Read the Beforeitsnews.com story here. Advertise at Before It's News here.
Profile image
By SmartKnowledgeU (Reporter)
Contributor profile | More stories
Story Views
Now:
Last hour:
Last 24 hours:
Total:

The Hidden Dark Agenda Of Public Education

% of readers think this story is Fact. Add your two cents.


“An alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded – surprisingly enough – by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundations – a seamless non-competitive global system for commerce and trade – when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as the deliberate dumbing down of America. Seventy years later, the carefully laid plans to change America from a sovereign, constitutional republic with a free enterprise economic base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II.” – US Department of Education Senior Policy Advisor Charlotte Thomson Iserbyt

Yesterday I released an article, “Lack of Critical Thinking is Key to the Corrupt Status Quo Maintaining Their Power”, on my blog and at ZeroHedge and it generated a lot of comments including those that stated they don’t believe in conspiracies or the existence of a “big bad wolf” that deliberately is “out to get us”. However, for those of us familiar with the works of John Taylor Gatto, we know that there are literally mountains of evidence that indict former Presidents and corporate businessmen with deliberately steering the global education system towards the singular mission of producing obedient factory workers to serve the corporate industrialists during the Industrial Revolution. Furthermore, there are mountains of evidence, direct from the horse’s mouth, that their continued mission for the academic system today is to produce obedient servants to the State and to kill any individualism and critical thinking that may lead to an awakened state among the masses that would challenge the moral authority of those in power.

John Taylor Gatto, one of the most well-known and outspoken critics of the public education system, quit his 30-year teaching career in 1991, because confined within the system, Gatto believe he was hurting children more than helping them. He stated the following as his reason for leaving institutional academia:

“I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free…I don’t mean to be inflammatory, but it’s as if government schooling made people dumber, not brighter; made families weaker, not stronger…the training field for these grotesque human qualities is the classroom. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, and generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, family-less, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about. An executive director of the National Education Association announced that his organization expected ‘to accomplish by education what dictators in Europe are seeking to do by compulsion and force.’ You can’t get much clearer than that. WWII drove the project underground, but hardly retarded its momentum. Following cessation of global hostilities, school became a major domestic battleground for the scientific rationalization of social affairs through compulsory indoctrination.”

I precisely stated in my article yesterday, “Refuse to accept something as fact just because an authority figure, whether a professor, the Vatican, or politician, told you to believe it, and automatically many amongst the sheep will accuse one of pandering to conspiracy theories, even when one can present many facts that support one’s opposition view much more strongly than the widely accepted view” in the hopes that people would read this line and digest historical facts before dismissing the main points of my article. Yet, from reading the comments posted below my article yesterday, it seems as though some may have dismissed my argument before even examining the facts.

Mr. O.A. Nelson, retired educator, recounted a December 1928 meeting in which he spoke to the American Association for the Advancement of Science. His recollection of the meeting below addresses some of the comments posted on my article from yesterday regarding the importance of sciences.

“We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of the Educational Committee of the Council on Foreign Relations, to ask me to attend…my talk on the teaching of functional physics in high school, and the fact that I was a member of Progressive Educators of America, which was nothing but a Communist front. I thought the word ‘progressive’ meant progress for better schools. Eleven of those attending the meeting were leaders in education. Drs. John Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that all were paid members of the Community Party of Russia. I was classified as a member of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! we spent one hour and forty-five minutes discussing the so-called ‘Modern Math.’ At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, ‘Nelson, wake up! That is what we want… a math that the pupils cannot apply to life situations when they get out of school!’ That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Brechner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don’t blame them. The results are supposed to be worthless.”

While I agree that sciences are critical for learning and also critical for the development of reasoning skills, Dr. Ziegler’s comments reveal that men like him, men that helped shape our academic system, clearly did not want sciences to be taught in a manner that would improve critical thinking and reasoning skills, but instead, in a manner that was completely inapplicable to real life situations. It is not a coincidence that after I graduated from university, I often would comment to my friends, “You know what, there is not one thing I learned in school that I apply in life today.” In fact, the inapplicability of schooling in life reaches far back from even my university days. When I was 14, I had already completed two years of advanced calculus, and believed in a typical teenager bout of self-delusion, that I was some sort of mathematical genius. But in reality, outside of the praise of my teachers, what was the point of my mathematical “progress” back then? Yes, it enabled me to score a perfect score on the math portion of the SATs and then gain entrance into an Ivy League university. However, in retrospect and in complete absurdity, I cannot think of one instance since my educational career ended that I have ever applied, in real life, anything that I learned during my years of mathematical schooling. It is as if the purpose of my institutional mathematical training was solely to enable me to gain a higher score on a standardized test, a ridiculous purpose if there ever was one. And today? Because all I did was memorize advanced mathematical formulas back then, I have long since forgotten them all, and nothing is applicable to my life today just as Dr. Ziegler of the CFR had desired.

