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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.
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
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
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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author feels that the falsification of reality outside personal experience has
forged a populace unable to discern propaganda
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reality on the human race. Religious intolerance occurs when any group refuses
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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
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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 coöperation. Coöperation
does not occur at the point of a
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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
international elites vision of a perfect world. Through distraction and
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directed toward solutions proposed by the corrupt international elite that
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