Dogma

About the Book

Dogma is based on beliefs that have established the state of mental evolution of man and is based on his history of mental consciousness. It establishes factors which influenced our present psyche and its progression leading to our present dismal state of affairs. It outlines, projects and recommends future changes in attitudes and conditions which may have profound influences of the future of our planet. More specifically, it recommends changes dictated by a more diverse America, with equally diverse attitudes towards each other, coupled with needed changes in competitive relationships and Christian attitudes of how we relate to each other. Dogma explores the most reflective changes in the path to our future quality of life, liberty and happiness which are reflected by our education system¬¬¬ where the whys, whose and what’s of how we educate our people, must be in prime focus to augment realistic progress towards our desired goals. Because of complexities dictated by the psychological research involving diverse people, Dogma recommends that our educational system be changed to a more technically based system capable of better analytical analysis involving multiple and more complicated interactions characteristic of problems of the mind. The contentions of Dogma lay heavily with unexplained life observations and studies coupled with diligent applications of scientific methods to answer the complex questions posed future trends. For example, “Why do poorer nations display increased dogmatic attitudes than more developed nations”? And, why do more developed nations acquiesces to and accepts things that are obviously not correct? What are the causes of mass murders, and poor academic performances of minority groups? Why is compromise such a dirty word? The answers cannot be in more incarcerations or more wars. The recommended corrections in dogma are based on solid scientific rational and real life experiences. Therefore, the contentions and recommendations of Dogma are alive and well. And, so is the fact that additional researches on these subjects are necessary and valid for our effective continued evolution.

About the Author

John V. Patrick was born in Galveston Texas, the fifth of six children born to Ollie and Virginia Patrick. He attended a segregated high school and college, receiving a BS degree in chemistry, minor in mathematics, and a commission in the U.S. Army from Prairie View A&M University. His interest in teaching children begin while serving in the army where he gained special recognition for his contribution in producing the company with the highest proficiency score ever for an advanced infantry basic training company. After the army, he taught mathematics and science at a regional New Jersey Junior and Senior high School. After a short stint, the lure of money led him to an extensive career as a research chemist in industry where he rose through senior chemist, technical director, and manager of manufacturing. While working in industry, he developed his skills from graduate courses in management, finance, psychology, experimental design, and analysis of variance. He later became a Rhode Island certified teacher of chemistry where he practiced for twelve years before retiring. His interest in education was jolted when he returned to teaching from industry after a thirty-five-year hiatus and noticed the quality of education had changed and was being hampered by an agglomeration of issues. Using his background in research and development, coupled with his background with young people in the military in the classroom thirty-five years ago in manufacturing and, more recently, again in the classroom—he rapidly developed theories and, more importantly, new rationale about the big dilemma of failing schools—their causes and solutions.