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"Give me a child and I'll shape him into
anything."
BF Skinner
"Education
is a weapon, whose effect depends on
who holds it in his hands and at
whom it is aimed."
Joseph
Stalin
1660 The President,
Council and Fellows of the Royal Society of London for Improving Natural
Knowledge founded.
Pragmatic, materialistic people are concerned with
"How" and "Why".
Since inception the British Royal Society has promoted
pragmatic materialism to keep the
subjects of the British Empire occupied with building personal empires that
support the ideology of Empire.
Thomas Jefferson developed a
philosophy of pragmatic materialism in opposition to that of the
Crown.
"Knowledge is of little use, when confined to mere
speculation."
Jefferson questioned how a
metaphysical,
non-material entity like spirit,
“which has neither extension nor solidity, can put material organs into
motion.”
Jefferson believed that
the human conscience was also a
physical process; they called this the “moral sense,” and it functioned in
the same manner as any of the five classic senses:
taste, smell, sight,
touch, and hearing.
Immoral behavior, then, was a
function of physical factors, such as
environment,
heredity,
and experience.
Individuals could make choices, but a weak
moral sense could lead men astray.
Two
camps formed: Jeffersonian
Republicians and Federalists.
Jeffersonians believed
that the removal of factors causing a
degraded moral sense could bring about an improvement in
behavior.
The key to promoting moral behavior, to the Jeffersonians,
was to educate citizens on the ways
in which optimal moral health might be obtained.
Unfortunately,
after two centuries, the Federalist
paradigm came to rule.
Just beneath the superficial justifications for
forced mass schooling lies the first
level of its true motivation:
to create a
MICE population suitable for the demands of the global industrial
economy.
Under the guise of a
utopian vision, delusions of
grandeur of an engineered global utopia flourished, particularly in the US, a
land that embraced
ponerological thought
patterns which included both eugenics and
genocide for social control purposes.
Point 10 of the Communist Manifesto: Free education
for all children in public schools. Abolition of children's factory labour in
its present form. Combination of education with industrial production.
"Every public school is at the mercy of the
Department of Health, Education and Welfare (which
Nelson Rockefeller forged
and ran under Dwight D.
Eisenhower)." - Gary Allen
Wilhelm Maximilian Wundt was
born into an academic and professional family and was not a good secondary
student.
As a pioneer of cultural psychology he came to be known as the
Father of Psychology.
Structuralism is the theory of consciousness
developed by Wilhelm Wundt.
Structuralism holds that the fundamental
worldview is built upon the simplest primitive concepts to form more complex
understandings.
Structuralism suggests introspection will explain
(or expand) the conscious experience
by breaking down consciousness into three types of mental elements:
Sensations (elements of
perceptions)
Images (elements of
ideas)
Affections (elements of
emotions)
Critics argue that self-analysis is not
feasible as introspective students can not appreciate the processes or
mechanisms of their own mental processes.
But what if they can
?
Wundt forged a broad research
program in empirical psychology and developed a system of philosophy and ethics
from the basic concepts of his psychology.
Apperception was the central concern
of Wilhelm Wundt.
The
selective control of attention is an elementary example of active cognitive,
emotional and motivational integration.
Wundt sketched out four main
levels of cultural development: primitive
man, the totemistic age,
the age of heroes and gods, and
the development of
humanity.
Wundt decisively rejects naive introspection.
After
debating Kant Wundt came to the conclusion that statistical methods were only
of limited value, for example in psychophysics or in the
evaluation of population
statistics, admiting that measurement and mathematics were only applicable
for very elementary conscious processes.
-
Emergence Principle of Creative
Synthesis
Every perception can be
broken down into elemental impressions.
New perceptions are forged by
the combining elemental impressions.
"We combine the mental images,
spatially, from a multitude of impressions of light."
-
Context Principle of Relational
Analysis
All mental
images, concepts and ideas are interrelated.
-
Dicotomy Principle
There is a general tendency to order the
subjective world according to opposites.
