek careers, careers that many believe will provide more for them than just the great struggle that is certainly ahead.

But these lies or mis-truths and omissions are being perpetuated by the few who benefit, those who are not adversely affected, so why should they care? Because of this they are not talking and too many students, young people, walk into traps that take them years if not a decade or more to recover from.

But bottom line is that in order to be successful, first, you have to go deep to see what is really there. Do your homework. Don’t rely on existing popular notions, especially in rapidly changing world.

Many may say about education “If it ain’t broke, why fix it?” But that’s not the issue. What they mean to say is “Why fix it if in revealing the truth it will not line my pockets?” In most cases, if it’s not a money maker there’s no impetus for change. And education is not a big money maker. It’s more of a money drainer. Even though many pay lip service to it, going back 20 years of more (Bush Sr. the “education president”), if America wants to get it done, it gets it done. Little has been done regarding education reform.

So what are the issues that may not be fixed or spoken of that will trip you up? Here’s a few.

Few speak to the outmoded nature of colleges and universities-cumbersome vehicles that aren’t designed to keep up with the need to rapidly train a workforce made of individuals who may have three to five and as many as ten career changes; or to the misguided notion that teachers are greatly responsible for educating our youth while the brunt of the work should fall on the parent’s shoulders (specifically in secondary schools); that very few students entering colleges or job factories understand the dire need to think as entrepreneurs in a day n age of downsizing, outsourcing, temps and contractors, and a rapidly changing global job market; that once enough experience is gained our college grads must increase their financial IQ to move into being business owners (1 in 6 Americans now are) and active investors as insurance against dying pensions and social security fund. And so much more.

These are only a few issues that are not being taught, that is not common knowledge that could result in years of lost time and money left on the table. Many of the establishment have opinions about these issues that no longer hold true, not updating notions that may have been valid twenty years ago or more, but do not hold true today. They hold onto failed thinking like a child to his mother his first day at school.

More than ever before, we as individuals are responsible for ensuring that we are adaptable, flexible, and informed when it come to our educational, financial, social and political welfare. No longer can we rely on institutions-schools, colleges, government, employers-to provide. As the title of Alan Greenspan’s new book states, we are in The Age of Turbulence. And there is much work to be done.