http://www.scribd.com/jrgenius for the link to IMPORTANT FILES off server. Important downloads. Report HACKING to danah@jrgenius.com

ALL HerStory CANADASTREETNEWS 2009/10 cramnotes here by Dana Horochowski

May 2010

Crystalkids.info

What is a starseed? // Who Are The Crystal Children? // Who are the Indigo children?

The Indigo, Crystal, Rainbow and Star Children // Indigo Child's Views on How to Save the World !!

Clif High stuff...coming true. PLANet EArth is Waking up!

Shape of Thing to Come Jrgenius.com and Canadastreetnews.com - October 30, 2009

Shape of things to Come pt 1 // pt 2 audio explained by Dana Horochowski from Clif High's work at www.halfpasthuman.com

Shape of Thing to Come- Cliff High- HalfPastHuman.com vol0I2 09 15 09 audio and
free tutoring at http://www.jrgenius.com/audio.htm
Jrgenius.com and Canadastreetnews.com - October 30, 2009, See canadastreetnews youtube channel now for canadastreetnews info. I am transitioning. jrgenius channel will be for teaching various topics. pdf

ASTRO-THEOLOGY It is the story of humans and the natural world in which we live. It is not history or even her-story, it's our story. Tsarion says that thousands of years ago, in the great society of Egypt that birthed the legendary Stellar and Lunar cults, men and women lived together as equals. They spent their lives striving for balance within themselves and with each other. http://www.taroscopes.com/highwindowsarticles/astro-theology_interview.html Michael Tsarion link here

Michael Tsarion - Divination & The Goddess Tradition Pt 1

 
Michael Tsarion - Divination & The Goddess Tradition (1 of 2)

R-CANE-1 | MySpace Video

Description: In the tradition of Joseph Campbell, Michael Tsarion reveals the origins of the enigmatic Book of Genesis, and the actual hidden significance of religion, yoga, magick, ritual and science. In this captivating presentation, Program Three, of the "Origins & Oracles" series, Michael Tsarion investigates the real history of religion and reveals its Egyptian origins.Michael also delves deeply into the gender divide and exposes why it is that the elites within the orthodox religions have debarred women from assuming positions of authority. Additionally, we are introduced to the "Western Magical Tradition", and to the meta-sciences employed by the Magi of old to engender psychic hygiene, moral rectitude, and spiritual empowerment. We discover the true hidden connections between the Tarot, the Zodiac, the Kabalistic "Tree of Life"and sacred Numerology.

Michael Tsarion - Divination & The Goddess Tradition Pt 2

Michael Tsarion - Divination & The Goddess Tradition (2 of 2)

R-CANE-1 | MySpace Video 

There were four ancient cults of power (Stellar, Lunar, Solar, Saturnian)
The great Cults finally decided to united together instead of always being in competition with each other for the power over men.
The name Israel (Is Ra El) is derived from three deities of these ancient Cults: Isis, Ra and El (Moon, Sun and Saturn).Their symbolism pervades our world (example's:
Rings (ear rings, finger rings ect...), Sun symbols, crescent moon symbols (on flags ect...), Stars, ect..ect.. the symbolism stuff needs a whole discussion thread of its own)

Seven Churches of the Bible = In all there were 7 cults with the first 4 being of most importance (Stellar, Lunar, Saturnian, Solar, Vulcanus (Fire Cult), Dionysian (Drug, or "Psychedelic" Cult),
Venusian (Cult of Venus) which eventually all molded together.

"Time itself was divided to reflect and commemorate the unification of the Cults. The year round was broken down into 12 months to honor the Solar Cult. Their god was the sun and his number was 12. The next division of time was a month and, as the word's etymology indicates, this was sacred to the Lunar Cult, whose chief tutelary deity was the moon. The next division of time is a week, in which the 7 gods of the Stellar Cult are honored. These are today's days of the week. The worshippers of the god Saturn was given Saturday as a feast day, and since their god (planet) moves so gradually, the larger, longer cycles of time where attributed to him. The hands of a physical timepiece have, for generations, concealed and revealed this sectioning of time according to the Cults. The hour hand represents Horus, the sun. The minute hand stands for Min, the moon-god. The fast moving second hand stands for Mercury, the god of the Stellar Cult, as do the 12 divisions. On elaborately designed watches and clocks, the hands often display circles upon them, to illustrate that they represent planetary orbs. The very word year comes from the Egyptian yehrah. This word signified the Lunar Year. The passage of the moon was observed very closely by the Egyptians. Even under the Atonist period the moon was considered important. It was referred to as "silver Aton."

"During the tenure of the Stellar Cults women held superior positions in society, religion and government."
"One of the main reasons why the knowledge of the Sidereal Cult is kept obscure is to keep women divorced from their power in ways that are barely understood."
"Christ even remonstrates to his disciples "Be ye as wise as Serpents." This doesn’t make much sense until we discover that the serpent was the prime symbol of the Stellar Cult, the "wise-ones" of old. And, what's more, the Egyptian hieroglyphic for "woman" was a serpent. This is one of the reasons why the serpent was considered negatively by later Christians."

Ophite demiurge had the face of a lion and was connected with Saturn, and this has led some scholars to conclude that Jaldabaoth was a combination of Baal and Kronos. John of Damascus says that the Phoenicians held Kronos to be a kind of demiurge, and because Saturday was the day of Yahweh and the day of Saturn, the two were welded together.

 04 22 2010 to 04 28 2010

04 28 2010 =8 FULL MOON TONIGHT! Send out LOVE and SERENITY!

SELENE, GODDESS OF THE FULL MOON http://www.angelfire.com/journal/ofapoet/selene.html

The Moon has always been one of the most important symbols of the Goddess.
The full moon usually appears approximaely 14 days after the new moon, although it's energy is thought to last from about three days before the actual full moon to about three days after, and it is associated with the Mother Goddesses, including Danu, Ceridwen, Gaia, Aphrodite and Isis. It is after the first quarter of the Moon that she is seen as a pregnant woman, growing rounder and rounder every day, until she becomes the true full moon; and it is then that she becomes asociated with Selene and Luna, nurturing, passiate, and healing with a strength and power to manifest goals and bring matters to fruition.

-Selene was the Greek Goddess of the Full Moon and of Solutions. She was known as the second aspect of the Moon; the full moon, representing the lover and bride. If someone had a problem, it was Selene that he would turn to, and she would show him the logical solution to his problem.

-Since Selene was a Moon Goddess and Helios, her brother, the Sun God, they were often associated with Apollo and Artemis, because they were healers, and thus worshipping them seemed the logical way to prevent diseases or death.

WHAT WE NEED TO DO IS HAVE OUR OWN CONVERGENCE...Bring in higher dimensional energy to defuse this Illuminati agenda- All you have to do is go to a place you feel drawn to at that time and open your heart and mind to the energy we call love. Particularly love for the lower fourth dimensional entities because this will dilute their energy even more. We need people with open hearts and minds focussed on the intent to be vehicles to ground love in this three-dimensional world. http://www.whale.to/b/wilder1.html

Athena and Eve: The Real Meaning of Greek Myth http://www.theparthenoncode.com/features/athenaandeve01.htm

Ancient Greek religion, what we call mythology, tells the same story as the Book of Genesis, except that the serpent is the enlightener of mankind rather than our deceiver. Athena represents Eve—the reborn serpent’s Eve in the new Greek age.

There is no Creator-God in the Greek religious system. The ancient Greek religious system is about getting away from the God of Genesis, and exalting man as the measure of all things.

-Zeus and Hera as the couple from whom the other Olympian gods and mortal men are descended. This brother/sister and husband/wife pair, the king and queen of the gods, are a match for the Adam and Eve of Genesis. This couple is the beginning of the family of man, and the origin of the family of the Greek gods, Zeus and Hera. With no Creator-God in the Greek religious system, the first couple advances to the forefront.

Hera, the queen of the gods, is the primal Eve

Genesis-Eve was created full-grown out of Adam. Before she was known as Hera, the wife of Zeus had the name Dione. The name relates to the creation of Eve out of Adam, for Dione is the feminine form of Dios or Zeus. This suggests that the two, like Adam and Eve, were once a single entity.

Hera -often depicted as enthroned and holding a sceptre in her right hand. She is, and always will be, the queen of Olympus. As the sister/wife of Zeus, Hera is a deification of Eve, the motherless mother of all humanity.

Erichthonios, the "Earth-Born" One- Comparing the Birth of Christ with the Rebirth of the Line of Kain

-The child is Erichthonios, the "Earth-born One." He represents the rebirth of the line of Kain in Athens after the Flood. The child reaches out to Athena. She is the goddess of the wisdom of the ancient serpent (from Eden) and she represents the reborn serpent's Eve after the Flood. This wonderful Greek vase-painting shows us that the essence of ancient Greek religion is very simple: After the Flood, the reborn serpent's Eve nurtures the reborn line of Kain. http://www.theparthenoncode.com/features/erichthonios.htm

http://stargods.org/ReptilianPage.htm.

We are Human. We will never surrender. We shall never surcum. Our Spirit lives on.

04 27 2010 = 7

 Ha Qabala -Qabala (or the QBL, meaning “enlightenment”) should not be equated to Kabalah (or the KBL, meaning “confusion”) or worse yet, to the Kabbalah (or KBBL, implying even greater intrigue and twisting). The latter, in fact, is related to the English word cabal (which is defined as “a secret intrigue, a political clique or faction”). Similarly, the Jewish mystical tradition, the cabala, cabbala, or kabbala, is defined as “mystic interpretation; any esoteric doctrine of occult lore”. One can view the distinctions as two separate movements within mystical thought, one of which, the Ha Qabala, has been largely ignored in recent centuries.

One reason for this is that “Qabalistic masters maintain that it was not the serpent (Enki) [in the Garden of Eden] who was the deceiver as we are led to understand. The deceiver in this instance was Enki’s half-brother, Eloh-Jehovah (Enlil), who said that Adam would die from eating the fruit.” Small wonder that the “confusion” of the Kabalah has taken mainstage over the “enlightenment” of the Ha Qabala. And while Adam was ultimately enlightened by the female (having been prompted by Enki) as to the true circumstances of the eating of the fruit (and thus partially relieved of the deception), the ultimate victims of deceit are the recipients of the corrupted interpretation -- which is the mainstream of Jewish, Christian, and Islamic thought. Enlil’s deception lives on!

The role of the feminine is often discarded in the patriarchy, but in terms of the Ha Qabala two “goddesses” stand out. One is Ashtoreth (aka Ninlil), the wife of Jehovah (aka Enlil) and the other their daughter, Anath, Queen of the Heavens, aka Astarte (“womb”). In the Jewish tradition of the Ha Qabala, the two become merged as a single consort and known as the Shekhina. This figure portrayed the Holy Spirit and was the epitome of Wisdom. We might recognize her as the Greek Sophia, such that “sophy” has come to mean, “the wisdom, study, or knowledge of”. Inasmuch as “lo” is defined as “the amazing sight”; philosophy can be defined as “phi-lo-sophy”, or “the wisdom, study, or knowledge of the amazing sight of phi.” And “phi” is the Greek letter denoting The Golden Ratio, or the Golden Mean -- the most fundamental number in Sacred Geometry. It all ties in!

April 2010

04 01 2010- 04 07 2010

Looks like the Illuminati's Al-CIA-DA is terrorizing Moscow. RED LINE Subway blasts?

Wild Weather, Earthquakes, Volcanoes, Avalanches, and Floods.

Stocks up, unemployment up, bankruptcy up, dollar up....SOMETHING's UP!