- Heterogony
Principle
The consequences of an action extend beyond the original
intended purpose and give rise to new motives with new effects.
Alternation of generations; especially :
alternation of a dioecious (sexually differentiated) with a parthenogenetic
(sexually indifferentiated) generation.
The intent was to create automatons to work in
global industrial society.
"The public school
curriculum comes right out of the Wundt system.
American
educators imported three
major ideas from Wundt:
- the purpose of state schooling was not
intellectual training but
the conditioning of children "to obedience,
subordination and collective life."
-
whole ideas were broken
into fragmented "subjects," and school days were divided into fixed periods
"so that self-motivation to learn would be muted by ceaseless interruptions."
-the State was posited as the
true parent of the children." - Sheldon Richman
1 in 20 Americans
are not literate and 29% of the population has only basic
reading and computational
skills.
education is defind as:
a program of instruction
processes that impart
knowledge
an instructive or
enlightening
experience
"We arrive hard-wired with
a few survival abilities, but the rest of
our information comes from others, starting with our parents. What children
learn in their first five years is the basis of most people's attitudes. Few
break out of the prison of that early learning. This is not a secret to
psychologists, dictators,
religious leaders and those who wish to have their children accept their
values, be they good or bad." - George Croly."You never
saw anybody dying, and you never saw anybody having a baby. How did you get to
know things? "
"In the school I went to," Will said, "we never got to
know things, we only got to know words."
The child looked up at him,
shook her head and, lifting a small brown hand, significantly tapped her
forehead.
"Crazy," Mary said. "Or were your teachers just ignorant?"
Will laughed. "They were high-minded
educators dedicated to mens sana in copore sano and the maintenance of our
sublime Western Tradition. But meanwhile tell me something. Weren't you ever
frightened?"
"By people having babies? "
"No, by people dying.
Didn't that scare you?"
"Well, yes - it did," she said after
a moment of silence.
"So what did you do about it? "
"I did what they teach you to
do - tried to find out which part of me was frightened and why she was
frightened."
"And which of you was it? "
"This one." Mary
Sarojini pointed a forefinger into her open mouth. "The one that does all the
talking. Little Miss Gibber - that's what Vijaya calls her. She's always
talking about all the nasty things I remember, all the huge, wonderful,
impossible things I imagine I can do. She's the one that gets frightened."
"Why is she frightened? "
"I suppose it's because she gets
talking about all the awful things that might happen to her. Talking out loud
or talking to herself. But there's another one who doesn't get frightened."
"Which one is that?"
"The one that doesn't talk - just looks
and listens and feels what's going on inside. And sometimes," Mary Sarojini
added, "sometimes she suddenly sees how beautiful everything is. No, that's
wrong. She sees it all the time, but I don't - not unless she makes me notice
it. That's when it suddenly happens. Beautiful, beautiful, beautiful!"
- from Aldous Huxley Island
no child left
standing
"Education, and the life of the mind generally, is
a matter in which individual initiative is the chief thing needed; the function
of the state should begin and end with insistence on some kind of education,
and, if possible, a kind which promotes mental individualism, not a kind which
happens to conform to the prejudices of government officials." - Bertrand
Russell
"George Walker Bush can brag all he wants about his
No Child Left Behind Act, but anybody who has ever worked with children
knows that its quotas and threats are more suited to assembly-line production
than education." - Kurt Page
"Television commentator Armstrong Williams was paid
$240,000 to promote George Bush 's education policies, and syndicated
columnists Maggie Gallagher and Michael McManus were paid $21,500 and $10,000,
respectively, to advocate George W. Bush's marriage initiatives. This money was
provided by American taxpayers, illegal under the Smith-Mundt Act of 1948,
which forbids the domestic dissemination of government propaganda designed to
sway public policy. Materials that serve "a solely partisan purpose" are
expressly prohibited." - Harry Brunser
"No Child Left Behind provides strong
sanctions on schools based solely on performance in English and math. Because
of these aggressive sanctions, many elementary schools have all but abandoned
art, science, social science and physical education to avoid being identified
for sanctions. No Child Left Behind is undermining a rich, balanced
curriculum and will continue to do so unless lawmakers stop the circus acts and
get to work for our students." - Scott P. Plotkin
"It takes only average intelligence to note the
pratfalls of the No Child Left Behind Act. Analyzing a bazillion lines
of student data over a variety of tests reveals few surprises. Fixing some
parts of No Child Left Behind may very well result in a new crop of
inadequate measures. Such is the stuff of standardized testing, and such is the
stuff of investing annual funding in testing to get results we already know." -
Michael F. Katzman The No Child Left Behind
program was just another smoke and mirrors game played by the George Walker
Bush administration.
