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The Hidden Dark Agenda of Public Education
“An alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded - surprisingly enough - by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundations - a seamless non-competitive global system for commerce and trade - when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as the deliberate dumbing down of America. Seventy years later, the carefully laid plans to change America from a sovereign, constitutional republic with a free enterprise economic base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II.”
- US Department of Education Senior Policy Advisor Charlotte Thomson Iserbyt
Yesterday I released an article, “Lack of Critical Thinking is Key to the Corrupt Status Quo Maintaining Their Power”, on my blog and at ZeroHedge and it generated a lot of comments including those that stated they don’t believe in conspiracies or the existence of a “big bad wolf” that deliberately is “out to get us”. However, for those of us familiar with the works of John Taylor Gatto, we know that there are literally mountains of evidence that indict former Presidents and corporate businessmen with deliberately steering the global education system towards the singular mission of producing obedient factory workers to serve the corporate industrialists during the Industrial Revolution. Furthermore, there are mountains of evidence, direct from the horse’s mouth, that their continued mission for the academic system today is to produce obedient servants to the State and to kill any individualism and critical thinking that may lead to an awakened state among the masses that would challenge the moral authority, or rather lack thereof, of those in power.
John Taylor Gatto, one of the most well-known and outspoken critics of the public education system, quit his 30-year teaching career in 1991, because confined within the system, Gatto believe he was hurting children more than helping them. He stated the following as his reason for leaving institutional academia:
“I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free...I don’t mean to be inflammatory, but it’s as if government schooling made people dumber, not brighter; made families weaker, not stronger...the training field for these grotesque human qualities is the classroom. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, and generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, family-less, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about. An executive director of the National Education Association announced that his organization expected ‘to accomplish by education what dictators in Europe are seeking to do by compulsion and force.’ You can’t get much clearer than that. WWII drove the project underground, but hardly retarded its momentum. Following cessation of global hostilities, school became a major domestic battleground for the scientific rationalization of social affairs through compulsory indoctrination.”
I precisely stated in my article yesterday, “Refuse to accept something as fact just because an authority figure, whether a professor, the Vatican, or politician, told you to believe it, and automatically many amongst the sheep will accuse one of pandering to conspiracy theories, even when one can present many facts that support one’s opposition view much more strongly than the widely accepted view” in the hopes that people would read this line and digest historical facts before dismissing the main points of my article. Yet, from reading the comments posted below my article yesterday, it seems as though some may have dismissed my argument before even examining the facts.
Mr. O.A. Nelson, retired educator, recounted a December 1928 meeting in which he spoke to the American Association for the Advancement of Science. His recollection of the meeting below addresses some of the comments posted on my article from yesterday regarding the importance of sciences.
"We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of the Educational Committee of the Council on Foreign Relations, to ask me to attend...my talk on the teaching of functional physics in high school, and the fact that I was a member of Progressive Educators of America, which was nothing but a Communist front. I thought the word ‘progressive’ meant progress for better schools. Eleven of those attending the meeting were leaders in education. Drs. John Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that all were paid members of the Community Party of Russia. I was classified as a member of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! we spent one hour and forty-five minutes discussing the so-called ‘Modern Math.’ At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, ‘Nelson, wake up! That is what we want… a math that the pupils cannot apply to life situations when they get out of school!’ That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Brechner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don’t blame them. The results are supposed to be worthless."
While I agree that sciences are critical for learning and also critical for the development of reasoning skills, Dr. Ziegler’s comments reveal that men like him, men that helped shape our academic system, clearly did not want sciences to be taught in a manner that would improve critical thinking and reasoning skills, but instead, in a manner that was completely inapplicable to real life situations.
It is not a coincidence that after I graduated from university, I often would comment to my friends, “You know what, there is not one thing I learned in school that I apply in life today.” In fact, the inapplicability of schooling in life reaches far back from even my university days. When I was 14, I had already completed two years of advanced calculus, and believed in a typical teenager bout of self-delusion, that I was some sort of mathematical genius. But in reality, outside of the praise of my teachers, what was the point of my mathematical "progress" back then? Yes, it enabled me to score a perfect score on the math portion of the SATs and then gain entrance into an Ivy League university. However, in retrospect and in complete absurdity, I cannot think of one instance since my educational career ended that I have ever applied, in real life, anything that I learned during my years of mathematical schooling. It is as if the purpose of my institutional mathematical training was solely to enable me to gain a higher score on a standardized test, a ridiculous purpose if there ever was one. And today? Because all I did was memorize advanced mathematical formulas back then, I have long since forgotten them all, and nothing is applicable to my life today just as Dr. Ziegler of the CFR had desired.
