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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.
"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 make choices.
A weak moral sense leads them
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 conditioning 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
1903
General
Education Board founded by Rockefeller.
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-military-entertainment 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 the application of
ponerological thought
patterns which included the use of both
eugenics and
genocide for
social control
purposes.
"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.
Wilhelm Wundt developed the structuralism
theory of
consciousness.
Structuralism holds that fundamental
worldviews are built upon the
combinations of simple
primitive concepts to form a
complex understanding.
Structuralism suggests
introspection will
explains 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.
Active cognitive and motivational
integration allow control of
attention.
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.
Alteration 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 are 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
"Before the American
educational establishment sinks even further into the morass of standardized
testing, perhaps there should be a systematic and unbiased investigation of
whether these tests are identifying potential to do anything - 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 "proper" or "correct".
Order
followers understand there
is one, and only one, "proper" answer.
Those that
climb the ladder of success
in the US culture are academically oriented to believe that there is only
one answer only known to "experts."
Those who reside at the top of the
pyramid are cognitively bias'
against a "solution" that does not fit
neatly into their "correct" answer box.
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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