BUX, your moneygame

BUX as a teaching tool

As you know, teaching is a constant battle against a Rubik's Cube of issues. So when you can knock out numerous problems with one move, that's a big deal and a score for efficiency. 

According to the seventh stage of Gordon Allport's Theory of Personality Development, young people begin thinking about their futures at about age eleven. They know they need a career to make money to acquire the things they want. And they also know that a plan would help them. But instead of being helped to construct a plan, they're given what many see as work– school work. Why? What's the connection between school work and their futures? To many, it's not obvious. Not seeing this connection could be a reason for anxiety, disinterest and lack of performance.

Could it be that young people need reasons to learn? Do they need a contextual bridge to get them from their current conditions to their imagined futures?

Words, lessons and homework are ways to reach learners. Interactive (not necessarily electronic) entertainment is another. This latter medium gets around the socio-culture-language-vocabulary-attitude-personality-experience-poverty-boredom-meanings-reasons-relevance-methods-learningstyle-needs canyon that exists between many students and their teachers.  

Proper use of this tool positively addresses such issues such as:

• socialization, social-leveling, economic self-awareness, grit, self-esteem,
• confidence, imagination, independent productivity,
• efficient use of money and resources, the value of value,
• the creation and development of value,
• mental flexibility in an uncertain economic world,
• reasons to become skilled and educated,
• the experience of self-driven success,
• the structure and big picture of the material world,
• a vocabulary for and a new way to understand personal productivity, and
• poverty, personal performance and hope.

This is now possible through a little imagination, structuring and focusing on outcomes. Mastering BUX (as a tool for a targeted experience) allows this personalized, bottom-up process to take root. Once becoming competent, students are facilitated to discover themselves, visualize their own goals within their interests and attributes and structure and, with facilitation, develop their own lives.

But, a tool is only as good as its user. It is expected that the BUX Achievement Processe (working name), as a tool in your hands, will quickly develop young people multi-dimensionally, in ways that none of us fully understand.