Something big is happening very soon...? Remember that humanity must take responsibility for leadership on EARTH. Do not give your power over to ET's or self proclaimed ass-ended masters, who FEED off your worship.

Return of the REPUBLIC, where humanity takes back the power stolen by the DEMONs of Democracy! Fire the PARASITES of POLI-TICS!

Time for YOU to start the NEW PARADIGM in your COMMUNITY. Follow us! The WAMPUM WAY.

DaisyDishes.info

GardenGurus.info

FreeFreeEnergy.info

AguaOriginals.info

How you could be preparing for this growing season.

Ontario April 2010

Locally gather a list of people who are interested in community gardening, handy man services, free energy gadgets, global cooperative

Find as many products, services, courses and ideas as you can, that could be shared with community currency, group cooperation/class and/or volunteer. usuryfree.info

-Community Currency-Assign those committed to grass roots revival 100 serenity shares. (This is their asset, vote, cooperative share,score, piece of the pie). Draw up your own constitution of rights and freedoms among yourselves. Keep it closed to those you trust. Creating Community Currency: A Bartering System http://ca.dummies.com/how-to/content/creating-community-currency-a-bartering-system.html

-10 points for 1 hour work or equivalent. Make a list of what products and services each of you can offer. Commit to sharing those necessities. Global Cooperative. Starts with you first. Accept your local community currency and connect with others that are locally self sufficient. Unite as a Sovereign Nation of Children of the Light

Community Currency Global Cooperative

Wampum From Wikipedia, the free encyclopedia

Community Currency Cooperative 3/19/2010 This is for the Sault Ste Marie area group.

Let's restore our family and community values.
Interested in exchanging products and services as a global cooperative, using community currency? (eg. gardening, tutoring, handyman, daycare, errands, products, housing. rentals,services)

Dana www.serenityglobal.com ( Use your own response email here)

2009 about education

August 2009

08 08 09

Jessica's Message to Humanity Pt.1 // Message to Humanity Pt.2 // Humanity pt.3 // Humanity pt.4
http://www.youtube.com/user/jessicamystic1

  When the chief priests and scribes of the Jerusalem Temple cringe at the din of children crying "Hosanna to the son of David," Jesus scolds them: "Yea, have ye never read, Out of the mouth of babes and sucklings thou hast perfected praise?" (Matthew 21: 16).

July 2009

NWO mess- how it all st arted - July 21, 2009

pt 2 from intro-first letter, Institue of Global Prosperity IGP, Bllack Pope, http://www.vaticanassassins.org, http://www.holyhealthy.com, http://www.jrgenius.com, income tax, black pope, Jesuiits, York Catholic District School Board

Accountability in Professions
by Dana Horochowski (videos)
YCDSB, Parliament, Canadian economy, education, pt 3 ... (more info) (less info)
see july 22 2009 http://www.canadastreetnews.com for pt 1 and 2 of my rant and resolve

07 07 2009

DANGER!- CANADIAN MEDIA Propaganda THRU the ROOF! MEDIA LIES. VATICAN-JESUIT- ZION TERRORISIM world wide!

http://www.devvy.com/

America's Last Stand-Devvy Kidd www.renseradio.com

America Under Seige- Devvy Kidd www.renseradio.com

America's on the Brink

May 2009

Confessions of a White House sex slave, MKULTRA victim EXCERPTS http://www.iraq-war.ru/article/162837 IMPORTANT READ!

-My family routinely vacationed at Mackinac Island, Michigan which is a small island positioned in the Great Lakes close to the Canadian border. Mackinac Island, with the Governor's Mansion and historical Grand Hotel, was a political playground where I was prostituted by my father to, among others, pedophiles Jerry Ford, Guy VanderJagt, and later U.S. Senator Robert C. Byrd.

-When Pierre Trudeau was elected Prime Minister of Canada in 1968, I often heard it said, "Pierre Trudeau is one of Ours, you know."

-my father had just literally SOLD me to Senator Byrd in an exchange for lucrative military contracts that made him a millionaire overnight—a millionaire on a sixth grade education—a perverse, child exploiting criminal, immune from prosecution, working as a CIA operative for the U.S. government! That mind shattering occult ritual I endured in Nashville marked a new life of wealth and prestige for my father while thrusting me into a new phase of my tortuous existence—and I had no choice in any of it!

!!

BRIAN MULRONEY! OFF TO GUANTAMINO!

SHAME ON YOU!

Tales of a Government Sex Slave by David Icke- Cathy O'Brien was used as a sex slave to pander to the bizarre sexual desires of big name politicians and to compromise other world leaders. They can then be blackmailed to go along with the demands of the Global Elite for fear of exposure. Among those who raped and sexually abused either Cathy and/or her daughter Kelly, are US Presidents George Bush, Bill Clinton, Ronald Reagan and Gerald Ford; Dick Cheney, the US Defense Secretary in the Bush administration; the Canadian Prime Ministers, Pierre Trudeau and Brian Mulroney; King Fahd of Saudi Arabia; and the President of Mexico, Miguel De La Madrid. This is without naming the long list of other United States politicians and famous entertainers which I highlight in 'I Am Me, I Am Free', and Cathy and Mark detail in 'Trance-Formation Of America'.

Trans-Formation Of America CHAPTER 20 - NEW WORLD ORDER OF THE ROSE

CHAPTER 21 - GLOBAL EDUCATION 2000

Transcription: Cathy O'Brien's Presentation Mind Control

Trans-Formation Of America THE BOOK!!!!!

'I Am Me, I Am Free' THE BOOK!!!!!

DARK SECRETS: INSIDE BOHEMIAN GROVE

-education. He says our taxes pay for "the indoctrination of your children in the public schools we have set up. We want them to grow up well trained into the system of our thinking. Your children will learn what we want them to learn, when we want them to learn it, and you pay for it."

-"You are our property. We will not permit you to buy or sell unless you submit to our mark of authority. If you go to court against us, we will wear you out there and in the end you will lose. If you use violence, we will end up having you in one of our labor camps, more specifically called prison industries. You need our money, our entertainments, our fuel, and our utilities to function and if you don't have them, you feel deprived. By this, you are made to yield to our will."
-Our political leaders are chosen from the ranks of criminals and perverts because they can be made to obey using blackmail.

April 2009

Mind control- From Wikipedia, the free encyclopedia

Government Mind Control-
Hundreds of people in the US and Europe claim their government is experimenting on them using electromagnetic and neurological devices. This is a concerted effort of all technologically advanced countries to ultimately gain total control of every person on earth.

Electromagnetic Weapons
Microwave Weapons
Non-Lethal Weapons
ELF (Extremely Low Frequency) Weapons
Directed Energy Weapons
Acoustic Weapons
Psychotronic Weapons
RF (Radio Frequency) Weapons
Soft Kill Weapons
Less-Than-Lethal Weapons

THE INVISIBLE THIRD WORLD WAR- BY W.H. Bowart and Richard Sutton

HOW TO DEFEND YOURSELF
Rational self-reliance and an understanding of how the human mind works are the best protection against IW. Don't look to national governments for help, they're attacking you. Don't look to psychiatry, they're developing weapons to destroy the very seat of liberty -- your mind. Don't rely on authority. Obedience to authority is the first act of submission to suggestibility. Suggestibility is the first step of surrender to mind control. If it isn't true for you it isn't true. Your own integrity is your best hope. Ethical scientists may develop IW countermeasures. Good men may reform governments. But ultimately your own survival depends on yourself. As long as people know this, freedom will survive. The world is what you make it, or what you fail to make it. Freedom is a continuing struggle, won one moment at a time. There are many who would take it from you, but no one who can give it to you.

MIND CONTROL- Reported Symptoms http://www.abovetopsecret.com/forum/thread54375/pg1\
1. Microwave hearing. The hearing of voices in the head from an outside source, but nobody else can hear the voices except the targeted individual.
2. Transmission of specific commands into the subconscious
3. Visual disturbances, visual hallucinations
4. Inject words, numbers into brain via electromagnetic radiation waves
5. Manipulation of emotions
6. Reading thoughts remotely
7. Causing pain to any nerve of the body.
8. Remote manipulation of human behavior from space
9. Harassment, stress symptoms such as helicopters flying overhead
10. Seeing, as in a camera, through your eyes, i.e. to see what you see exactly
11. Control of sleep patterns.
12. Computer-brain interface, control and communication
13. Complex control of the brain such as retrieving memories, implanting personalities

-schizophrenia (paranoid psychosis) would explain it completely.

The external symptoms of current day mind control include:

- Noisy telephones and many wrong number calls
- Frequent movement of household and workplace items so that the target
knows this has been done by an intruder but cannot prove it. Skewing
of furniture and bedding is common.
- Sabotage of possessions at home, in the car, and at work, so they
become useless far sooner than their normal life. Some appliances will
remain non-functional for some weeks or months, then suddenly "fix
themselves"
- Ongoing theft of small dollar value possessions, sometimes with the
item being returned to where it was stolen from
- Theft of personal papers and records, particularly those which the
target doesn't access often
- Sabotage of tools and work in progress at the workplace
- Computers at home and the workplace are chronically erratic and don't
work as designed
- Emails and postal mail blocked or delayed
- Tradesmen frequently arrive late, have to be pushed to accomplish their
work, make far more noise than necesssary, make a terrible mess, break
something else, botch their job, and overcharge
- The targetted person finds stores always crowded
- The targetted person often finds their car blocked by other vehicles
- The targetted person often finds the product they like out of stock
- Instances of being blocked while walking or driving are far, FAR
above what statistics would allow
- Neighbors turn inexplicably noisy or unfriendly at inconvenient times,
such as a meal or bed time, and especially when trying to nap

Reptilian humanoid From Wikipedia, the free encyclopedia

David Icke- victim of mind control? http://www.abovetopsecret.com/forum/thread54375/pg2

Arizona Wilder also claims that the Royal family are shape shifters, also that Sitchin and Gardner are reptoids. Then she targeted Sitchin and Gardner and said they take part in blood rituals with the Royals where shapeshifting happens. Considering Gardner's books are revealing profound insights into the ancient knowledge, I am not surprised they wanted him demonised.

She states the royal lizards change back to lizards when asleep. Considering how many of them were educated in schools where they also lived amongst hundreds of others in dorms, and how many of them were in the armed forces, you would think someone would have noticed this little thing!

So what do you think, AW lying by the seat of her pants? Is David under some sort of reptilian mind control now?

-A person that knows something isn't probably true yet believes it out of fear. This is what we have today. People today are stupid, people back than had fear but also didn't know any better or have the logic we do today.

-Actually, within my understanding of quantum mechanics, shape shifting SHOULD be plausable.............possible even.

-I've read many of David Icke's books and have seen people who are as he describes (except for the reptilian shapechanging). Hell, I was married to someone who worked for a well known member of the Illuminati (or, as they call themselves, the Olympians).

The CIA knows how to party. Or perhaps he's been a target of LSD Mindkontrol?

The CIA's LSD experiments were conducted on many unwitting subjects, most often prisoners or patrons of brothels set up and run by the Agency, which had installed two-way mirrors in the establishments to allow for observation of the drug's effects (these studies were referred to as "Operation Midnight Climax"). Some of the MKULTRA subjects who were informed faced even more inhumane treatment: during one experiment in Kentucky, seven volunteers were given LSD for 77 days straight.

LSD can be very powerful. When it comes to toying with the mind, LSD can be so unpredictable. MKULTRA was something to remember, one of the agents cried when he came down, he didn't want it to end. I mean hell the CIA were slipping it to eachother just to see the effects of people not knowing they've been giving something.

