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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
"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.
"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.
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 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. 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 website defines a
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author feels that the falsification of reality outside personal experience has
created 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
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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
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This web site
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violence that is already occurring due to the international corporate cartels
desire to control the human
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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
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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
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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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