Good Rising Bēhere fans,

Welcome to the new subscribers, as we organize our email lists.

We continue with Wave 1 today, a 7 article sub-series focused on Exposing the system.

I hope you can appreciate our effort to be thorough in this without looking like we’re beating a dead horse. Sure, the system may be dead to you and me, but many people still have their children in it. We appreciate your help sharing this RE paper series, so that more people can benefit from and join in THE SOLUTION as we come ‘round to Wave 4!

When we get to Wave 2, we will Expose the human cost.

Wave 3 will Reveal the alternative.

in Wave 4, we Build the future. I’m really excited to get to this part ✨

We’ll be running a small-business Saturday special TOMORROW for families that want to be the first to join us on our new Rhythm : )

We’re looking forward to onboarding the first 100 Families to the Behere Rhythm!

Rethinking Education: Paper Four
Bēhere — The RE Papers
Wave 1 — The System Itself

There is a sentence whispered in staff rooms, parent-teacher conferences, district meetings, and on the lips of exhausted educators everywhere:

“We’re doing our best, but some children still slip through the cracks.”

We treat this as a tragedy.
As an accident.
As a failure to try hard enough.
As something that can be fixed with more resources, better curriculums, smaller class sizes, or new technology.

But the truth is far more unsettling:

Children “fall through the cracks”
because the modern school system was built with cracks in it.
Cracks so deep and so structural that no amount of human effort can seal them.

This is not a crisis of effort.
This is a crisis of design.

The modern classroom was constructed on a simple industrial assumption:

If you standardize the inputs, you will standardize the outputs.

This worked beautifully for factories.
But children are not factory outputs.

Some:

The system can only accommodate a narrow band of these differences before everything breaks.

A single teacher, however caring, cannot individualize for 25+ different nervous systems while managing behavior, meeting academic standards, documenting progress, navigating administrative mandates, and keeping the class physically safe.

It is impossible.

And impossible things cannot be solved with effort.
Only with REdesign.

The classroom has three primary goals, none of which align with childhood:

These are management goals, not developmental ones.

They require:

Once you understand this, the “cracks” are obvious:

Any child who:

…will not fit.

Not because they are broken.
But because the design doesn’t include them.

In industrial schooling, the “ideal child” is imaginary.

He:

This child does not exist.

Yet every real child is judged against this phantom.

So the sensitive child becomes “too emotional.”
The energetic child becomes “too disruptive.”
The curious child becomes “off task.”
The trauma-affected child becomes “behavioral.”
The gifted child becomes “not challenged.”
The anxious child becomes “avoidant.”
The creative child becomes “distracted.”

The system sees none of them.
Not truly.

Because it wasn’t designed to see uniqueness — only compliance.

Teachers know this.
They feel it every day.

Many entered education because they love children.
They care deeply.
They want to nurture.
They want to create magic.

But the structure they work within:

Teachers are not the problem.
The system is the problem.

And the system demands the impossible.

When you look at your children at home—
in their natural rhythms,
their natural curiosity,
their natural movement patterns,
their natural emotions—
you see something the system cannot:

Children are not standardized creatures.
They are living beings.

No industrial structure can hold that truth.

But a family can.
A community can.
Nature can.
A sovereign rhythm can.

This is why the Bēhere Way exists:
to rebuild the environment where children can finally be seen again.