In great irony, it was the very inapplicability of education that allowed me to excel through the system. The advantage I held over all my peers was that I had a photographic memory. I recall even as early as the 6th grade when I could read a passage about the Civil War a single time and remember exactly how many soldiers died from each side in each battle and on what specific date in history. Because the academic system stressed rote memory and regurgitation without any true learning, my photographic memory served me exceedingly well and my teachers labeled me as “gifted” and heaped extra attention upon me, even though I never really began to learn how to critically think until I read books on my own outside of the academic system and after I had already graduated from university.

But what if sciences were taught in a manner that developed critical thinking and reasoning skills? How much easier today would it be today to actually convince people of the fact that the global monetary and Central Banking system is a criminal, immoral system deliberately designed by corporate thieves to harm people instead of help people? How much easier would it be to convince people of State run false flag propaganda such as the bogus enemy engagement of the USS Maddox in the Gulf of Tonkin at the time it happened instead of 40 years later? How much easier would it be to convince people that the two-party system in America is just an illusion to con people into believing they have a choice when no real choice is ever offered to people in elections? Of course, the answer is that it would be infinitely easier. The lack of developed critical thinking skills in the institutional academic system is also the reason why people continue to falsely believe the propaganda of banker shills that a gold standard helped cause the Great Depression and why it is so difficult to convince Westerners of the value of gold and silver but infinitely easier to convince Asians of the value of gold and silver. The stark dichotomy is due simply to the fact that people believe what the State tells them to believe. Logic, reasoning, and critical thinking are all meals on the menu of threats to the power of the status quo. And this is why the goal of academic education by the elites is to strip away reasoning skills from subjects such as math that inherently rely on reasoning. This is also the reason why institutional academia will never change and that those that wish for it to change find that they cannot work within the system but have to leave it. My friend, Alyssa Gonzales, decided that operating outside of the system and founding her own school,Los Feliz Charter School for the Arts, was the best solution to be able to encourage, instead of suppress, the development of critical thinking and reasoning skills of young children. If you live in Los Angeles, please visit her school and support Ms. Gonzales’s efforts, described at their website as the following:

“In contrast to curriculum found in a traditional public school setting which stresses teaching and learning in the areas that can be most easily assessed by standardized testing measures, arts-integrated curriculum develops the whole child: kinesthetic, musical, spatial, interpersonal, intrapersonal and natural intelligences. At LFCSA, we challenge children to construct their own meaning from complex ideas and concepts. Acknowledging that students learn and demonstrate what they know in a variety of ways, our instruction allows children to see, hear, and express according to their individual learning styles.”

In support of spreading awareness of the true intent of corporate businessmen that have “donated” billions of dollars to shape the curricula of the most “prestigious” schools in the world today, here is a video titled “The Dark Secrets of Public Education”. Certainly, this video deserves a thousand times more views than the current 9,900 views it has thus far received. If you would like for our communities to be more thoughtful, more open-minded, and more co-operative in the future instead of obedient to the powers that be, please send this article and video to everyone you know so we can foster a more honest and open debate about the State’s goals of institutional academia. Thank you.


About the author: JS Kim is the Founder and Chief Investment Strategist for SmartKnowledgeU, a fiercely independent investment research and consulting firm with a mission of helping to stomp out Wall Street fraud and to reinstitute sound monetary principles and sound money worldwide. We sincerely appreciate all of you that continue to “like” our Facebook fan page and “follow us” on Twitter. Through these mediums, we will keep all of you aware of some major campaigns we will be launching in early 2012 to raise global awareness of monetary truth and our proposed solutions to institute sound money that CAN serve as a viable and implementable solution to the financial ills heaped upon us by the global banking cartel.

Republishing Rights: The above may be reprinted on other sites as long as all text and links remain intact, INCLUDING the “about the author” text. Sites that republish our articles and do not abide by these rules will be asked to remove the article for copyright infringement violation.

