Have you ever given serious thought to the future of the planet? Perhaps you might have considered your own future or the future of your children?
When you considered the future, whether in an already developed nation or the future of developing nations- what challenges, recommendations or positive attribute do you envision?
See my previous article: Are you wasting your time? (The Age Clock Concept: In Time with your Lifespan)
Unfortunately challenges like nuclear, biological and ecological threats are predominantly the main focus. If you think about it, ecological challenges such as global warming and toxic substances from industrial waste polluting the water supply in the sea or plant life is also of great concern.
Another challenge, are the persistent diseases such as AIDS and Cancer. Within certain parts of the world, either one or both of these diseases are rapidly increasing.
Many nations may now display natural behaviors of fear, helplessness, suspicion, denial or even avoidance. However, I strongly believe and recommend that in order to create intergenerational equity we need to focus on creating international collaborative efforts to slow down or combat these threats.
Another key focus that I believe to be important is the protection of our children’s future.
Creating and supporting positive human growth in terms of national values, ideals, political systems and cultural characteristics, will help to form cohesive (I love that word) relationships within communities and societies.
Security should also be paramount. How well a nation provides protection and safety for its people says a lot about the value being placed on human life. Regrettably, there are countries characterized by fear, war, every day violence and danger. Such places are unable to provide an adequate sense of national security which in turn stifles economic prosperity by deteriorating investor confidence.
Some nations are famously known for their capacity to provide a sense of connectedness among their population. Whether at home or abroad, they are always eager to socialize with each other and perhaps create that important emotional and psychological support for each other.
There are many countries that I am proud to say enjoy and display this very important characteristic.
Some nations or cultures are well known for how well they communicate with one another towards purposeful goals and show great respect towards their leaders. There is a collective sense of the culture’s expectations and important values such as equality, human rights, justice or environmental protection are supported and encouraged.
I strongly believe however that a mature community or nation should consist of many of the above statements. There should also be a national plan aim at getting that country to a level where they are aware of the existing needs of their people and are taken steps to actively plan (Not just for today, but 50 years from now) on carry out actions that will lead the next generation into the desired positive change and improvement based on global standards and circumstances.
Please note however that I am no expert and I am well aware that it is easy to write these points but sometimes difficult to coordinate and execute the ideal plan or vision for the future. Sometimes there is an unexpected crisis or event which may occur and plans are diverted to facilitate the unexpected. Understandably this is what life is like sometimes.
Unfortunately, we still have many communities struggling with cohesion, safety, security and trust. I sincerely believe that some of the reasons may be lack of communication, cultural biases and stigmas, racism, classism, and general disrespect of other people’s privacy and/or property.
A healthy and strong nation is the reflection of its people. As an individual, I accept this personal statement as my truth:
• To practice reflecting self-control and dignity within myself
• To display pride for my birth country while showing respect for others
• To treat other people, their property and my environment with respect
• To assist with fostering community and cultural pride
• To protect, promote and ensure community safety and security
• To strengthen my leaders by showing them respect, support and my personal favorite (providing much needed prayer)
• To practice empathy and understanding
• To abide by the laws which govern the community or nation and show respect for those charged with upholding such laws
• And finally, but certainly not the last, to have respect for human life
I hold the above statements true and keep them within my heart as I live my life every day.
I strongly believe as a community or nation wishing to create intergenerational equity and cultural strength and continuity, having quality schools and education is vital for this to take place.
See my previous article: Night School-Day School/ The Power of AAA Dow Jones Performances (Aptitude + Ability + Ambition)
Intergenerational equity is therefore created as we develop our children’s capacity to live and lead more fulfilling lives within the society.
Intergenerational equity is also created by providing people with the necessary skills to enable them to get and keep productive jobs.
Intergenerational equity is created and maintain when individuals make use of academic knowledge learnt to assist others in the society.
Intergenerational equity is also created and maintain when positive types of moral socialization is allowed to flourish.
Schools are very useful in any society and they serve the communities in many ways. Most parents focus their living arrangements around a particular school in order to facilitate the daily functions of the family.
Schools also provide many educational programs and physical activities for children and is also considered a safe and protected environment.
I pray continually that it stays that way.
According to my continuous research on education, the basic aims of education should be the same for everyone.
History stated that Plato (429-347 BC) who was born in fifth-century Athens thought that people of power would need a much more thorough education than anyone else.
A similar perspective was apparent in Britain’s Aristocratic time period, where the expansion of education was only sufficient enough for the mass population to become a more productive workforce but not enough to rebel against the ruling classes or people with Aristocratic Titles.
Today however, basic education should be the same for everyone and opportunities for higher education should also be promoted and extended to those in need of such a gift who are willing to show adequate passion and ambition.
Bright-Burning Scholastic Lights
This Ivy League University consistently ranks as one of the top schools in America and I was pleased to note that they no longer only welcome the sons of America’s aristocracy, but also women and students of color.
Academics at Princeton are quite rigorous, however I learnt that lectures are never huge and are pleasantly supplemented by “precepts” or small-group discussion sessions.
One special Princeton tradition is its Honor Code. Exams are unproctored (a person appointed to keep watch over students at examinations. an official charged with various duties, especially with the maintenance of good order), and students must sign their tests:
“I pledge my honor that I have not violated the honor code during this examination.”
