There is a great emphasis on getting more education these days, but what seems to be forgotten by these promoters is that education is intended to bring about greater abilities to perform useful actions.
They talk of little but number of years of education and the paper degrees attained. There appears to be very little thought given to the development of actual performance of the actions. Or knowing the things necessary for development of the precursors of the actions themselves. What needs to be done is to teach and help people get going on productive actions. A school of practicing action is what is desperately needed. Such a school would start from the first minute challenging people to do potentially productive things. It starts fast!
What can you complete in fifty minutes? Get started doing it. Now! Start working on the project. What do you need, now? Go get it. Go create it. Do it now and have it done by the end of the hour. You are blocked? What can you do right now to get around the blockage? Do that. What is blocking you? How can you get around that right now? Do that. Do it now!
What knowledge do you lack? Go get it now! What people do you need to help you? What are their addresses? Where do you find them? Do it now. What will they ask you when you call? Will they be interested in what you propose? Write out your questions and their probable answers and your probable response. Do that now. What is your organization going to look like when you start your project? What must you do now to lay out that organization? Lay it out. What people are you going to need to fill each of those positions? Who are they? Who do you know who might be able to help you find those people? What are those people’s specific abilities? Are these abilities routine, or are they creative, outside-of-the-box types of abilities? Check sources for what is needed for each of the different types of abilities, so you know who to look for. They will be different types of people than you usually associate with because they will have different personalities and different learning patterns.
You will be forced to form friendships with various types of people who you wouldn’t ordinarily hang with. You will need accountants, which if you are a creative type you probably wouldn’t hang with; you will need salesmen, which if you are a creative type you wouldn’t hang with; you need assembly people, which you wouldn’t hang with; you need janitors, which you wouldn’t normally hang with, etc, etc. To some degree your best friends would be the very people who will be your strongest competitors. These are potentially your greatest helpers and your greatest foes, so you must relate to them in ways that will be beneficial.
The school for action isn’t a school in the normal sense of the word, but an environment designed to goad the students into instant action, a set of annoyances intended to create a final outcome. It is the opposite of education; it isn’t putting things into your head; it is getting things out of your head and body too; it is action-oriented. The thoughts and actions are intended to create a final new and useful product that will impact the world in a meaningful way. Education stifles action, and educators have a tendency to support thought for thought’s sake, to support collection of ideas for the sake of possessing them, but what this is about is the opposite, and at the end of the day there will have been actions performed and a product that can be observed. At the end of the week, month, year and life there are actions which have resulted in final products of some type. They might be manufactured products; they might be published products; they might be stand-up comic products, but there is something available to the public for which the public is willing to pay money to appreciate.
A diploma is worth the paper it is written upon if the paper itself were blank, but with a smear of writing on the paper it has lost much of its usefulness. This new educational goal is not intended to create used paper but to create completed actions useful to the public. Not to create the ability to regurgitate old ideas but to create new ones.
That requires learning to accept risk, and that means the ability to do things which will often fail, and yet the ability to progress forward in the face of uncertainty. To learn to see serious risk which creates failure from which it is impossible to recover and therefore should be avoided, versus the types of risks that have the potential for wonderful results and still can be recovered from when things go wrong. Some risks are worthwhile, but others are to be avoided. It is the wisdom of experience that will clarify which are which.
Preparation for great things will often, probably usually, not go as planned, but within those preparations are modules of things which will be useful and which can be applied whole to the new problems that do arise, that can be applied with little or no modification. That is where planning and preparation pay off. Get ready! Prepare and practice, and during the practice modify things, but while adapting to the new contingencies try to apply the prepared modules. Then you can get the flow going again, and quickly too. When practicing these modules do them at full-on intensity. This starts to look like a major league athletic practice where every action is at full intensity except for the potentially injurious impacts. Also, the modules can be practiced individually and repeatedly, which would be counterproductive in actual combat, because the competitors would anticipate your replay and counter it more effectively. The goal of this school is:
Preparation for completed actions, not for passing exams or printing paper.