With an unwavering commitment to the art and science of education, this individual embarked on an intellectually rigorous academic journey, initially focusing on the natural sciences. He earned a Bachelor of Science degree in Biology, complemented by a minor in Chemistry and a specialized focus on biochemistry and molecular biology. To deepen his expertise, he undertook two semesters at the University of New Mexico School of Medicine Biomedical Sciences Program, where he was actively engaged in groundbreaking research projects. These projects addressed molecular-level phenomena underpinning pathological conditions such as Post-Traumatic Stress Disorder (PTSD) and sleep apnea, as well as the medicinal potential of cannabinoids for systemic pain alleviation.

Upon completing this research-intensive experience, he transitioned to an educational role, spending two years teaching in a religious high school while concurrently pursuing a Master’s Degree in Education (and/or Theology) from Liberty University. His interests advanced him to a different private institution that purportedly specialized in classical education. Despite their claim, he discovered significant misalignment between his deep-rooted understanding of classical educational elements and the school’s actual educational model. This misalignment led to his departure from the institution, compelling him to seek opportunities within the public educational system. In the public-school setting he realized the profound impact he could make on his students’ lives, allowing him to deeply appreciate the transformative power of education. This experience, however, was tainted by disillusionment. He observed systemic inefficiencies and rigid bureaucracies that not only stifled educators but also adversely affected the intellectual development of students. Despite encountering these challenges, he maintained close collaborative relationships with a cohort of committed teachers, who were equally vested in the welfare and promising futures of their students.

Regrettably, the hierarchical administrative structures, which included the district, state, and department of education, exhibited an unsettling lack of effectiveness and accountability. This systemic disarray resulted in a learning environment fraught with stress and intellectual stagnation for successive generations of students. For example, whilst serving as the department head and as a member of the school’s guiding coalition, he labored with other teachers to adapt a solution that would eliminate the stress of failure by amending the grading system in a way that favors student comebacks. He and the others had found some promising evidence in educational research to back up their claims. But alas, his “leader,” whom he could best describe as a troglodytic beneficiary of nepotism, responded that “the parents would never go for it,” appending no further or supporting information. Thus again did a capable human being abandon the noble field of teaching.

His enduring passion for the noble craft of teaching remains unquenched, but he is candid about the challenges. He aspires for a paradigm shift in the educational landscape, including the reduction of unnecessary administrative layers that contribute nothing substantive to the educational outcomes. Given a conducive environment, he envisions establishing an academy named “Fear the People Academy,” focusing on a well-rounded education that instills both survival skills and intellectual agility. This vision integrates a strong emphasis on natural sciences, advanced mathematics, history, political science, and philosophy. Additionally, it would feature military-grade training and community-building activities, all underpinned by a philosophical framework that prioritizes individual liberty and social responsibility.

The ultimate objective of this proposed academy would be to prepare students to navigate complex societal structures, including potential interactions with state-sponsored actors. Should an opportunity to actualize this vision present itself, he would be poised to assemble a team of educators who share his commitment to transformative, high-quality education.