In great irony, it was the very inapplicability of education that allowed me to excel through the system. The advantage I held over all my peers was that I had a photographic memory. I recall even as early as the 6th grade when I could read a passage about the Civil War a single time and remember exactly how many soldiers died from each side in each battle and on what specific date in history. Because the academic system stressed rote memory and regurgitation without any true learning, my photographic memory served me exceedingly well and my teachers labeled me as “gifted” and heaped extra attention upon me, even though I never really began to learn how to critically think until I read books on my own outside of the academic system and after I had already graduated from university.
But what if sciences were taught in a manner that developed critical thinking and reasoning skills? How much easier today would it be today to actually convince people of the fact that the global monetary and Central Banking system is a criminal, immoral system deliberately designed by corporate thieves to harm people instead of help people? How much easier would it be to convince people of State run false flag propaganda such as the bogus enemy engagement of the USS Maddox in the Gulf of Tonkin at the time it happened instead of 40 years later? How much easier would it be to convince people that the two-party system in America is just an illusion to con people into believing they have a choice when no real choice is ever offered to people in elections? Of course, the answer is that it would be infinitely easier.
The lack of developed critical thinking skills in the institutional academic system is also the reason why people continue to falsely believe the propaganda of banker shills that a gold standard helped cause the Great Depression and why it is so difficult to convince Westerners of the value of gold and silver but infinitely easier to convince Asians of the value of gold and silver. The stark dichotomy is due simply to the fact that people believe what the State tells them to believe. Logic, reasoning, and critical thinking are all meals on the menu of threats to the power of the status quo. And this is why the goal of academic education by the elites is to strip away reasoning skills from subjects such as math that inherently rely on reasoning. This is also the reason why institutional academia will never change and that those that wish for it to change find that they cannot work within the system but have to leave it. My friend, Alyssa Gonzales, decided that operating outside of the system and serving as a founding teacher of her own school, Los Feliz Charter School for the Arts, was the best solution to be able to encourage, instead of suppress, the development of critical thinking and reasoning skills of young children. If you live in Los Angeles, please visit her school and support Ms. Gonzales’s efforts, described at their website as the following:
"In contrast to curriculum found in a traditional public school setting which stresses teaching and learning in the areas that can be most easily assessed by standardized testing measures, arts-integrated curriculum develops the whole child: kinesthetic, musical, spatial, interpersonal, intrapersonal and natural intelligences. At LFCSA, we challenge children to construct their own meaning from complex ideas and concepts. Acknowledging that students learn and demonstrate what they know in a variety of ways, our instruction allows children to see, hear, and express according to their individual learning styles."
In support of spreading awareness of the true intent of corporate businessmen that have “donated” billions of dollars to shape the curricula of the most “prestigious” schools in the world today, here is a video titled “The Dark Secrets of Public Education”. Certainly, this video deserves a thousand times more views than the current 9,900 views it has thus far received. If you would like for our communities to be more thoughtful, more open-minded, and more co-operative in the future instead of obedient to the powers that be, please send this article and video to everyone you know so we can foster a more honest and open debate about the State’s goals of institutional academia. Thank you.
Read Part I of this series here, Lack of Critical Thinking is Key to the Corrupt Status Quo Maintaining Their Power
Read Part III of this series here, Business School Curricula Today Lacks Real Critical Knowledge to Survive the Global Economic Crisis.
About the author: JS Kim is the Founder and Chief Investment Strategist for SmartKnowledgeU, a fiercely independent investment research and consulting firm with a mission of helping to stomp out Wall Street fraud and to reinstitute sound monetary principles and sound money worldwide. We sincerely appreciate all of you that continue to “like” our Facebook fan page and "follow us" on Twitter. Through these mediums, we will keep all of you aware of some major campaigns we will be launching in early 2012 to raise global awareness of monetary truth and our proposed solutions to institute sound money that CAN serve as a viable and implementable solution to the financial ills heaped upon us by the global banking cartel.
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Mitzibitzi
"I was helped a lot, I think, by my father"
And we have a winner. When parents become involved and actually participate in their chidlrens lives they set an example for future success.
People forget they We are the system, that they are our children not the schools.
Most people don't really wnat the responsibility. If their children fail or become criminals it is easier to blame another party than themselves.
If their kids are fucking morons it's easier to blame a learning disability than admit your kid is just a dumb fuck.
Once WE accept responsibility for our actions, including child rearing, then we have no onw to blame but ourselves for our and their success or failure.
A volunteer came to my school with "Great Books" when I was in 3rd grade.
Totally changed my world. I started being able to win arguments with adults.
The failure to promote diverse educational opportunity, as a means to improve society, leaves us with only the necessity of improving our prisons.
Wrong. Promoting "Diversity" leads to the necessity of improving our prisons. It is as empirically simple as that.