Read more at The Underground Investor


Source:



Before It’s News® is a community of individuals who report on what’s going on around them, from all around the world.

Anyone can join.
Anyone can contribute.
Anyone can become informed about their world.

"United We Stand" Click Here To Create Your Personal Citizen Journalist Account Today, Be Sure To Invite Your Friends.

Please Help Support BeforeitsNews by trying our Natural Health Products below!


Order by Phone at 888-809-8385 or online at https://mitocopper.com M - F 9am to 5pm EST

Order by Phone at 866-388-7003 or online at https://www.herbanomic.com M - F 9am to 5pm EST

Order by Phone at 866-388-7003 or online at https://www.herbanomics.com M - F 9am to 5pm EST


Humic & Fulvic Trace Minerals Complex - Nature's most important supplement! Vivid Dreams again!

HNEX HydroNano EXtracellular Water - Improve immune system health and reduce inflammation.

Ultimate Clinical Potency Curcumin - Natural pain relief, reduce inflammation and so much more.

MitoCopper - Bioavailable Copper destroys pathogens and gives you more energy. (See Blood Video)

Oxy Powder - Natural Colon Cleanser!  Cleans out toxic buildup with oxygen!

Nascent Iodine - Promotes detoxification, mental focus and thyroid health.

Smart Meter Cover -  Reduces Smart Meter radiation by 96%! (See Video).

Report abuse

    Comments

    Your Comments
    Question   Razz  Sad   Evil  Exclaim  Smile  Redface  Biggrin  Surprised  Eek   Confused   Cool  LOL   Mad   Twisted  Rolleyes   Wink  Idea  Arrow  Neutral  Cry   Mr. Green

    Total 6 comments
    • Anonymous

      I agree. Our education system is base on obedience and memory. I feel that nothing I’ve learned in a classroom has help me with anything in life except, finding ways to bend the rules..

    • Anonymous

      “they don’t beLIEve in conspiracies” You can’t put sense into a fool’s brain. Conspiracy? It’s an OPEN SECRET.

    • wanda

      My sentiments exactly… even now, after all this time, people don’t seem to get it. I truly have no more words to express my frustration and despair with society at large.

    • Anonymous

      As a teacher, I can say that most teachers I’ve known would love to teach “critical thinking skills”, which is also what we’re supposed to teach. Unfortunately, there are so many lame students who due to many reasons don’t have much in the way of a brain that the smarter kids can’t get that teaching because the dumb ones would be lost in space and disrupt the class.
      It used to be that smart kids were in one class and dumb kids in another class, so a teacher could teach to the ability of the kids. That’s now AGAINST the law because it’s “segregating” them and the dumb ones don’t have a “chance” to get “exposed” to higher level thinking, so it’s said.
      Private schools tend to have smarter kids with parents who actually raised the kids, so you’re much more likely to get taught better there (even though the teachers there are frequently ones who are less skilled than those in public school)

    • Ozzie_Thinker

      “Conspiracy” is the most dangerous word used in this article [which is well reasoned]. Indeed the same single word sums up the “big bad wolf” and the dual standards of information.

      Those who wisely take ancient texts as rather more than “myth and mumbo jumbo”, might draw the conclusion that the Genesis “story” of Adam’s supposed fall from grace was actually a metaphor for the genetic manipulation of Adam (Cro Magnon). In order to progress intellect, he scraficed reason [and as a side effect became vain].

      Years ago I was “taught” in primary school that the reason “communism” (actually state regulated capitalism) exists in China is that they “BRAINWASH THEIR KIDS USING THE SCHOOL SYSTEM”. Uh-oh….whaaaa you mean that’s possible. But not HERE, of course. Yeah…..right! Interesting that the quote comes from the London School of Ecconomics (LSE). This is a place renowned for have a 2 tier education process – one for the “elites” and the other for the “cannon fodder”. But it can’t be true, because that’s a conspiracy.

      Some of the “fodder” have gotten wise. On a side note, you won’t find REASON in maths. The universe is not as the scientists have created it.

    • wanda

      Well stated Ozzie.

    MOST RECENT
    Load more ...

    SignUp

    Login

    Newsletter

    Email this story
    Email this story

    If you really want to ban this commenter, please write down the reason:

    If you really want to disable all recommended stories, click on OK button. After that, you will be redirect to your options page.