A teaching degree is a weird concept. Instead, we ought to allow teachers to learn anything they want to know about, preferably something of higher relative importance and relevance to the needs of our children and our world. It would be interesting to see if we can determine the origin of a weird concept called a teaching degree. I wonder if some itinerant group or something created a teaching degree because it seems the focus is on teaching itself. Teaching alone distracts us from doing the most critical role, inspiring children with fundamental knowledge about more substance, often found in contexts related to passionate interests in something important, significant, and relevant. The latter is more important because rather than focusing on a weird concept of a skill that should come naturally to those inspired by learning, something fundamental is sought instead of an itinerant job-seeking degree. A teaching degree is a dead-end degree. It becomes more difficult if a teacher wants to continue their life path in a different direction. It might be one of the biggest problems in education today. Is it any wonder why we have education issues? It almost seems like a plot against sustainable striving for holistic progress. Was it a top-down decision by a decision maker? Is it an indicator that those in leadership positions were deciding on something they know little about? Is it an ultra-competitive top-down diversion for the acquisition of political power to dominate someone or something? I wonder if it was a political lobby to minimize someone’s relative importance by creating masses of people with similar interests for overtopping. It warrants further research as it might be about a behind-the-scenes political war of massive proportions.

I believe we ought to go back to the foundational disciplines so that teachers can live, learn, and love as they strive towards their desired discipline of interests that ignites their passions in life instead of putting them in perceptively subservientized stagnation. This may lead to less passion, a dead end, and a limiting position. When teachers can choose their real discipline of interest, they are continuously inspired to learn more in life and be able to transition to other niche organizations or advanced teaching roles in higher-level schools. I believe it causes more depression, boredom, irrelevancy to a broader discipline, more isolation, and impacts the cumulative health of teachers negatively. We need our teachers to be as healthy, inspired, and passionate as possible to be the most inspirational and influential while carrying out one of the most critical roles on Earth. A traditional discipline would help with their self-esteem and confidence. It will provide connectivity and context with broader inclusive academic disciplines, which is extremely valuable in terms of more general acceptance of the more extensive picture functioning. Disciplines that inspire continuous learning create endless sustainable striving, healthiness, and happiness. The passion derived from this concept passes along as sustainable striving for beneficial energy through inspirational energy and enthusiasm to our kids. Our kids are our future, and they will do the same to their kids. Teachers deserve the best we have to offer.