DOT said "The failure to promote diverse educational opportunity..." not "diversity". I went to Catholic schools, wher Sister Mary Wazzername would whup you silly if you got out of line, call your parents if you didn't do your homework, and taught reading and math the old fashioned way. Four years at a Jesuit prep school and four more at a Jesuit university (logic was a required course) made critical thinking automatic.
Exactly. Some populations have high IQs, high future orientation, and high degrees of cooperation. They are not the problem. Stealing from them to give to those empirically incapable of civilization in the name of promoting "diversity" is not the answer.
"John Taylor Gatto, one of the most well-known and outspoken critics of the public education system, quit his 30-year teaching career in 1991, because confined within the system, Gatto believe he was hurting children more than helping them."
In other words, the grumpy bastard retired with full pension.
You're obviously too chicken shit to read his materials and follow his advice.
I have Gatto's book, The Underground History of American Education, on the shelf at home. Gatto himself put the book online for free here:
http://www.johntaylorgatto.com/underground/
The $64,000 answer to the problem is when there is failure to support a moral standard, i.e. helping out others that are disadvantaged, the positive evolution of education gets stagnant and dries up.
I posted on reggies blog about my engineer son who got a great public education, but failed to mention my youngest who is struggling in the ditch. I had and keep stepping up to help him discover a direction. Most people give up and are distracted in their own clusterfucks. I refuse to give up on him even at my own emotional expense.
My nuturing wife is a special ed teacher and her job is tuffer every year. She is frustrated and works hard with emotional fuck up parents and children. If she didn't have summers off, she would of killed herself, years ago.
My dad was the first to graduate from high school and became a pattern maker, Built customhomes and other cool stuff but lost himself in consumerville. THis nation came a long way in a short time for my great farmer uncles, uneducated, were about a smart as a bag of hammers.
HOBBLEKNEE ... thank you for the link to this book !!
I've bought 4 copies for myself over the years. Everytime I loan one to somebody, I never get it back. If someone wants a quicker tutorial, they should just read his Dumbing Down title.
Today's public school student knows alot about Martin Luther King.
... but, can't tell you about The Bill of Rights, civics, ...
... got lots of selfesteem!
Civics 101: http://1215.org
Reclaim the Republic one Court of Record at a time.
I am Chumbawamba.
Very interesting to read this article here on the Hedge. It's so true, it's scary. Even the root of the word education is Educe, to lead, like in by the nose.
It's not about the joy of discovery, it's about the narrowing of the gates and filters of perception into one, tight, ruthless path.
And the first and biggest problem is th eperversion of language. The rot begins there. WIth language perverted, the rest is easy pickings.
Awesome stuff.
ori
/the-deep-perversion-of-language/
I heard a similar line of thought on language on the radio the other day. Fascinating topic!
ORI,
'As a poet there is only one political duty, and that is to defend one's language against corruption. When it is corrupted, people lose faith in what they hear and this leads to violence.'
—W. H. Auden
The poet's job is to: astonish the crowd;
tell the truth and run;
make the sun rise in the minds of others.
Poets have a big job.
Language, however, is mutable and if it does not change it will die.
In our school district they implemented this horrible curriculum called Everday Math. (Conceived in that shithole known as the University of Chicago) My son brought home a worksheet to finish and one of the questions on it in regards to learning how to tell time was "walk around your house and count how many clocks you have". (this is just one example of many, I assure you) Are you kidding me? WTF is this crap, I thought. Not to mention that most of the worksheets look to have been written by someone who speaks English as a second language.
I and other parents went to the school board and complained numerous times but they didn't want to hear it - they would just maintain what a great program it would be once we all got "used" to it. They even sent in somebody from the U of C to talk to all the parents "sell" us on this shit. I'm guessing our school district got a fat wad of federal cash to use this crap in our schools. As an Engineer myself, I told them that none of our kids are going to have a hope a becoming scientists or engineers if they insist on shoving this crap down our throats. I told them I wanted the same math curriculum that our soon to be president's children have in their fancy, private school in Chicago. They looked at me like I had two heads. These people are morons.
Regards from Mentally ILLinois
I agree, I did not care for the U of C math program. I have raised a number of issues with the teachers.
That being said, both my kids, despite being exposed to the substandard U of C program excel at math because they get pressure and input from home to succeed... I actually create problems for them to do based on their lessons but with a different "feel and look"....
Blaming a math program is no excuse for laziness and ignorance of the parents...
Edit: And for the record, I have volunteered numerous times to supervise the extra-curricular math programs at the local elementary school....
Nice Gene, and this from someone who has poetic license to boot, eh? And very true. And it has, according to my reading, been purposely mis-directed, down-ward of course.
ori