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"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".
They are,
quite frankly my dear, rationally dissociated from emotion.
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.
Pragmatic Materialism: Epistemological Evolution of Jeffersonian
Beliefs
"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.
1806 After the defeat
of the Prussians (Germans) by Napoleon at the battle of Jena, it is decided
that the reason the battle had been lost is due to the fact that the Prussian
soldiers are thinking for
themselves on the battlefield instead of
following orders.
Johann Gottlieb Fichte suggested the State as the
center of the ultimate moral nature of society which directly influenced both
Von Schelling and Hegel, who
took similarly idealistic views.
1819 Prescribing
"duties to the State", combined with John Locke’s view (1690) that
"children are a blank slate" and lessons from Rousseau on how to "write on the
slate", Prussia establishes a three-tiered educational system considered
"scientific" in nature.
The Prussian system defines for the child what
is to be learned, what is to be thought about, how long to think about it and
when a child is to think of something else.
The elite of Prussian
society comprise .5% of society.
5.5% of the remaining children are
allowed to go to what is called realschulen, where they are partially taught to think.
The
remaining 94% are sent to volkschulen, where they
learn "harmony, obedience,
freedom from stressful thinking and how
to follow
orders."
Symbol identification (reading) is
not allowed for the first
six or seven years of volkschulen lives.
1840
The American attitude
of "learn and then strike out on your own" has to be broken.
The
Prussian system is the ideal way to do it.
1857
William Torrey Harris introduces the Prussian schooling system to the midwest
in St. Louis.
1883
SENATE INVESTIGATION OF RELATIONS BETWEEN LABOR AND
CAPITAL
"The Committee's work merits greater respect for three major
reasons.
First, it was the initial attempt by a Congressional body to
obtain a solution for the complex problem of labor-capital antagonism.
Regardless of its success in this venture, it marked a significant step
in a direction other than the traditional hands-off philosophy concerning the
governments role in the situation.
Secondly, contrary to the common
view, it did "throw light on the situation."
That this light was not
fully utilized by a rather large body of myopic legislators does not detract
from its efficacy in the slightest.
Such a charge can be levelled at
almost any Congressional investigation.
And the final and most
significant reason is the fact that the investigation had a direct effect in
altering the labor legislation policies of the Congress.
Labor gained
its most emphatic support in the Senate of the 1880's as a result of the
investigation." - John Sweeney
1908 Ground is
broken for the Andrew
Carnegie Library at DePauw University. Constructed with a $50000 gift from
the industrialist.
William Albert Wirt modifies volkschulen to be
centered upon a platoon style work-study-play system designed to assimilate the
63.4 percent of children with parents who are field working
immigrants.
1914 William Albert Wirt introduces
his system in New York City.
1918 Stephen T.
Jackson, historian of Madison County, "In all, Carnegie, who at one time was
the richest man in the world, was behind the building of 164 public libraries
in Indiana plus one on the campus of DePauw University and another at Earlham
College.
Those libraries were built with monies from 156 grants
totaling $2,506,664 awarded by the Carnegie Corporation of New York from 1901
to 1918.
An additional $80,000 was provided for the academic libraries
at DePauw and Earlham."
New York schools abandoned Wirt's
work-study-play project.
1925 National
Association for the Study of the Platoon or Work-Study-Play School
Organization forms to publicize the advantages of the platoon
system.
Wirt receives international recognition from England to
Japan.
Just beneath the
superficial justifications
for forced mass schooling lies
the first level of
true motivation:
to
create a MICE population suitable for the demands of the global industrial
economy.
Under the guise of an
utopian vision social
engineers with delusions of grandeur dreamed of a global utopia.
To
accomplish this goal they embraced
ponerological thought
patterns which included the use of both eugenics and
genocide for
social control
purposes.
The development of the factory-like system in the
nineteenth century classroom was not accidental.
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 an agency proposed by
Nelson Rockefeller 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 developed a broad research program in empirical psychology and 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
introspection.
- 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 mental images,
spatially, from impressions of light."
-
Context Principle of
Relational Analysis
All mental images, concepts and
ideas are interrelated.
-
Dicotomy
Principle
The 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.
"You never saw anybody dying?
You never saw anybody having
a baby?
How did you get to know things? "
"In the school I went
to," Will said, "we only got to know words."
The child looked up, shook
her head and significantly tapped her forehead.
"Crazy," Mary said. "Or
were your teachers just ignorant?"
Will laughed.
"They were
high-minded educators dedicated to Western
Tradition."
Didn't people dying 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? "
"The one that does
all the talking. Always talking about mistakes I made,
crazy things I imagine I
can do. She's the one that gets frightened."
"Why is she
frightened? "
"She
gets talking out loud to herself about
awful things that
might happen."
"But there is another me."
"Which one is
that?"
"The one that
looks and listens and feels what's going on inside."
"Sometimes she helps me see suddenly
sees how beautiful everything is!"
- from Aldous Huxley
Island
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 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.
Those who reside at the top
of the pyramid are cognitively bias'
against any "solution" that does not fit neatly into the box they have been
taught holds 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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This website defines a
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author feels that the falsification of reality outside personal experience has
forged a populace unable to discern propaganda from
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reality on the human race. Religious intolerance occurs when any group refuses
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religious ideology. This web site marks the founding of a system of philosophy
named The Truth of the Way of the Lumière Infinie - 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
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violence that is already occurring due to the international corporate cartels
desire to control the human
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responsible for the collapse of morals, the elevation of
self-centered behavior and the destruction
of global ecosystems. Civilization is based on coöperation.
Coöperation does not occur at the
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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
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directed toward solutions proposed by the corrupt international elite that
further consolidates their power and which further their purposes.
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