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).
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!
-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'.
-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.
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.
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
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.
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.
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.
zzzzzzzzzzzzzzzzzzz
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.
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.
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.
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!
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.
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
Assumptions
of Old Paradigm
Assumptions
of New Paradigm
Emphasis
on content, acquiring a body of 'right'
information, once and for all.
Emphasis
on learning how to learn, how to ask good questions,
pay attention to the right things, be open to and
evaluate new concepts, have access to information.
What is now 'known' may change. Importance of context.
Learning
as a product, a destination.
Learning
as a process, a journey.
Hierarchical
and authoritarian structure. Rewards conformity,
discourages dissent.
Egalitarian.
Candor and dissent permitted. Students and teachers
see each other as people, not roles. Encourages
autonomy.
Relatively
rigid structure, prescribed curriculum, emphasis
on "appropriate" ages for certain activities, age
segregation, compartmentalized.
Relatively
flexible structure, belief there are many ways to
teach a subject. Integration of age groupings, individuals
not limited by age to certain subject matter.
Priority
on performance.
Priority
on self-image as the generator of performance.
Emphasis
on external world. Inner experience considered inappropriate
in school setting.
Inner
experience seen as context for learning, use of
imagery, storytelling, dream journals, and exploration
of feelings encouraged.
Guessing
and divergent thinking discouraged
Guessing
and divergent thinking encouraged as part of the
creative process
Emphasis
on analytical, linear, left-brain thinking.
Strives
for whole-brain education. Augments left-brain rationality
with holistic, nonlinear, and intuitive strategies.
Fusion emphasized.
Labeling
of students (remedial, gifted, minimally brain dysfunctional,
etc.) contributes to self-fulfilling prophecy.
Labeling
used only in minor prescriptive role and not as
fixed evaluation that dogs the individual's educational
career.
Concern
with norms.
Concern
with individual performance in terms of potential,
testing outer limits, transcending perceived limitations.
Primary
reliance on theoretical, abstract "book knowledge".
Theoretical
and abstract knowledge heavily complemented by experiment/experience,
both in and out of classroom. Field trips, apprenticeships,
demonstrations, visitors.
Classroom
designed for efficiency, convenience.
Concern
for the environment of learning; needs for privacy
and interaction, quiet and exuberant activities.
Bureaucratically
determined, resistant to community input.
Encourages
community input, even community control.
Education
seen as a social necessity for a certain period
of time, to inculcate minimum skills and specific
role training.
Education
seen as lifelong process, one only tangentially
related to schools.
Appropriate
technology, human relationships between teacher
and learners of primary importance.
Teacher
imparts knowledge; one-way street.
Teacher
is learner, too, learning from students.
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.
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.
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.
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!
BRIAN
MULRONEY! OFF TO GUANTAMINO!
argeted
individual. 