The reading program, Reading First, was
beset with conflicts of interest according to the Office of the Inspector
General.
Over $6 billion was given away in government contracts to
implement the Reading First program.
After six years the
Department of Education has declared that the Reading First program
failed to improve reading comprehension.
Even though the Reading
First program proved to be a failure in increasing reading comprehension it
was a rousing success in privatizing public funds and maintaining the status
quo of government give-aways to corporations.
"The Inspector General's
report illuminates the corruption involved in the Federal Government's attempts
to micro-manage reading instruction. Numerous states had their applications for
millions of dollars worth of Reading First grants rejected because they
did not plan to use the funds for Direct Instruction." - Gary
Stager
Direct Instruction is a program designed by Siegfried
"Zig" E. Engelmann*, who married Therese Piorkowski* to indoctrinate, condition
and program young children through structured rote drilling.
"A crucial
element in the implementation of Direct Instruction in most cases is
change. Teachers will generally be required to behave differently than before
and schools may need an entirely different organization than they previously
employed. The popular valuing of teacher creativity and autonomy as high
priorities must give way to a willingness to follow certain carefully
prescribed instructional practices. The urgency for immediate remedies
stems from an understanding that the longer things are not as they should be,
the more difficult it will be to change them." - The National Institute for
Direct Instruction (NIFDI) a non-profit corporation
These sentences
are typical of the type of conditioning used in the program:
I am mad
(wrath);
He made me mad (wrath);
She is mad at me (wrath);
The rat
is sad (anthropomorphic projection);
The cow ate fish (fantasy);
I made
a wish;
Is she a rat? (derogatory);
Paint that nose (personal
insufficiency);
A cat can talk (fantasy);
Is that shark mad?
(fantasy/wrath);
He was riding a cow (fantasy);
This dog can talk
(fantasy);
Did the bug have a home? (anthropomorphic projection);
She
told the ball to roll (telekinesis);
The elephant was sad (anthropomorphic
projection);
I wish I could fly (unnatural desire);
The tiger ate ice
cream (fantasy);
A pig had a yellow wig (fantasy);
The animal looked
very angry (anthropomorphic projection);
The bug was a talking animal
(anthropomorphic projection);
She was flying like a bird (fantasy);
My
boss will be proud (subservience);
You must leave this house
(subservience);
We want to read good books (command);
You must pay that
man (subservience);
Can you remember the rule? (subservience);
That
snake was a sneak - (derogatory).
Primary readers in the past were
reality based:
See Spot. See Spot run. See Jane. See Jane run. See Jane
run with Spot.
Think what you will but the important part of Direct
Instruction is conditioning pre-concieved notions and built-in prejudice.
Fantasy is preferable
to reality; Wrath is
acceptable ; Some people are
less than others; Subservience is required of
lesser humans; Animals have human
traits.
Perhaps none of the above about public education awakens
anger in you then perhaps maybe you would like to hear another little story:
When my youngest son reached his senior year in public high school my
wife was surprised, knowing our son's views, to hear from a military recruiter
who asked to speak to our son stating that he had expressed an interest in
joining the military of the US.
This recruiter called several times
asking to speak to our son.