One 1955 MKULTRA document gives an indication of the size and range of the effort; the memo refers to the study of an assortment of mind-altering substances which would:

"promote illogical thinking and impulsiveness to the point where the recipient would be discredited in public"
"increase the efficiency of mentation and perception"
"prevent or counteract the intoxicating effect of alcohol"
"promote the intoxicating effect of alcohol"
"produce the signs and symptoms of recognized diseases in a reversible way so that they may be used for malingering, etc."
"render the indication of hypnosis easier or otherwise enhance its usefulness"
"enhance the ability of individuals to withstand privation, torture and coercion during interrogation and so-called 'brainwashing'"
"produce amnesia for events preceding and during their use"
"produc[e] shock and confusion over extended periods of time and capable of surreptitious use"
"produce physical disablement such as paralysis of the legs, acute anemia, etc."
"produce 'pure' euphoria with no subsequent let-down"
"alter personality structure in such a way that the tendency of the recipient to become dependent upon another person is enhanced"
"cause mental confusion of such a type that the individual under its influence will find it difficult to maintain a fabrication under questioning"
"lower the ambition and general working efficiency of men when administered in undetectable amounts"
"promote weakness or distortion of the eyesight or hearing faculties, preferably without permanent effects"

I think David Icke tapped on something within reality that was way too close to the truth. Ickes theories range from Matrix like multiple realities all the way to his infamous reptilian agenda. However I do believe when he discovered this, the power in control (NWO, Reptilians, Republicans...etc) suppressed his information. Rather than making him a marauder, they decided to make him a 'loon' to the attempt of disclosure, thus discrediting the entire movement altogether.

Chinese mythology- From Wikipedia, the free encyclopedia

The Evolution of Indigo Children, Indigo Adults and Crystal Beings

March 2009

Cathy O'brien presents: TRANCE Form America Pt. 2

The New Children - Indigo Children, Crystal Children

Inner Child Affirmations

February 2009

YouTube Debate: No Child Left Behind - Scrap or Revise?

Advocating for Ritualistically Abused Children

CONSPIRACY EXPOSED ON TAPE!! The Secret New World Order (NWO), Aliens & UFO's

October 24, 2008

The Tao of Teaching

The Public School Nightmare

Seventh Generation Education

Indigo Children

Paradigms

Paradigm Shift

Education

The Tao of Teaching

The Tao (of Tao de Ching fame) implies how, i.e. how things happen, how things work. The Tao cannot be precisely defined, because it applies to everything, and it is not possible to define something in terms of itself. If a principle can be defined, it is not the Tao.

But while the Tao cannot be defined, it can be known. The method of the Tao is to become aware of what is happening. To do this, one must pay attention with an open mind. Personal prejudices or bias must be set aside, inasmuch as prejudiced people see only what fits their prejudices. What one can see is often limited by what one believes.

In the art of teaching, applying the Tao suggests the following:

A wise teacher lets others have the floor.

A good teacher is better than a spectacular teacher. Otherwise, the teacher becomes more important than the teaching.

Facilitate what is happening rather than what you think ought to be happening.

Silence says more than words; pay much attention to it.

Continual classroom drama clouds inner work.

Allow time for genuine insight.

A good reputation arises naturally from doing good work. But do not nourish the reputation; the anxiety will be endless. Instead, nourish the work.

To know what is happening, relax, and do not try to figure things out. Listen quietly, be calm, and use reflection.

Let go of selfishness. Let go of your ego, and you will receive what you need. Give away credit, and you will get more. When you desire nothing, much comes to you. The less you make of yourself, the more you are.

Instead of trying hard, be easy. Teach by example, and more will happen.

Trying to appear brilliant does not work.

The gift of a great teacher is to create an awareness of greatness in others.

Because the teacher can see clearly, light is shed on others.

Teach as a leader and a healer. Constant force and intervention will backfire, as will constant yielding. One cannot push the river; a leader’s touch is light.

To manage other lives takes strength; to manage your own life takes real power.

Be happy, content, and at peace with yourself.

Ultimately, Education is “to draw forth”. It is not to impose upon, as in what appears to be the primary technique currently running rampant in The Public School Nightmare. The prime beneficiaries of the Tao of Teaching must be the learners, be they traditional or non-traditional students, Indigo Children, or anyone else who is thirsting for knowledge, understanding, and wisdom.

The Public School Nightmare

An excellent article on everything you ever suspected about why you and all children should hate school! Keep in mind that the ramifications of this thinking will inevitably lead any parent to attempt to find alternatives: home schooling, private (very carefully selected) schooling, combinations of the two, and almost any other method. Basically, the public school system is intended to destroy the independent thinking of any and everyone!

The Public School Nightmare:

Why fix a system designed to destroy individual thought?

by John Taylor Gatto [Two time New York State “Teacher of the Year”]

I want you to consider the frightening possibility that we are spending far too much money on schooling, not too little. I want you to consider that we have too many people employed in interfering with the way children grow up -- and that all this money and all these people, all the time we take out of children’s lives and away from their homes and families and neighborhoods and private explorations -- gets in the way of education.

That seems radical, I know. Surely in modern technological society it is the quantity of schooling and the amount of money you spend on it that buys value.

And yet last year in St. Louis, I heard a vice-president of IBM tell an audience of people assembled to redesign the process of teacher certification that in his opinion this country became computer-literate by self-teaching, not through any action of schools. He said 45 million people were comfortable with computers who had learned through dozens of non-systematic strategies, none of them very formal; if schools had pre-empted the right to teach computer use we would be in a horrible mess right now instead of leading the world in this literacy.

Now think about Sweden, a beautiful, healthy, prosperous and up-to-date country with a spectacular reputation for quality in everything it produces. It makes sense to think their schools must have something to do with that.

Then what do you make of the fact that you can’t go to school in Sweden until you are 7 years old? The reason the unsentimental Swedes have wiped out what would be first and seconds grades here is that they don’t want to pay the large social bill that quickly comes due when boys and girls are ripped away from their best teachers at home too early. It just isn’t worth the price, say the Swedes, to provide jobs for teachers and therapists if the result is sick, incomplete kids who can’t be put back together again very easily.

The entire Swedish school sequence isn’t 12 years, either -- it’s nine. Less schooling, not more. The direct savings of such a step in the US would be $75-100 billion, a lot of unforeclosed home mortgages, a lot of time freed up with which to seek an education.

Who was it that decided to force your attention onto Japan instead of Sweden? Japan with its long school year and state compulsion, instead of Sweden with its short school year, short school sequence, and free choice where your kid is schooled? Who decided you should know about Japan and not Hong Kong, an Asian neighbor with a short school year that outperforms Japan across the board in math and science? Whose interests are served by hiding that from you?

One of the principal reasons we got into the mess we’re in is that we allowed schooling to become a very profitable monopoly, guaranteed its customers by the police power of the state. Systematic schooling attracts increased investment only when it does poorly, and since there are no penalties at all for such performance, the temptation not to do well is overwhelming. That’s because school staffs, both line and management, are involved in a guild system. And in that ancient form of association no single member is allowed to outperform any other member, none are allowed to advertise or to introduce new technology or improvise without the advance consent of the guild. Violation of these precepts is severely sanctioned--as Marva Collins, Jaime Escalante and a large number of once-brilliant teachers found out.

The guild reality cannot be broken without returning primary decision-making to parents, letting them buy what they want to buy in schooling, and encouraging the entrepreneurial reality that existed until 1852. That is why I urge any business to think twice before entering a cooperative relationship with the schools we currently have. Cooperating with these places will only make them worse.

The structure of American schooling, 20th century style, began in 1806 when Napoleon’s amateur soldiers beat the professional soldiers of Prussia at the battle of Jena. When your business is selling soldiers, losing a battle like that is serious. Almost immediately afterwards a German hilosopher named Fichte delivered his famous “Address to the German Nation” which became one of the most influential documents in modern history.

In effect he told the Prussian people that the party was over, that the nation would have to shape up through a new Utopian institution of forced schooling in which everyone would learn to take orders.

So the world got compulsion schooling at the end of a state bayonet for the first time in human history; modern forced schooling started in Prussia in 1819 with a clear vision of what centralized schools could deliver:

1. Obedient soldiers to the army;

2. Obedient workers to the mines;

3. Well subordinated civil servants to government;

4. Well subordinated clerks to industry

5. Citizens who thought alike about major issues.

Schools should create an artificial national consensus on matters that had been worked out in advance by leading German families and the head of institutions. Schools should create unity among all the German states, eventually unifying them into Greater Prussia.

Prussian industry boomed from the beginning. She was successful in warfare and her reputation in international affairs was very high. Twenty-six years after this form of schooling began, the King of Prussia was invited to North America to determine the boundary between the United States and Canada. Thirty-three years after that fateful invention of the central school institution, as the behest of Horace Mann and many other leading citizens, we borrowed the style of Prussian schooling as our own.

You need to know this because over the first 50 years, our school’s Prussian design -- which was to create a form of state socialism -- gradually forced out our traditional American design, which in most minds was to prepare the individual to be self-reliant.

In Prussia the purpose of the Volksshule [work school], which educated 92 percent of the children, was not intellectual development at all, but socialization in obedience and subordination. Thinking was left to the Real Schulen, [Real School] in which 8 percent of the kids participated. But for the great mass, intellectual development was regarded with managerial horror, as something that caused armies to lose battles.

Prussia concocted a method based on complex fragmentation to ensure that its school products would fit the grand social design. Some of this method involved dividing whole ideas into school subjects, each further divisible, some of it involved short periods punctuated by a horn so that self-motivation in study would be muted by ceaseless interruptions.

There were many more techniques of training, but all were built around the premise that isolation from first-hand information, and fragmentation of the abstract information presented by teachers, would result in obedient and subordinate graduates, properly respectful of arbitrary orders.

“Lesser” men would be unable to interfere with policy makers because, while they could still complain, they could not manage sustained or comprehensive thought. Well-schooled children cannot think critically, cannot argue effectively.

One of the most interesting by-products of Prussian schooling turned out to be the two most devastating wars of modern history. Erich Maria Ramarque, in his classic “All Quiet on the Western Front” tells us that the First World War was caused by the tricks of schoolmasters, and the famous Protestant theologian Dietrich Bonhoeffer said that the Second World War was the inevitable product of good schooling.

It’s important to underline that Bonhoeffer meant that literally, not metaphorically -- schooling after the Prussian fashion removes the ability of the mind to think for itself. It teaches people to wait for a teacher to tell them what to do and if what they have done is good or bad. Prussian teaching paralyses the moral will as well as the intellect. It’s true that sometimes well-schooled students sound smart, because they memorize many opinions of great thinkers, but they actually are badly damaged because their own ability to think is left rudimentary and undeveloped.

We got from the United States to Prussia and back because a small number of very passionate ideological leaders visited Prussia in the first half of the 19th century, and fell in love with the order, obedience and efficiency of its system and relentlessly proselytized for a translation of Prussian vision onto these shores.

If Prussia’s ultimate goal was the unification of Germany, our major goal, so these men thought, was the unification of hordes of immigrant Catholics into a national consensus based on a northern European cultural model. To do that children would have to be removed from their parents and from inappropriate cultural influence.

In this fashion, compulsion schooling, a bad idea that had been around at least since Plato’s Republic, a bad idea that New England had tried to enforce in 1650 without any success, was finally rammed through the Massachusetts legislature in 1852.

It was, of course, the famous “Know-Nothing” legislature that passed this law, a legislature that was the leading edge of a famous secret society which flourished at that time known as “The Order of the Star Spangled Banner,” whose password was the simple sentence, “I know nothing” -- hence the popular label attached to the secret society’s political arm, “The American Party.”