They also sign papers with a note saying the writings represent their own work in accordance with the university regulations and students must accept the Honor Code in order to attend Princeton.
All Princeton Students face a respectable set of distribution requirements in order to earn either an AB (Princeton’s term for a bachelor of arts and sciences) or a bachelor of science in engineering (BSE) degree, chosen from mostly quite serious specialized courses.
Princeton welcomes applications from students around the world. We review all applications in the same manner, regardless of citizenship or country of residence.
We also are familiar with the education systems of most countries, although you are, of course, welcome to provide additional information about the schools you have attended.
Princeton’s Six Residential Colleges
Almost all Princeton students live on campus. Freshmen and sophomores may live in one of the six residential colleges:
Whitman College, named after donor Meg Whitman ’77, is the newest of Princeton’s residential colleges and was established in 2007. Whitman is located in the center of campus and its architectural style recalls the collegiate gothic architecture typical of Rockefeller and Mathey colleges, built in the late nineteenth century.
Wilson College, named after Woodrow Wilson (Class of 1879), was established in 1966. Located just west of the Frist Campus Center, Wilson includes Dodge-Osborne, Gauss, 1937, 1938, 1939, Feinberg, 1927-Clapp, and Wilcox halls, as well as part of Walker Hall. Wilson’s pink brick buildings contain many of the largest suites on campus.
Forbes College, named after Malcolm S. Forbes Jr. ’70, was originally established as Princeton Inn College in 1970. While students living in Forbes have a longer walk to their classes, they enjoy spacious rooms, private bathrooms, proximity to the 24-hour WaWa Market, and Forbes’s self-contained structure.
Rockefeller College, named after John D. Rockefeller III ’29, was established in 1983. “Rocky,” as it is known, includes Holder, Witherspoon, and Buyers halls. Students in Rockefeller enjoy its stunning Gothic architecture, proximity to Nassau Street, and an impressive dining hall.
Mathey College, named after Dean Mathey ’12, was established in 1983. Mathey (pronounced “Mad-dee”) includes Blair, Joline, Campbell, and Hamilton halls. Mathey is noted for its Gothic architecture and proximity to the town of Princeton. Special facilities include a darkroom, TV room, game room, and music practice rooms.
Butler College, named after Lee D. Butler ’22, was established in 1983. Located just south of Wilson College, Butler includes Lourie-Love, 1915, 1922, 1940, 1941, and 1942 halls, as well as part of Walker Hall. Wu Hall, the only campus building identified with Chinese characters, houses the Butler dining hall, a lounge, TV room, and game room.
Each residential college has a dinning hall and organizes intramural teams and activities for students.
Juniors and seniors live in dorms and dine in a peculiarly Princeton setting known as “eating clubs”. These dozen mansions line Prospect Avenue or “The Street” and serve as the heart of Princeton’s social scene.
Princeton Eating Clubs are part of a tradition that dates back to 1879. In the early years, the University did not provide students with dining facilities, so students created their own clubs to provide comfortable houses for dining and social life. Eating clubs are unique to Princeton and the most popular dining and social option for students in their junior and senior years.
As times have changed, so have the clubs. When Princeton made the decision to accept women in 1969, the eating clubs began to accept women as well. All of the clubs are now co-educational and reflect the full diversity of the Princeton student body.
There are currently 11 eating clubs, each with a distinctive character. Most of them are located on Prospect Avenue, except for Terrace Club, which is located around the corner on Washington Road.
During the 1970s some of the clubs changed from a selective admission process (called “bicker”) to an open (or non-selective) admission process. There are currently six selective clubs (Cannon, Cap and Gown, Cottage, Ivy, Tiger Inn, and Tower) and five open clubs (Charter, Cloister Inn, Colonial, Quadrangle, and Terrace).
Membership in your eating club lasts for life, and many Princeton students say their closest friendships, during and after college, were formed with their clubmates.
Guess what else is exciting? Princeton students love sports! Almost half of all students participate in intramural athletics; and many more can be found on the Stairmasters in Dillon gym.
Princeton features a newspaper: The Daily Princetonian
and several publications, including The Princeton Tiger a humor magazine:
The artsy and naughty Nassau Weekly:
and the wryly conservative Tory:
There are more than 300 student-run organizations across campus that range from a cappella groups to Model Congress. While some groups are deeply rooted in traditions created over a century ago, the University encourages students to create new groups that fit their interests and hobbies.
And guess what other information I was happy to come across about Princeton? Albert Einstein use to teach there!
Albert Einstein began his relationship with Princeton University in 1921, when he visited the University to receive an honorary degree and to lecture about his theory of relativity. Eventually Albert Einstein moved to Princeton Township in 1933, where he lived until his death in 1955.
I believe education is very important for cultural continuity and it helps to promote equality, creates respect for a society’s standard of living and highlights each person’s basic human right.
Ultimately the aim for education rest on our values and our concepts of what makes for a good life both as an individual and as a society.
For a general idea of values and aims form the National Curriculum of England visit their website: www.nc.uk.net
Please note however that we do not all share the same cultural values and there will always be debates as to what concept is considered more effective and efficient for each specific culture.