Finally I asked my son if he had expressed
an interest in joining the military and he said "No. Do you think I am crazy?".
It was only later that I learned what had truly transpired.
A
law had been recently passed, the No Child Left Behind Act, this
legislation had been touted by the George Walker Bush administration as the way
to make sure that all children received a quality education.
This law
was ill thought out and did nothing to enhance education, only forged more
meaningless testing and paperwork .
Many public school administrations
decided to teach and test the same way private schools teach individuals
applying for state trade licensee - i.e. lawyers, architects, contractors,
cosmetologist, etcetera .
They teach the students how to take the test
as opposed to teaching them the broad knowledge that such tests are meant to
decipher in the tested individual.
But this 'testing' is really beside
the point because the real purpose of the No Child Left Behind Act was
to obtain lists of children graduating high school for the military
recruiters!
Your child will not be 'left' behind because the No Child
Left Behind Act was meant to ensure that your child, as well, could become
fodder for the great American war
machine!
"Higher education is not necessarily a guarantee
of higher virtue,
or higher political wisdom." - Aldous Huxley, Brave New
World Revisited
standardized testing
"Before the American educational establishment
sinks even further into the morass of standardized testing, perhaps there
should be a more systematic and unbiased investigation of whether these tests
are identifying potential to do anything at all - except to do well on other
tests in the future." - Robert E. GreeneStandardized
testing destroys the ability to engage in
critical thinking. With
standardized testing there is always a "correct" answer, even when there is
also another answer that very nearly is "correct".
School children are
brought up to believe that there is one, and only one, "correct" answer. Those
that climb the ladder of success in the US social culture are academically
oriented to believe that there is only one, and only one, answer ... and they
are willing to refer to the "experts" without undertaking any
critical thinking themselves.
Perhaps this is one reason why those who reside at the top of the
pyramid are cognitively
bias' against any "solution" that does not fit neatly into the "correct"
answer.
School is intended to create compliance and conformity. If
children learn a few things along the way the so much the better, but under no
conditions are teachers to teach critical_thinking. |
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is presented for educational
purposes only.
This website defines a
new perspective with which to engage reality to which its author adheres. The
author feels that the falsification of reality outside personal experience has
forged a populace unable to discern propaganda from reality and that this has
been done purposefully by an international corporate cartel through their
agents who wish to foist a corrupt version of reality on the human race.
Religious intolerance
occurs when any group refuses to tolerate religious practices, religious
beliefs or persons due to their religious ideology. This web site marks the
founding of a system of philosophy named The Truth of the Way of Life - a
rational gnostic mystery religion based on reason which requires no leap of
faith, accepts no tithes, has no supreme leader, no church buildings and in
which each and every individual is encouraged to develop a personal relation
with the Creator and Sustainer through the pursuit of the knowledge of reality
in the hope of curing the spiritual corruption that has enveloped the human
spirit. The tenets of The Truth of the Way of Life are spelled out in detail on
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religious beliefs in America is considered a "hate crime."
This web site
in no way condones violence. To the contrary the intent here is to reduce the
violence that is already occurring due to the international corporate cartels
desire to control the human
race. The international corporate cartel already controls the world
economic system, corporate media worldwide, the global industrial military
entertainment complex and is responsible for the collapse of morals, the
elevation of self-centered behavior and the destruction of global ecosystems.
Civilization is based on cooperation. Cooperation does not occur at the point
of a gun.
American social mores and values have declined precipitously
over the last century as the corrupt international cartel has garnered more and
more power. This power rests in the ability to deceive the populace in general
through corporate media by pressing emotional buttons which have been
preprogrammed into the population through prior corporate media psychological
operations. The results have been the destruction of the family and the
destruction of social structures that do not adhere to the corrupt
international elites vision of a perfect
world. Through distraction and coercion the direction of thought of the
bulk of the population has been directed toward solutions proposed by the
corrupt international elite that further consolidates their power and which
further their purposes.
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