Over the next 50 years state after state followed suit, ending schools of choice and ceding the field to a new government monopoly. There was one powerful exception to this -- the children who could afford to be privately educated. [Although it may be relevant that not ALL private schools are geared to a “real” education, but are simply more of the same as the public schools, but are promoted as being for the elite.] It’s important to note that the underlying premise of Prussian schooling is that the government is the true parent of children -- the State is sovereign over the family. At the most extreme pole of this notion is the idea that biological parents are really the enemies of their own children, not to be trusted.

How did a Prussian system of dumbing children down take hold in American schools?

Thousands and thousands of young men from prominent American families journeyed to Prussia and other parts of Germany during the 19th century and brought home the Ph. D. degree to a nation in which such a credential was unknown. These men pre-empted the top positions in the academic world, in corporate research, and in government, to the point where opportunity was almost closed to those who had not studied in Germany, or who were not the direct disciples of a German PhD, as John Dewey was the disciple of G. Stanley Hall at Johns Hopkins. Virtually every single one of the founders of American schooling had made the pilgrimage to Germany, and many of these men wrote widely circulated reports praising the Teutonic methods. Horace Mann's famous 7th Report of 1844, still available in large libraries, was perhaps the most importantof these.

By 1889, a little more than 100 years ago, the crop was ready for harvest. It that year the US Commissioner of Education, William Torrey Harris, assured a railroad magnate, Collis Huntington, that American schools were “scientifically designed” to prevent “over-education” from happening. The average American would be content with his humble role in life, said the commissioner, because he would not be tempted to think about any other role.

My guess is that Harris meant he would not be able to think about any other role.

In 1896 the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations --not by their own individual accomplishments. In such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don’t know by themselves, without consulting experts. [emphasis added] Dewey said the great mistake of traditional pedagogy was to make reading and writing constitute the bulk of early schoolwork. He advocated the phonics method of teaching reading be abandoned and replaced by the whole word method, not because the latter was more efficient (he admitted that it was less efficient), but because independent thinkers were produced by hard books, thinkers who cannot be socialized very easily.

By socialization Dewey meant a program of social objectives administered by the best social thinkers in government. This was a giant step on the road to state socialism, the form pioneered in Prussia, and it is a vision radically disconnected with the American past, its historic hopes and dreams.

Dewey’s former professor and close friend, G. Stanley Hall, said this at about the same time, “Reading should no longer be a fetish. Little attention should be paid to reading.” Hall was one of the three men most responsible for building a gigantic administrative infrastructure over the classroom. How enormous thatstructure really became can only be understood by comparisons: New York State, for instance, employs more school administrators than all of the European Economic Community nations combined.

Once you think that the control of conduct is what schools are about, the word “reform” takes on a very particular meaning. It means making adjustments to the machine so that young subjects will not twist and turn so, while their minds and bodies are being scientifically controlled. Helping kids to use their minds better is beside the point. Bertrand Russell once said that American schooling was among the most radical experiments in hduman history, that America was deliberately denying its children the tools of critical thinking.

When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think. There is no evidence that this has been a State purpose since the start of compulsion schooling. When Frederich Froebel, the inventor of kindergarten in 19th century Germany, fashioned his idea he did not have a “garden for children” in mind, but a metaphor of teachers as gardeners and children as the vegetables. Kindergarten was created to be a way to break the influence of mothers on their children. I note with interest the growth of daycare in the US and the repeated urgings to extend school downward to include 4-year-olds. The movement toward state socialism is not some historical curiosity, but a powerful dynamic force in the world around us.

The state socialism movement is fighting for its life against those forces which would, through vouchers or tax credits, deprive it of financial lifeblood, and it has countered this thrust with a demand for even more control over children’s lives, and even more money to pay for the extended school day and year that this control requires. A movement as visibly destructive to individuality, family and community as government-system schooling has been, might be expected to collapse in the face of its dismal record, coupled with an increasingly aggressive shake down of the taxpayer, but this has not happened. The explanation is largely found in the transformation of schooling from a simple service to families and towns to an enormous, centralized corporate enterprise. While this development has had a markedly adverse effect on people and on our democratic traditions, it has made schooling the single largest employer in the United States, and the largest grantor of contracts next to the Defense Department. Both of these low-visibility phenomena provide monopoly schooling with powerful political friends, publicists, advocates and other useful allies. This is a large part of the explanation why no amount of failure ever changes things in schools, or changes them for very long. School people are in a osition to outlast any storm and to keep short-attention-span public scrutiny thoroughly confused.

An overview of the short history of this institution reveals a pattern marked by intervals of public outrage, followed by enlargement of the monopoly in every case. After nearly 30 years spent inside a number of public schools, some considered good, some bad, I feel certain that management cannot clean its own house. It relentlessly marginalizes all significant change. There are no incentives for the “owners” of the structure to reform it, nor can there be without outside competition. What is needed for several decades is the kind of wildly-swinging free market we had at the beginning of our national history.

It cannot be overemphasized that no body of theory exists to accurately define the way children learn, or which learning is of most worth. By pretending the existence of such we have cut ourselves off from the information and innovation that only a real market can provide. Fortunately our national situation has been so favorable, so dominant through most of our history, that the margin of error afforded has been vast.

But the future is not so clear. Violence, narcotic addictions, divorce, alcoholism, loneliness... all these are but tangible measures of a poverty in education. Surely schools, as the institutions monopolizing the daytimes of childhood, can be called to account for this. In a democracy the final judges cannot be experts, but only the people.

Trust the people, give them choices, and the school nightmare will vanish in a generation.

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This article is not a favorite among public school teachers. Unless, of course, they are truly interested in teaching, and much more importantly, their students learning to be self-reliant, thinking human beings -- as was Mr. Gatto, before his voluntary departure from the system. Teachers of the latter stripe, of course, have very little options when school administrators and bureaucrats dictate in the tradition of evil dictators. It is, of course, the latter who are so excessively compensated, while the front line teachers are just attempting to make ends meet. Perhaps parents should consider joining forces, finding good teachers, and hiring them on a private basis for a multiple home schooling scenario.

Hmmmmm...

Seventh Generation Education

Education in the style of The Public School Nightmare is no longer viable. It is a self-defeating and unconscionable infringement upon the lives of those who have been thrust into its deadly environment. In its stead, is the possibility of an Education for the Seventh Generation, where the decisions of today always consider their effects on the seventh generation -- i.e. they always take the long term view.

The Vision of Education for the Seventh Generation (ESG) is an educational system intended to provide society with the knowledge, creativity and wisdom essential for the continuing growth of individual students and the community. ESG is about individual empowerment, enhancing individual's self-esteem and confidence in their ability to learn and perform, recapturing the joy of discovery and learning that everyone had as a child, and encouraging achievement of an individual’s highest potentials. ESG utilizes learner’s holistic natural talents to provide them with the highest probability of maximizing theirlearning, retention, and performance. ESG creates a stress-free, joyful, psychologically and physically healthy environment to enhance self-esteem and focus on learner needs.

The Attributes of ESG are the teaching of success instead of failure, connectedness instead of separateness, and holistic, generalized views instead of narrow specializations. The intent is to create open systems with the potential for positive transformations (instead of closed Paradigms), adjust easily to different learning styles, take advantage of specialized interests (while making connections with other aspects), involve in the learning process the entire person (mind, brain, and body), utilize discovery and experience as part of the joy of learning, and encourage innate curiosity -- without limiting the learner by imposing rigid systems, standards, ideals, or authorities.

ESG Tools and Techniques include utilizing to the greatest possible extent the results of educational research into effective and accelerated learning. ESG, for example, presents information in manners that appeal to both hemispheres of the brain -- verbal, logical, and sequential information for the left brain, and creative, visual, and holistic information for the right brain. Particular emphasis is placed on the right brain’s extraordinary ability to memorize. There is also emphasis on whole-brain learning, orchestrating techniques so as to engage the right brain in cooperation with the left brain. These techniques include both analysis and synthesis; as well as frequent juxtaposition of the logical and the emotional, the sequential and the global, the linguistic and the musical. Rich emotional classroom environments are utilized to achieve a sense of well being and a state of heightened awareness, along with accelerated learning techniques of using relaxation, music, art, games, art, and storytelling. Distinct intelligences in the learner are addressed, including linguistic, kinesthetic, logical, mathematical, interpersonal, intrapersonal, visual, spatial, musical, rhythmical, and body intelligence. Different learning modalities and modeling are incorporated, along with cooperative learning techniques.

The basis of ESG is Learner-Centeredness, where the primary beneficiary is the learner. I.e. ESG is learner-centered, instead of teacher-centered, administration-centered, and/or ego-centered. Learner trial and error, encouragement, learning experiences, frustrations, emotions, and the joy of success are emphasized. Learners can realize that their mind is an amazing, unlimited resource; believe in their inherent ability to learn, perform and succeed; and ultimately to take ownership of their learning (while the teacher steps aside and becomes transparent). In all respects, ESG will adhere to The Tao of Teaching.

The Curriculum of ESG is primarily about making the learning experience a joyful and fulfilling one, such that individuals are encouraged and motivated to continue to learn throughout their lives. All subjects deemed useful in any sense of the word are fair game. By the same token, ESG accepts no bounds or limitations on what can or should be learned. Diversity and flexibility in thought, action, and belief systems are encouraged.

Intolerance is not tolerated (pardon the oxymoron)! Rules and regulations are kept to a minimum. The key is to take advantage of the natural curiosity of the learner in his or her chosen interests, while making available the breath of interests which reinforce and connect with the chosen specialties. For example, if the interest is in dinosaurs (as in the case of Calvin and Hobbes), one teaches mathematics (or any other subjects) by using dinosaurs as examples. The process of learning is more important than the content. There are no absolute truths (nor absolute curriculums), and ESG does not advocate that such truths do in fact exist. The key is the creating the ability of an individual to choose their own content, use Discrimination in its selection, and to ultimately appreciate the diversity and immensity of creation in general. There can be no bounds on curriculum.

Indigo Children

The phenomenon of the so-called, Indigo Children is an amazing tale. Parents, teachers and child care facilitators from all over describe the attributes of children currently coming of age as representing a fundamental paradigm shift over what we have traditionally thought about children, their aspirations, and their future. The great challenge for the rest of us is to encourage this extraordinary development as if it were the hope of the future -- which it likely is, inasmuch as children are fundamentally the lifeblood of the community.

At the same time, we must recognize that traditional methods of dealing with children, or the horrific drugging of authority-questioning young people with Ritalin, et al, can only lead to grief for them and everyone around them. What is needed is a whole new system of nurturing what many will not even understand, and allowing without fear the emergence of a new Hierarchy of Values, arriving in the minds and feelings of the children.
Kiara Windrider <kiara@eternaldoorway.com>, who has studied the phenomenon is some depth, offers the following insights [reprinted with permission].

Variously called the Indigo and Violet children, the Children of Oz, or the Sun Eyed Children of the Marvelous Dawn, this generation of young people seems to be a new species of humanity arising on Earth today. They think differently, their emotional bodies process feelings differently, their energy bodies are capable of holding stronger soul vibrations, and they have a new vision to share. They do not fit into mainstream society. Many of them appear to have special psychic and healing abilities, and [they] need special support to control and develop these gifts.

The Indigo children generally seem to range in age from the teens into the thirties, while the Violet children are younger, and carry a different mandate. Some of you reading this comprise the Indigo generation, and you are birthing a new species of kids. The Violet kids do not need to read any of this to know what’s real. They are linked mind to mind in a global psychic link-up that reflects a new fifth-dimensional morphogenetic grid on Earth. As with the hundredth monkey phenomenon [1] they are the first to step into what Sri Aurobindo envisioned as “supramental onsciousness”, which will eventually become available to the rest of us also, if we choose it.

