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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, obdience, freedom from stressful thinking and how
to follow
orders.”
Symbol indentification (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.
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.
"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 Gender Identity
Fallacy
Pediatricians Call It What It Is – Child
Abuse
Researchers find oddities in high-profile gender
studies
‘Transgender Mania’ is a Symptom of West's Cultural
Collapse
Johns Hopkins Psychiatrist: Sex Change ‘Biologically
Impossible’
DSM-V To Rename Gender Identity Disorder 'Gender
Dysphoria'
Pediatrician: Transgender ideology has produced large-scale
child abuse
Science Confirms The Obvious: Men And Women Aren't That
Different
"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 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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This web site is not a commercial web site and
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 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 the spiritual corruption that has enveloped the human
spirit. The tenets of The Truth of the Way of the Lumière Infinie are
spelled out in detail on this web site by the author. Violent acts against
individuals due to their 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.
All
views and opinions presented on this web site are the views and opinions of
individual human men and women that, through their writings, showed the
capacity for intelligent, reasonable, rational, insightful and unpopular
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may or may not have originally presented the facts truthfully. Opinion and
thoughts have been adapted, edited, corrected, redacted, combined, added to,
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the reader in the present time.
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