On the bright side, educational philosophy has always been about teaching our children math, science, reading, writing, social studies, history, and so on. We all know the basic subjects taught in our public schools, and we generally agree on the importance of these matters. More “specialized” curriculum – like “life skills” – are typically elective classes, and instruct children on the basics of financial management, and the like (life skills that deal in the linear, the exact, the non-abstract are generally regarded as teachable on an elective basis). On the negative side, however, we do not teach our children lifelong accomplishment – to succeed – and how to create abundance in all areas of living. We do not instruct kids on the commonly accepted elements of success, and therefore what it means to be a contented, productive, accomplished, or happy person, if you will. Any adult of reasonable intelligence and caring should be interested in why we do not teach such skills to our children, and indeed what those “hard skills” of success, achievement, and abundance would be/could be. I would argue that the core components of success have not changed (and are in fact readily teachable), but it is the terms of measurement – or what constitutes the actual acquisition of success – that is relative, inconsistent, and ever changing. If teaching these success elements were compulsory, we might repair many homes, create better professionals, reduce crime rates, and simply spread more hope.

Tags: abundance, accomplishment, broken homes, crime rates, curriculum, education, life skills, lifelong success, public school curriculum, public schools, scholastic curriculum, schools, street education, streets, students, success, success classes, teaching success