There is a new “root race” forming on Earth! Perhaps some of you reading this are being called to provide emotional support, or to provide guidance in “training” them, or to provide safe havens for them to come together, or to support their mission by attuning with them through their global mind-link. For more thoughts on this subject, see http://www.spiritwheels.com/writers/kiara/kiara_index.html. Also, Ajna site has an articleat: http://www.ajna.com/articles/who_are_the_indigo_children.php (5/9/5)

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Richard Giles <ricgiles@powerup.com.au>, using the perspective of Astrology has his own take on the Indigo Children.

“Among other attributes, the children relate easily to the rush of images of modern movies and communications and have no trouble understanding everything -- their information processing abilities sometimes breathtaking. They are very sensitive children in tune with the pace of technological and future change, have few self-worth issues, absolutely no fear of authority, frustrated by systems that are non-creative and ritual oriented, and they want to do things in new and better ways. They sometimes seem antisocial, and do not respond to guilt-inducing discipline techniques in school or at home. [emphasis added]

“Many of these children are gifted souls. They combine the weird, inventive and futuristic energies of Uranus with the inspirational energies of Neptune. They have all sorts of patterns by which their behaviors are indicated - probably the most obvious is what we call ADHD or ADD. However, they ought not be diagnosed as hyperactive, dyslexic and suffering from neurological disorders. The astrologer Donna Cunningham in her excellent article entitled The Ritalin Generation, describes them as children who may be ‘wired’ differently from the rest of us. She suggests that rather than having ADD and being described as hyperactive, it is more likely the previous generations (the rest of us) are to be considered hypoactive by comparison (Mountain Astrologer, April/May 2001).

“The children elected as ‘Indigo’ by authors Carroll and Tober, in their book, The Indigo Children [Hay House, 1999] may be the ones who can best adjust to the future as it’s forming now with its vast high tech and mind expanding possibilities. Only they have a nervous system wired for the immense unfolding of the next few decades, processing and acting upon astoundingly large amounts of information in very short spaces of time. This is why the new movie and TV advertisements don’t leave them mind-staggered like they do many of us. The Indigo Children can be described as creative, independent, brilliant and self-governing. Unfortunately it also means they do not fit in with today’s education systems which to many of these children, seem as unfulfilling as a discarded old piece of rag and as frustratingly slow as can be with non-responsive, entrenched authoritarianism.

“Many then are seen as difficult and overactive and are drugged out with Ritalin, et al and other pharmaceutical prescriptions to keep them limited to the older standards. Give them enlightened teachers who don’t have issues with authority themselves and they will thrive. Lock their minds up and they will rebel or refuse to cooperate and drop out.

“Identifying this combination child is the first step (not all born from 1988 have every characteristic). Cooperating with them is next. They will inherit the environmental predicament made by today’s leaders as their big issue being called upon to resolve it. They need support, understanding, creativeness and patience.”

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Richard Giles also described a personal experience when he was selling music, jewelry and cards from a market stall. “A younger couple had stopped to look at the relaxation music and they had a little boy in a stroller. The two of them left the pram momentary to look at something on the stall opposite and the little boy stayed in the pram right in front of me. He was a pleasant little boy with a friendly expression and a very calm demeanor, about 3 - 4 years.

“As I was smiling at him, suddenly I could hear him communicating with me in my head. It all happened so quickly I didn’t even have time to be amazed. It just flowed. We didn’t converse about anything mind-shattering. We just ‘talked’ about his parents and how they were. He ‘told’ me they didn’t know much about the abilities he had, but that was okay. He ‘said’ they were very nice people but a little bit ‘slow’ - though he had tremendous compassion and understanding for them.

“This was communicated partly in some sort of word system in my head, but also in feelings and nuances. We ‘talked’ a little more about him and he said it was nice to communicate with me and he smiled this amazingly deep and embracing smile and physically nodded to me as if to say,Thanks. Then the parents turned back and took the back of his stroller and they moved on. He nodded to me as he went by and disappeared into the crowd with his lovely smile and that was it.

“As I type this it sends goose-bumps all over me recalling it and it brings tears to my eyes because of the extraordinary moments in that communication. It was some sort of effortless flow... The experience was like living in a huge warm, flowing world where everything was beautifully sunny and everything was just right and in its perfect place while it was all happening. The after-effects stayed with me for ages.

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A psycho-spiritual counselor found herself in contact with the “first wave” of Indigos, young people now in their twenties. They were the ones who suffered the most at school and in society, and specifically with their parents, because nobody knew about them at the time, and didn’t know how to respond to them. The psychiatrists didn’t know what to do with what appeared to be hyperactive and autistic children -- and it was those children who became the “Ritalin-Generation.” But when counselors were able to recognize them, and help them understand why they are indeed so different, the children were able to begin to accept themselves. It is amazing and rewarding when one of the children open up and let their Light shine through, when they realize that there is nothing “wrong” with them! There is definitely no doubt: they are indeed very, very special Beings!

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One mother describes her own experience with her 5 year-old. “We were in the kitchen. I was cleaning out a cabinet and she was playing. Out of the blue she said, ‘This is our last year, Mom.’

“Taken totally aback but definitely not wanting to startle her, I nonchalantly asked her ‘Oh yeah? Whaddya mean?’
“‘I mean, this is our last year to pretend. After this year we get to be real again. No more pretendng.’
“I kept cleaning out the cabinet and asked her if she could explain any more. She said, ‘This is our last chance to get to pretend. After this, we

get to be real again. No more chances for pretending because this is our last chance.’

“I did ask her (still nonchalantly but showing interest), ‘And this is a good thing, right?’

“‘Oh yes, Mom... a very good thing. We’ll get to be angels very soon.’

“Talk about your enlightening experiences! I, for one, totally believe she has a Direct Line, so to speak, if ya know what I mean.”

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Clearly, we’re dealing with some very special children. It’s time to open up to them, as they can open up to themselves. In many respects, the optimism of the world lies in the reality of a new species arriving on the third rock from the sun. And just in time. But it is essential that we get out of their way and let the new Paradigms arrive.

Paradigms

A paradigm is a not merely twenty cents. Rather it is the fundamental world view of an individual or society, which includes the basic unstated assumptions and understandings that individual or society holds and which dictates how they comprehend their experiences and in turn how they live their daily lives. A paradigm is an unconscious picture of how we view and interact with the world around us.

A paradigm shift is when a deeply entrenched assumption of a societal paradigm is found to be inadequate, and thereafter rewrites all of the rules. Historically, one such shift is the Copernican evolution in which a belief in the world being flat was first challenged by the invention of the telescope, and then with the progression of science, discarded. A modern shift in progress stems from the advent of computer based electronic mail and the Inter Net as it challenges the assumption of costly long-distance communications. But these paradigm shifts are almost trivial when confronted with the possibilities inherent in the Time Wave theory of 2012 A.D., or for that matter the nearer term (or possibly a key ingredient in the former) is the paradigm shift being brought about by the incipient energy revolution. Now this baby is a particularly profound Paradigm Shift!

Paradigm Shift

A paradigm shift is a radical change of pace in our Paradigms -- a fundamental change in our unconscious view of reality, the addition of The Fifth Element into our world.

Looming on the horizon in this regard is one identified with the ideas of Zero-Point Energy (ZPE), Connective Physics, and other state-of-the-art science. For example...

Inherent in the modern theory of Quantum Mechanics is the prediction of vacuum energy fluctuations known as Zero-Point Energy (ZPE). These fluctuations persist even at temperatures of absolute zero (i.e. zero degrees Kelvin - thus giving rise to the term, "zero point"). King [1] has described ZPE as being a manifestation of an energy flux passing orthogonally through our 3-dimensional space and 1-dimensional time reference frame from higher dimensions. Instead of a passive flux, however, ZPE may be the energy source creating the universe as we know it!

The higher dimensional quality of ZPE is the essence of Hyperdimensional Physics, and has been discussed by Wheeler [2] and Misner [3]. The nonlocality aspect of this multi-dimensionality is also implied by the EPR Experiment [4], Bell's Theorem [5], and hidden variable concepts [6]. Feynman [7] and Dirac [8] describe quantum mechanical propagators summing across the higher dimensions of superspace and Superstrings requiring ten or twenty-seven dimensions to account for the observed phenomena [9]. Puthoff [10] has also theorized that gravity is a zero-point fluctuation force, thus providing a unified theory of gravitation and quantum electrodynamics. These theories give credence to the concept that zero point energy may represent a higher dimensional flow of energy through our 4-dimensional space-time frame of reference. It's as if our "observable universe" can be viewed as a "flatland slot" of a spatial dimension on the order of Planck's Constant (6.626 X 10-34 J-sec) in which the ZPE flows through our universe and in the process manifests the physical basis of our perceived reality.

The amount of energy available in the vacuum (i.e. the Zero Point Energy) has been noted by Wheeler [2] to be on the order of 1094 g/cm3! This is an enormous number -- a "1" followed by ninety-four zeroes -- and represents a virtually infinite source of energy. Inasmuch as nuclear energy densities are on the order of only 1014 g/cm3, elementary particles -- and ultimately matter itself -- may represent an almost negligible, second-order effect in the locally violent condition that characterizes the vacuum. The ZPE is, with its Hyperdimensional Physics, where it's at!

Non-Linear Thermodynamics

ZPE is, however, random and has been considered by many physicists to be essentially inaccessible for practical use. However, Ilya Prigogine won the 1977 Nobel Prize in Physics for his work in demonstrating that under certain conditions, the ZPE can be brought into a state of "coherence" or what is termed in physics as "vacuum polarization". It is this cohering of the vacuum or vacuum polarization that appears responsible for the creation of elementary particles. Furthermore, Cole and Puthoff [11] have demonstrated theoretically that, in principle, energy and heat can be extracted from the vacuum without violating Entropy, i.e., the Second of the Laws of Thermodynamics!

Prigogine's thermodynamics [12] requires three conditions for a system of random microscopic fluctuations to become cohered into macroscopic fluctuations. These conditions are that the system be: 1) non-linear, 2) far from thermodynamic equilibrium, and 3) a dissipative structure (i.e., there must be an energy flux through the system in order to maintain it). The third condition is automatically satisfied by the ZPE, while the other two conditions are readily accessible. Non-linear systems are relatively common, and experimentation on systems far from equilibrium is rapidly yielding significant results.

Interestingly, the lack of research on tapping the ZPE to date has been due to the fact that physics over the last several centuries has effectively specialized in systems which are in thermodynamic equilibrium, and, at the same time, has tended to avoid non-linear systems because of their mathematical complexity. Physics has, in effect, viewed those parts of the universe which operate like machines and are closed systems. Closed systems, however, form only a small part of the physical universe, whereas open systems, which exchange energy or matter (and information), make up the bulk of the universe. Biological and social systems are, for example, open -- implying that any attempt to understand them in mechanistic terms is doomed to failure. An added implication is that most of reality is in a continuing state of change, disorder and process -- vice the orderly, stable, in-equilibrium ideal of classical physics.

