Religion of Love

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Qualifications II

[1052] Religious and theological knowledge should be imparted as efficiently and diversely as possible - with all available appropriate means and methods. For this purpose the state of development and the feeling of the learners are always to consider. These should always get the possibility to scrutinise critically the imparted. A position should be imposed on nobody; everybody may keep zis own one.

[1053] If somebody can give solid reasons for zis position, this is to regard as a correct solution to an exercise. Is it still valid to make, so the teachers help here. Does somebody develop solutions for problems that are solved worse in the religion of love, so the new solutions are to take over into the religion of love. The broachers are to mention after the copyright law to a proper extent.

[1054] Upon the take-over experts decide with a detailed assessment that are mandated by the religion of love and must have the appropriate qualifications. The voting of a qualified board of the religion of love makes the take-over ultimate. The board can determine whether the take-over must be acknowledged with a two-thirds majority of the adherents of the religion of love.

[1055] The knowledge to learn is to subdivide into a binding compulsory resp. compulsory-optional part and into a optional part. The learner has the choice. Difficulties of choice are to avoid through unimportunately supportive neutral advice of appropriate qualified people. The state of development of the learner can determine what degree of difficulty the learning units have and what grading, as the case may be, is to achieve with them.

[1056] A qualification coach ensures that the learners entrusted to zer are neither un- nor overchallenged, and that they achieve their goal according to the built qualification plan. This orients itself by societal needs, the course offerings and the inclinations and aptitudes of the learner. Other parameters such as social status, origin and financial capabilities should be circumstantial.

[1057] Does the environment (e.g. family members or other loved ones) not agree with the qualification plan, so the qualification coach has to hear it and to speak about the change requests with all concerned parties. If necessary, is to appeal to a qualified mediator or arbitrator (in a dispute). If no agreement is achieved, the designated legal action is to be taken. However, this should be last resort.

[1058] A dispute before a court requires potentially experts and avoidable costs may arise. It is true that only high qualifications lead to challenging and often better-paid or prestigious professions, but it is equally true that wrong decisions can bring in avoidable disadvantages to the involved parties. Do all concerned parties accept the requirements, they are usually better off, in the overall result.

[1059] The existing scopes of discretion are to exploit here in favour of the learners. The qualification coach should realise whether the learner is exposed to foreign pressure, and encourage zer to a free choice. A clarifying conversation with the people exerting pressure should reconstitute normality. For this purpose persuasiveness and sure instinct of the qualification coach are in demand.

[1060] Special gifts and talents should be early (e.g. through tests) and reliably detected and be furthered (e.g. through special education). Excessive ambition must be stopped. Does the sponsored person underperform for certain reasons and do clarifying conversations fail, so the furtherance is to scale down to an adequate level or possibly to cease.

[1061] The procedure at this should be careful and considerate. There are viable alternatives to be pointed out among which the former (more) sponsored person should be able to choose. The environment is also appropriately to involve, since it may be disappointed, too. The more factual the justification is, the easier it is for all concerned parties. Not everybody, however, must know the true reasons.

© 2007-2009 by Boris Haase

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