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4 Ways Kids Are Biologically Driven to Self-Educate


"Education is a weapon, whose effect depends on
who holds it in his hands and at whom it is aimed."
Joseph Stalin

education ?

social engineering !

"It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles." - Llewellyn H. Rockwell, Jr.

Just beneath the superficial justifications for mass forced schooling lies the first level of its true motivation: to create a MICE population suitable for the demands of the global industrial economy.

From the heyday of British Empire the British Royal Society has promoted materialistic pragmatism.

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.



indoctrination system

"Environment and education
shape character and morality."

Mary Wollstonecraft


The development of the factory-like system in the nineteenth century classroom was not accidental.

"Factory discipline was alien to the independent, self-directed farmers and artisans that made up pre-industrial society, and the question of how to instill wage labor discipline was discussed at length by the intellectuals of the day.

The artificial reality that the factory system created was a mass-produced reality, a generic reality of standardized products, standardized roles, standardized tasks, and standardized lives." - Charles Eisenstein

"Every public school is at the mercy of the Department of Health, Education and Welfare (which Nelson Rockefeller created and ran under Dwight D. Eisenhower)." - Gary Allen

"The modern 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.



consciousness_education

John Taylor Gatto - The Purpose Of Schooling

The Prussian Connection to American Schooling

Court Rules Michigan Not Responsible for Quality Public Education

Learning without Questioning in America: The Sunday School Syndrome

18 Reasons Why Doctors and Lawyers Homeschool Their Children

KIDS REACT TO 2+2=5 (COMMON CORE) (2+2=5)


war on education through charter schools crush your childs genius

education is defind as:


a program of instruction

processes that impart knowledge

an instructive or enlightening experience


programmed conditioning

"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 stupid?"

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



educated mind

no child left standing

Leading Education Scholar Diane Ravitch:
No Child Left Behind Has Left Us with Legacy of "Institutionalized Fraud"

"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 created 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. Greene

Standardized 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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