Theoretically all systems contain subsystems, which are in a continual state of fluctuation (as in the case of ZPE, and as so dramatically illustration in Chaos Theory). It is possible that periodically a single or combined fluctuation may become sufficiently powerful as a result of positive feedback to shatter the pre-existing organization. This revolutionary moment is termed a "bifurcation point". According to Prigogine [12], at the bifurcation point it is inherently impossible to determine in advance which direction change will take; whether the system will disintegrate into "chaos" or leap to a new, more differentiated, higher level of "order" or organization -- a dissipative structure which requires more energy to sustain it than the simpler structure which it replaced. Prigogine's key concept is that order and organization, through a process of self-organization, can actually arise spontaneously out of disorder and chaos. The critical point for our purposes is the inability in advance to determine precisely which direction change will take once a bifurcation point is reached!

Cold Fusion and "Free Energy Machines"

In March 1989, Stanley Pons and Martin Fleischmann [13] conducted their now famous press conference in which they announced the possibility of having achieved "cold fusion" in an electrolysis experiment using a Palladium cathode surrounded by a Platinum anode wire, both immersed in a heavy water solution. In the last five and one half years, "cold fusion" researchers throughout the world have achieved consistent and remarkable results, even in the midst of unscientific and what can only be labeled as vicious attacks on the experiments and the experimenters [14]. Excess energy, far in excess of the input energy, has been achieved in a variety of experimental arrangements by a host of laboratories, some of which were set up intentionally and exclusively for "cold fusion" research. Preceding and coincident with the cold fusion furor has been the conception, development, and in some cases, the actual demonstration of numerous devices that convert zero point energy into useful, practical energy. Fox [15] has provided an excellent overview of these advanced technologies.

A theoretical analysis strongly indicates that the results of cold fusion and related free energy research are the product of a variety of methods of cohering the vacuum -- a process whereby the virtually limitless energy of the vacuum can be manifested in our four-dimensional time and space. In effect, these experiments establish the validity of the ZPE and the ability of physics to tap into that energy source on the basis of Prigogine's non-linear thermodynamics. As the development of a radically new energy source rapidly progress, the New Energy Ramifications promise to revolutionize science and society in the most astounding paradigm shift in the history of Western civilization.

Included within the already astounding results of gaining excess energy from the vacuum is the evidence of these same experimental apparatus achieving transmutation of elements at low temperatures! Also, Reifenschweiler [16] has reported on a 1961 experiment in which he observed a reduction in radioactivity when tritium was heated. Finally, cold fusion has also been suggested by Komaki [17] in the Biological Transmutation of elements in the fashion originally described by Kervran [18].

Implications

The astounding implications of these theories include, beginning in the near term (and likely prior to 2012 A.D. <g>):

* Immense energy readily available in a variety of forms (e.g. heat, shaft horsepower, electricity),

* Anti-gravity or Levitation devices theoretically / technologically viable,

* Transmutation of elements, including the ability to eliminate toxic and radioactive wastes easily,

* Theoretical understanding of such "non-physical" concepts as Consciousness, visualization successes, psychic healing, and other metaphysical abilities.

The implications of the near-term availability of virtually infinite energy to humankind is staggering. While futurists such as Lindenman foresee The World of New Energy in which there are "transition technologies" until Zero Point Energy become available in a host of forms in the very near future, Fox [20] has already described seven separate techniques for producing nuclear reactions (along with nuclear by-products including heat), ranging from capillary cold fusion to proton conductors. The feasibility of these ideas are exemplified in the establishment of companies, such as Nuclear Solutions, <http://www.nuclearsolutions.com/> dedicated to eradication of nuclear wastes, and incidentally in the process, the production of useful energy as “the frosting on the cake.” The near-term inevitability will arise in large part because of the range of possible variations in tapping the ZPE, and the fact that so many researchers are intent upon an "Oklahoma land rush" approach to bringing the technology to market. All of this will occur with or without adequate psychological preparation for most members of society.

There will undoubtedly be resistance (to put it mildly) to this grand-daddy of all paradigm shifts. This is understandable inasmuch as it implies over the course of the next decade, the wholesale elimination of scores of industries from coal mining (which was showcased on magazine covers in July 2002 as the worst pollution source, i.e. “CO2AL”) and oil importing to electrical utilities (along with the EMF Hazards of their health-degrading electrical transmission lines). Imagine the reaction of utilities when its massive distribution network abruptly changes from a major asset to a major liability!

ZPE availability will also reduce the oil industry to a plastics industry, and in all likelihood eliminate the need for manufacturing automobiles.

Along with automobiles' demise will be the elimination of railroads and the trucking industry (as well as highway construction, maintenance, and with any luck at all, speeding tickets). There is also the elimination of the tax revenues from gasoline and other fuels, implying the very strong possibility that governments will not be a strong advocate of the new technology. (The fact governments are bought and paid for by vested interests of the Corporate State is also a problem.)

The radical and abrupt transformation of the transportation industry is due to the fact that essentially all transportation vehicles will be able to be replaced by flying vehicles. Even without Inertial Propulsion, antigravity, and/or Levitation devices in-place, the fact that there will be massive energy availability implies that vehicles will have the capability of flying with far-greater flexibility than helicopters or Harrier Jets. It is important to realize that aircraft wings are just fuel savers; it's not necessary to have wings in order to fly (nor runways and airports). Tinsley [14] has suggested that people "one day will shudder with horror when they look back on aircraft which need to travel at several hundred miles per hour just to stay in the air."

Along with the elimination of autos, trucks, trains, and conventional forms of aircraft will be the elimination of such environmental and societal problems as smog, oil spills, disposal of old tires, lost luggage at airports, lost kids at airports, lost airports, and most everything else associated with a fossil fuel energy economy.

The societal and work considerations are enormous, as people discover they must learn whole new skills to cope, and at the same time realize they can live anywhere in the world. If, for example, one is attracted to the Canadian Northwest, one will have the energy to heat the local environment to one's own particular taste. Or perhaps the Baja peninsula where sea water can be readily desaltinized and any amount of surrounding area made green. The possibilities are endless, and because of this, the resistance to these incredibly positive changes will be enormous!

In fact, despite all the positive attributes of the rapidly developing technologies, massive resistance is almost guaranteed. There is a fundamental resistance to change, what Eric Hoffer termed The Ordeal of Change. Add to this inbred resistance to change, the enormous power of vested interests to maintain the status quo at all costs, and one has the ultimate bifurcation point. From stability and near equilibrium, spontaneous events will be proceeding to chaos and, eventually, to a new, unknowable re-organization. It may not be pretty, but it’s going to be exciting!

Tinsley [14] has also suggested one alternative in getting through the difficult transition from fossil fuels to a ZPE based society: "Hurry. Go as fast as is safely possible. Let the huge demand for the new products absorb the people displaced by the loss of demand for the old ones." This has a great deal of validity, in that too much time and effort can be spent in propping up the old industries and trying to prevent the inevitable growth of the new industries. The key word is, after all, inevitability -- which then leads to the other key word: flexibility, the need for). The technology will be too widespread to be controlled. Government dictates to slow or control the process will have about as much effect as traffic lights would have had during the Oklahoma land rush. Still, it would indeed be foolish to discount the potential ordeal occasioned by the attempts of government to deny the benefits of "free energy".

A good example of governments' active discouragement of the new technology is the refusal of the U. S. Patent office to consider any patent application based on cold fusion. Meanwhile the U. S. Department of Energy (DOE) is prohibited, by law, from funding any research in cold fusion. Sadly, DOE has spent billions on Tokamak ("hot fusion") research -- where despite forty years of research no excess energy has ever been achieved.

But the more notable failure of government, particularly the U. S. Government, is in the area of toxic and radioactive wastes. Currently, the U. S. Government spends tens of billions of dollar each year to manage toxic and radioactive wastes. And of course, certain, major corporations receive this money to manage the wastes, when technology may exist for the wholesale elimination of both toxic and radioactive wastes! DOE, for example, has over the years turned down proposals for research into the elimination of nuclear wastes, despite the evidence which demonstrates the viability of the technology [16, 20]. The lesson here is that the U. S. Government will be more intent on preserving the vested interests than in serving the greater majority of individuals and citizens.

Paradigm Shifts

The introduction of massive energy availability, Inertial Propulsion, Levitation or antigravity devices, and the transmutation of elements (Alchemy in its ideal form) will undoubtedly require a paradigm shift of the first magnitude. But perhaps the even more significant shift will derive from the metaphysical implications of Zero Point Energy, The Fifth Element, Hyperdimensional Physics, Connective Physics, Superconductivity, Chaos Theory, and the incredible possibilities they each and collectively suggest.

Many quantum mechanical events, which were otherwise unexplainable, can now be easily understood with the allowance of additional spatial dimensions. For example, tunneling supercurrents [21], space-like quantum transitions [22], two-slit experiments [23], and the EPR paradox [4] can now be readily explained. The EPR Experiment (and its siblings, Mach’s Principle and Alice in Barium-Titanate Land) virtually cry out for an inter-connectedness of all parts of the universe, with the connections being made via alternative dimensions (as in Hyperdimensional Physics).

Tunneling, it might be noted, is a process where an elementary particle passes through an otherwise impenetrable barrier. If "tunneling" is viable in nuclear physics, then why not in psychic healing, where a healing hand goes through an otherwise impenetrable barrier of the skin (and without cutting the skin)? The logical extension is that psychic healing is an extension of the concept of tapping into the ZPE, but in this case, using Consciousness instead of technology! And if psychic healing is thus understood, why not all forms of legitimate psychic manifestation being understood as a result of tapping into the ZPE?

In effect, if Zero Point Energy, the energy of the vacuum, is in reality an energy flux from other dimensions, it may well be that the observable universe is created from the vacuum (as in Superstrings). Furthermore, the creation may be caused by Consciousness, and if consciousness did indeed create the universe, it can undoubtedly create minor changes or modifications to the original design! Consciousness can, in all likelihood, replace the space energy technology. Perhaps the only purpose of creating the technology in the first place, is to convince ourselves (including our subconscious minds) that our consciousness can, in fact, do all of these things.

This realization of conscious manifestation of virtually anything from energy generation to levitation to nuclear transmutation may represent a far greater paradigm shift than simply tapping into the Zero Point Energy. Beyond the realization and understanding of the vast potential of these interesting times comes the manifesting and creation of a world never yet visualized. We are, in brief, at the ultimate bifurcation point, where order and stability will be abruptly replaced by chaos and a wholly unpredictable, spontaneous generation of a new order -- a new order which will require a much higher level of conscious energy input in order to maintain it.

Prophesized earth changes pale in comparison.

Education

To educate is “to draw forth...”. Unfortunately, public and most private educational systems -- along with the various other forms of communicating the culture of a society to its members -- i.e. the mainstream Media, corporate and public relation firms, religious teaching organizations, and indoctrination institutions of every kind -- are less about “drawing forth” and a great deal more about “imposing upon”. As Albert Einstein is reputed to have observed, “It is a miracle that curiosity survives formal education.” Accordingly, these “educators” of every stripe (in the convict tradition) have become a blight (“blit/ n. & v. 1 any obscure force which is harmful or destructive...”) upon civilization, and threaten the liberties and inalienable rights of... well, just about everyone.

G. I. Gurdjieff (himself, an object of study) has said, “There do exist inquiring minds, which long for the truth of the heart, seek it, strive to solve the problems set by life, try to penetrate to the essence of things and phenomena and to penetrate into themselves. If a man reasons and thinks soundly, no matter which path he follows in solving these problems, he must inevitably arrive back at himself, and begin with the solution of the problem of what he is himself and what his place is in the world around him.” Or has been said elsewhere: “Know thyself.” Educate yourself. (It’s a lead pipe cinch no one can do it for you!) Never cease to be amazed at the phenomena which is you. Or more succinctly: O2BNAWE.

