No values, no value system, no systemic anchor to channel why students come to school, and why they are learning what they are learning.
Human capacity for learning demands that we can connect the dots of our experience to something greater than what is in front of us. Yet schools seem intent on dispersing everything and everyone.
Credo ut intelligam — I believe that I may understand.
There is no understanding, there is no knowledge base to the extent that students take in facts without ideas, ideas without core beliefs or any capacity to distinguish between worthy and unworthy.
What is the point of learning? That is a superb question, one which is routinely ignored, demagogued, or damned in public schools?
With an understanding of what is man, what is this life, why are we here, what then is the point of picking up an overladen glossy textbook filled with unrelated unrealities?
Why learn? Why strive, especially in the face of crime, corruption, family dysfunction, and health problems unmitigated by a growing fact-base?
If we will not discuss why we are here, then why be here? If we have no sense of place, then we have no sense of purpose of direction.