From a broader perspective, all civilizations can be said to have five primary aspects:

1) The basic technologies which allow the work of maintaining the civilization to proceed -- which at a fundamental level is often based and dependent upon the energy sources (be they domesticated animals, human slavery, fossil fuel, nuclear industrial based, and/or which use advanced, Connective Physics, energy technologies),

2) The art or culture of the civilization -- the creative thinking and continuation of previous creative thinking (i.e. traditions) of individuals and groups,

3) The philosophy or spiritual basis of the civilization -- which is often based upon the energy source (human slavery, for example, having a dramatic spiritual effect),

4) The social contract between the sovereign entities of the civilization -- including the relationships between individuals and the rules which govern them, and

5) How a people passes on its technology, culture, philosophy and social contract to its children and dependents (as in the case of Indigo Children).

All five aspects are interconnected and interdependent, but given a particular energy source and its related science/technology (along with the art, culture, spiritual basis, and philosophy of the civilization), the key to the civilization’s sustainability and quality of life is its social contract. The social contract is, in turn, dependent upon the constitutional structure of the civilization, the degree of liberty and freedom allowed, and the guarantees provided by the collective binding agreement of the society.

Fundamentally the extent to which the social contract can be maintained is dependent upon education. If the sovereign members of a civilization are unaware of their liberties (or the withholding of previously held liberties), then they are no longer players in the greater scheme of things. An uninformed citizenry is a contradiction in terms.

The same might be said of an uninformed sentient being... particularly in a universe of such immense wonders -- again, O2BNAW. After, all "Any education is the process of learning how little you know." [1]

Alternatively, it can also be the process whereby you learn how little others know! There is for example much to be said about knowing thyself. Admittedly, Thoreau took this to something of an extreme in bailing out of society and heading for Walden, where he wrote: "Most men, even in this comparatively free country, through mere ignorance and mistake, are so occupied with the facetious cares and superfluously coarse labors of life that its finer fruits cannot be plucked by them."[2] This is the essence of why the so-called Work Ethic has become an example of extremism taken too far in the other direction. Some time has to be taken out in order to be able to see anything from a reasonable perspective.

There is, on the other hand, the fact that we learn primarily from others -- even if most of the time it's "don't do what I just did because..." As Peter Temes has pointed out, "Thoreau's problem is that he can't see beyond himself." "He's missing regard for other people. He's missing love. That's the price you pay for being all alone in the woods." From a more positive perspective, "To find transcendence from the ordinary [which includes the everyday chores of life] is the highest spiritual place to be." [2]

An essential aspect of learning is thus being around others. This does not, however, imply that large families are better. As Time Magazine has reported [3], the median net worth of individuals born between 1957 and 1964 was $62,000 for an only child, $49,000 for someone growing up with one sibling, and $6,000 for someone growing up with six or more siblings. While it is very probable that anyone having seven or more children is not passing on high intelligence genes -- or simply doesn't care one way of the other -- it is also notable that the child living with two adults is likely to do better than the child living with two adults and another child. The average intelligence/experience level of the latter group is inevitably lower than the former.

Education is nevertheless often facilitated by exposure to the diversity of others -- particularly the diversity of wealth, status, and family background, albeit in a room of one teacher and thirty students, the average intellectual level is somewhat less than ideal. This is of course the genius -- or lack thereof -- of an educational system. It is also the kind of diversity which causes cliques, gangs, and groupings of modern high schools -- and the inevitable problems and positive opportunities resulting from such mixings.

Which of course brings us to the arena of public education -- in all of its myriad forms. It is important, however, to remember than education and public education are not only NOT synonymous, but quite likely at serious odds with one another.

At the same time, to complain about the Media (press, television, radio, mailings, and portions of the Inter Net), or wonder where we’ve gone wrong with public education, is basically missing the point. The Media and public education are accomplishing precisely what they were intended to accomplish. It’s just that 99% of the population is unaware of the actual agenda under which both the Media and public education are laboring -- said agenda being to produce functional cogs for the Corporate State machine. In that sense, therefore, public education -- in all of its many and diverse forms -- is doing a bang up job (pardon the pun). The good news about the public education system is that:

"Nearly 64% of children ages 3 to 5 were in pre-school or kindergarten in 2001, well up from the 37% enrolled in 1970. [4] [Put those little buggers to work! No sense in having them lollygagging around.]

"Over 84% of Americans over age 25 finished high school by 2002. [4] [Or presumably were finished with high school!]

"More than 25% of Americans have a bachelor's degree." [4]

"In 1971 just 9% of medical degrees, 7% of law degrees and 4% of M.B.A.s were awarded to women; 30 years later, the respective figures were 43%, 47%, and 41%." [5]

"Washington, D.C., Maryland, and Colorado lead the nation in the number of college-educated residents, all with more than 35%." [4]

On the other hand...

The average tuition at a four-year public university has risen from $2,535 per year in 1993 to $4,694 in 2003. [6] The average cost of attending college as a full-time undergraduate for one year, including room and board, was $14,710 in 1999-2000. [4]

"One in four college freshman at four-year universities do not return for their sophomore year. Community colleges fare even worse with half not returning for the second year." [7] Stanford University referred to the situation as: "Betraying the college dream."

"Nationally, 15% of children ages 5 to 19 are overweight, triple the rate of 20 years ago. Research suggests that fat adolescents have a 70% to 80% chance of becoming fat adults." "Many obesity experts argue that the lunchroom and gym are the spots where schools should focus their energies." [8] The former is called vending machines in elementary and other schools -- a lucrative source of finances to the school, but at the cost of the health and well being of the students.

While "parents naturally want their kids to get a good education, trouble is, with so many failing schools they have to be selective about where they live." Parents are under enormous pressures to keep their kids competitive in the marketplace, and to this end spend huge sums to ensure the child has all the right opportunities. The result is that having a child becomes "'the single best predictor' of financial ruin." [9]

It gets worse. There's the looming spectre of ever more testing, for example.

Gerald W. Bracey [10] has noted that "the SAT 9 now comes with instructions on what to do if a child vomits on the answer sheet."

It's hard to top that one, but consider the fact that new Regents Examinations introduced in 1999 in Fairport, New York have had the following consequences:

"Passing rates have declined;

"The performance gap between large urban centers and other public school districts have widened;

"Students have been moved into GED programs to hide the dropout rate;

"Staff development now addresses test scoring and alighnment of curricula to tests, not teacher improvements;

"Teachers in the tested grades are fleeing the profession or asking for transfers to other grades;

"The New York City dropout rate has increased 2% each year; and

"The dropout rate for English-language learners increased 12% in 2001." [10]

Testing has become the new fad, and it bodes ill for everyone. John Taylor Gatto -- a New York City Teacher of the Year and New York State Teacher of the Year (and author of two books, Dumbing Us Down and The Exhausted School) -- has said, "The first thing I discovered was that the types of learning that are measured by standardized tests are not real learning at all. To do well on a standardized reading test, for example, does not mean that you read well. There are approximately 150 categories of information that a complex passage of reading delivers, and the standardized test covers approximately six of those categories over and over again." [11]

Testing organizations also require statistics as a means to claim legitimacy of their tests. In this regard, the "Bell Curve" has been sacrosanct in defining a specific and very limiting aspect of people. The assumption is that the public as a whole has precise percentages of dumb people, smart people, and the various levels in between. The problem is that many excellent teachers have been demonstrating that such a curve is inherently flawed.

Schoolteacher Jaime Escalante, for example, "taught the sons and daughters of Mexican immigrants advanced mathematics so well that they won all of the major prizes in the State of California." His achievement was not welcome, however. As Taylor as said, "teaching disadvantaged kids advanced mathematics is OK as long as you are not successful at it. The minute you are successful, you have demonstrated that the bell curve is a crock, and the system itself could not survive the elimination of the bell curve."

Taylor goes on to ask: "What if we operated on the premise that mathematics in its most advanced state is, in fact, fairly easy to learn, so that people with no experience at all with heavy thinking can pretty much master it in about a year? What if we generalized that to difficult reading, to writing, to public argumentation? What kind of society would emerge? Certainly one unlike any that has ever existed in human history, and the people who have a material stake and a status to defend are not interested in knowing such a society." [11]

Ah yes, the status quo. The "Let's not rock the boat, lest the elite find themselves to be in an egalitarian society." But fear not, gravy-train-riders of society. President George Bush and is neo-conservative, Dominionism sidekicks are hot on the case to prevent such equalities in education, and are proceeding on at least two fronts.

In the first line of attack, Bush "has a clear penchant for what might be called conservative social engineering." Bush wants to encourage family formation with tax credits -- even a marriage bonus -- keep children with their families at all costs, and distributing "money to voluntary groups that promote fatherhood and marriage education." [12] [What? No promotion of motherhood? Is motherhood sort of essential for the continuation of the race?]

President Bush also wants "to encourage responsible parenting by strengthening character education in the nation's schools." [12] This enthusiasm for social engineering shows up most notably in the No Child Left Behind (NCLB) law -- landmark legislation which has come under mounting opposition from the National Education Association (NEA). Of course, as suggested by Education Secretary Roderick R. Paige, the NEA is a "terrorist organization". There may be more than a few students of the system who would agree!

Bracey [10] has noted that, "Some superintendents and principals have begun to feel a Big Brother aspect to NCLB." It's not the testing per se, but provisions which allow military recruiters to have information on students or for the Boy Scouts to have access to using school property despite the organization's anti-homosexual stance. Bracey goes on to say that the "NCLB is a trap, a Trojan's Horse..." The intent, he believes, is to crash the public school system and hand it over to privatization, school vouchers, and tuition tax credits. Ultimately, big business moves in to achieve enormous profits and provide minimal actual "bringing forth", i.e. education.

Vouchers has been pushed by such luminaries as Milton Friedman, who argued that such vouchers would introduce market competition into the system. The assumption is that "competition has made progress possible in every area of economic life." The flaw is of course that those with financial interests would just be cooking the books in the same manner as Enron, WorldCom, etceteras, etceteras, etceteras... ad infinitum. There is also the religion angle. Vouchers could be used to support narrow-minded religions. "A state judge found the Florida state constitution 'clear and unambiguous' in prohibiting public money from being spent on church schools or any sectarian institution and declared Florida's voucher program unconstitutional. Florida Gov. Jeb Bush immediately appealed the decision." [10] One wonders how Jeb would feel about the Saudi Arabian's government defacto support for the extremist Islam cults education and brainwashing schools.

In some respects the vouchers for religious schools may be something of a red herring. The real issue is about "The 500-Pound Gorilla" lurking the hallways outside of class. As Alfie Kohn [13] has noted, "Corporations are not shy about trying to make over the schools in their own image." And the evidence of their efforts is becoming more than a little bit clear -- which brings us to the Bush Administration's second covert push.

The College Entrance Examination Board which owns the SAT is changing the SAT to include among other things, an essay. Suddenly any pretense toward total objectivity silently slips away. But the Board has gone a bit further in order to undertake "an unprecedented effort to push local school districts to alter their curriculums." "In short, the dreaded SAT could actually help produce a national curriculum, a sweeping education reform enacted without the passage of a single law." [14] In fact, the very nature and purpose of the SAT is being changed. "The goal of influencing school curriculums has become the overriding preoccupation of the new test's development."

Why make such curriculum changes? The most obvious answer is to make the graduate more useful -- without extensive and expensive training -- to corporations. But this is not particularly new. This has always been the goal of public education.

Prior to the advent of “public education”, the literacy rate for Americans was considerably higher than after the introduction of what amounted to a Prussian system of education. An important reference to this aspect of the U. S. educational system is contained in John Taylor Gatto’s exceptional article on The Public School Nightmare. Gatto, it might be noted is a two-time winner of New York State’s “Teacher of the Year”. His article is absolutely essential reading for anyone who thinks education is always beneficial.

The importation of the Prussian educational System was not without a reason.

Briefly, the Prussians divide all student into three groups: The children of society’s elite, comprising 0.5% of the society, who are actually educated; a second, more open category, comprising 5.5% of the remaining children, who were sent to schools where they were partially taught to think, and the remaining 94% who were sent to work schools to learn “harmony, obedience, freedom from stressful thinking and how to follow orders.” The Prussian system does not specify it as such, but Americans have evolved a fourth category.

The idea is now to take the great mass of people within the jurisdiction of a governmental authority, and split them into four groups:

1) The first group are the elite (as in the Prussian model) -- almost always the children of the previous generation of the elite (i.e. governmental and societal leaders), who do not go to public schools, but instead are sent to selected private schools where they are taught to be the leaders of society. On rare occasion, someone enormously talented (primarily in gathering power) is granted admission into the elite, and thereafter (a few generations), their children may become full-fledged elitists themselves.

(This leaves the public education system to deal with the rest of humanity. As such it is designed to identify and separate the three other groups, i.e.:)

2) A second group, known as the Creatives, are those individuals who provide the brain power to advance technology and the quality of life. These are “accidents of birth” where a particular, random gene pattern produces a genius. Said genius can be manifested as talents in everything from art and music to science and engineering -- no one in the elite cares as long as the “genius” creates a better technology and an improved quality of life for the elite. These children are sent to what the Prussians called “real” schools, but where the so-called education is geared to “thinking in a box” (i.e. specialization), and avoids universality or generality (from whence derives the word, “university”).

3) A third group, known affectionately as the Masses, are those individuals who are expected to obey authority, never question the controllers, and seldom think (and even then almost never take action based on their few errant thoughts). Instead, they believe in the bastardized “Work Ethic” as something marvelously good. These are the targets of all the advertising and marketing -- including government and media propaganda.

These are the people who in order to demonstrate their patriotism, go to wars that benefit only the banksters and corporations. These are the believers in authority who dutifully pay their taxes to an immoral government. They are the clear majority, but recent trends suggest the Creatives may be gaining in percentage population of the mass of humanity.

4) A fourth group, an American invention known as the Rabble Rousers, are those individuals who early on question authority, think independently, and are uncooperative in becoming mere cogs in the machine. The principle goal of the American educational system is prevent these types from gaining the ability to learn how to affect the system, and if necessary, to simply weed them out all together -- preferably by getting them completely out of the school system. These are the same individuals who market analysts consider “fringe members” of society. They -- as well as the Creatives -- are never pitched to in advertisements, in that they either don’t have the money to buy anything (particularly the “Fringees”), or even if they have the money, they are not as subject to manipulation by the advertisers as others, and thus by extension are not easily marketed to. They are ignored, or as politicians, advertisers, and other liars refer to it: “marginalized”. Anyone reading this website is in serious danger of becoming a Rabble Rouser!

Meanwhile, the Media’s job is to cater to the second and third group, keeping the masses in line, and hopefully, keeping the Creatives from getting too creative in terms of new and interesting ways of becoming independent of their government and the elite’s leadership.

A vitally important part of the educational system is to break the link between reading and the young child, because a child who reads too well becomes knowledgeable and independent from the system of instruction and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information. This can be done by discouraging reading, or making distractions as entertaining as possible. This explains in part the enormous success of television and radio. Don’t read; don’t think; watch television (or in a pinch, listen to radio). Above all: Don’t think. That’s called in politics: “Staying on message.”

Another technique is the use of “positive language” (i.e. a “no-contradiction principle”). This is one that can be and is encouraged by the

(Prussian-style) authorities to be used in the home. According to this concept, when one parent tells a child something, the other parent (or “significant other”) must concur. Unfortunately, in this manner, the parents are (unknowingly?) avoiding a situation where two diverse viewpoints could be rationally presented, and the child then obliged to use (and/or develop) an ability to judge between alternatives, and thus access avenues of critical thinking, self-reliance, autonomy, and ultimately, flexibility. The “no-contradiction principle” motivates children to become used to following authority figures, rather than questioning received wisdom and thus thinking for themselves. Such a system is anti-Discrimination -- in the negative sense.

The idea children need “positive language” in order to learn the truths that are necessary for survival is not the issue. Any such truths must be taught by acts, not by words! The idea is to insist that a child not blindly follow the words of an authority figure (the parent), but to model themselves on how the parent acts, even if their actions are in contradiction with their words. A mind is a terrible thing to waste in a dysfunctional educational system.

But it gets worse.

1963 saw the culmination of research by a combination of German, chemical medicine and Wundt psychology on American upbringing. This group of scientific researchers centered at John Hopkins University, and supported by the General Education Board, reached the point where they concluded that they could use amphetamines like Dextrines and Ritalin to “treat” children that were considered “difficult” or hyperactive -- see, for example, “The Myth of the Hyperactive Child, and other Means of Child Control” by Divoky and Schrag.

The subsequent national terror occasioned by the wide-spread use of Ritalin, et al and Mandatory Vaccines constitute a tragedy far in excess of 9-11-2001. All, of course, in the name of control.

But more than educational methods is at stake. There is also the matter of curriculum -- what is taught and the depth to which a student is allowed to plume. On the one hand, the inability or unwillingness of education to address any and all issues is a strong deterrent to the education of anyone, including a young Calvin.

In the Calvin and Hobbes [<http://www.ucomics.com/calvinandhobbes/>] cartoon strip, Calvin, one of the more incorrigible of resistant learners, is asked by his father at one point as to why Calvin doesn’t do better in school. His father points out that he doesn’t believe Calvin is stupid, if only because Calvin knows every dinosaur that ever lived, knows their habits and locales, even how to pronounce their names accurately. And thus Calvin can’t be dumb. So why doesn’t the young man do better in school? Calvin’s answer is classic: “They don’t teach dinosaurs.” This, in a nutshell, is why there are a lot of Calvins in our school systems. The system does not teach anything in which they are interested. Worse yet, it often (but not always -- in rare occasions) discourages any one from any probing question for which the system does not have a ready or willing answer.

In one classic case, an honor student wrote a paper on whether or not new discoveries in history would be able to change our understanding of history -- whether in fact, such revelations would even be tolerated. The purpose of the paper was to simply ask the question, but in the process of using a notorious example (i.e. the reconstruction of the ancient history of Egypt as suggested by Immanuel Velikovsky), the student encountered such wrath from the irate history teacher, that the student’s thesis was partially proven correct, that history cannot be changed by new evidence. The system does not tolerate inconvenient questions.

Nor does it tolerate inconvenient topics for discussion and essays. The new SAT tests, for example, will include reading passages from various novels -- but will specifically avoid such title as often assigned in good English classes (Animal Farm, Catch 22, and the like). Alternatively, as the new SAT selections become obvious, then the whole direction of English classes will have to cater to those novels in order to ensure there students have an equal chance to score high marks. Which is, of course, the fatal flaw in the essay portion: If one takes a test and gets a topic they really love, they are doing to do much better on their score than if they are discovering some subject for the first time. But it gets worse. The new SAT does far more damage than creating scores which will be religiously followed by college admissions and which are fundamentally biased. The SAT will also change from a test of general-reasoning abilities to a measure of what the student learned in school. "For decades, the purpose of the test has been to try to measure students' general-reasoning abilities, not their specific knowledge of algebra or the extent to which they have written practice essays." "The more you challenge yourself intellectually, the more you condition your brain; your academic achievements are less impressive if you don't have the conditioning to build upon them. As the SAT becomes more an assessment of one's achievements, it will less sensitively guage these underlying skills". [14]

Part of the problem is that the new SAT takes the "Old Paradigm of Education" and takes it to an extreme, whereas what is essential for anyone to consider themselves educated, a "New Paradigm of Learning" is essential. The Aquarian Conspiracy [15] defines these two opposing, fundamental assumptions:

Assumptions of Old Paradigm Assumptions of New Paradigm

One must ultimately ask which of the paradigms will make create the most wisdom and understanding of the individual. It should be clear that the corporate elite would prefer the old paradigm in that it leads to more cooperative and rule-abiding slaves. The key ingredient of such thinking is that one follows the rules, even when one is not sure about the whole rule.

For example, when a first grade teacher collected well known proverbs, gave each child in her class the first half of a proverb (the "rule") and then asked them to come up with the remainder of the proverb, these first graders... "6" year-olds... came up with the following:

Better to be safe than.............................punch a 5th grader.

Strike while the ......................................bug is close.

It's always darkest before........................Daylight Saving Time.

Never underestimate the power of............termites.

You can lead a horse to water but...........how?

Don't bite the hand that..........................looks dirty.

No news is...........................................impossible.

A miss is as good as a.........................Mr.

You can't teach an old dog new.............math.

If you lie down with dogs, you'll..............stink in the morning.

Love all, trust.......................................me.

The pen is mightier than the..................pigs.

An idle mind is.....................................the best way to relax.

Where there's smoke there's.................pollution.

Happy is the bride who............................gets all the presents.

A penny saved is.................................not much.

Two's company, three's........................the Musketeers.

Don't put off till tomorrow what..............you put on to go to bed.

There are none so blind as...................Stevie Wonder.

Children should be seen and not...........spanked or grounded.

If at first you don't succeed...................get new batteries.

When the blind leadeth the blind...........get out of the way.

Better late than...................................pregnant!!!!

It is worth noting that in the Old Paradigm these answers and indeed the whole exercise would be considered a horrid waste of time and something to be discouraged, while the New Paradigm would welcome such creativity and innovation. As John Taylor Gatto has pointed out, education is more than just lectures; it is also apprenticeships, community service, field curriculum, independent study, parent partnerships, work study, critical-thinking exercises, and solitude. [11]

It is an unfortunate, perhaps, but very true reality that knowledge is power. Acquiring that knowledge is what education is about -- with the added caveat of course that the ability to use said knowledge is even more important. Without the knowledge in the first place, however, logical manipulations of limited data has minimal value. Public education is thus the prime example of diverting attention from the more interesting forms of knowledge (and shunning wisdom altogether!). It does train its students, however, in being able to read ball scores quite well.

Ultimately, the best thing that can be said for public education is that... hmmmmm... I’ll get back to you on that one.

The Way To an A!

DANGERS: HPV immunization for grade 8 girls

Only after filing a lawsuit against the FDA was Judicial Watch able to uncover New FDA Records Detailing an additional 8 deaths among an additional 1,824 Adverse Reaction Reports Related to Gardasil, Merck's Human Papillomavirus (HPV) Vaccine between May 10, 2007 and Sept. 7, 2007.

The death reports include 12 and 13 year old girls. See: [Link]

Although the HPV virus is prevalent, it is estimated that only 1% of those infected with HPV will eventually get cervical cancer. However, Merck's aggressively promoted HPV vaccine has already been implicated in 11 deaths since its approval last year.

UPDATED INFO AUGUST
As of August 2007, a review of the National Vaccine Information Centre revealed the following, quite alarming, statistic about this unnecessary vaccine: 2,207 adverse reactions to Gardasil have been reported. Among them: * 5 girls died * 31 were considered life-threatening * 1,385 required a visit to the emergency room * 451 of the girls have not recovered as of July 2007 * 51 of the girls were disabled

This vaccine is also the most expensive vaccine on the market, so you can follow the money trail to find out why Merck is now trying to push this cervical cancer vaccine on boys!
SEE THIS PAGE FOR DETAILS ON GARDASIL!