Common Corruption

Every once in a while I get e-mails that make show suggestions and I am always thrilled to hear from listeners and read about what is on their minds. While I get many e-mails asking that I investigate some strange light in the sky or some paranormal anomaly, there are many people that really have an interest in cover-ups and alleged conspiracies that they hear about and don’t receive satisfying information on those topics.

Many of the recent conspiracies – and the theories that are being generated – appear to be so-called right wing conspiracies and I know that every time I bring up a conspiracy that is a so-called ‘right wing conspiracy‘, there is a contingency on the left that believes that I have sold out to the rich, corporate right wing.

Those who believe that tend to forget that in my line of talk radio, I become an equal opportunity offender and that most of what I bring up is important to consider and think about rather than reacting in a polarized and limited way.

I assume that most of my listeners are learning that what works in all dialogue is objectivity and that ability to suspend the idea that everything you know or have an opinion of is fact.

The reality is that much of what we think we know is all based on a number of factors.

Much of what you know and understand is based on your framed narrative of reality, every myth you believe and every narrative that you cling to makes up who you are. As a man thinks so he is. What he does with those thoughts is what gives him consequence.

There is also the faith factor where much of what we do and think is also based in a very carefully programmed core belief system that dictates silently and proficiently some of our actions. Things like the golden rule and other such creeds apply in this realm.

So, we have a basic narrative that we keep as part of what makes us who we are intellectually and socially. Our morals are actually part of core belief mechanism that is guided by religious and philosophical thoughts and what is left can be attributed to knowledge that has been provided by the education system.

I would speculate that most of the common core beliefs that most people have are based on knowledge gained while growing up and learning in the public and private schools system.

A lot of people do not know that the school system’s real job is not just to educate children and young adults it is a place where teachers and councilors are given the task of molding and shaping what is called “human capital.”

A quick definition of “human capital” is the “stock of competencies, knowledge, social and personality attributes, including creativity, cognitive abilities, embodied in the ability to perform labor so as to produce economic value.”

In other words, your children are to become programmed and indoctrinated by the system in order for them to have the basic knowledge in order for them to have value in the economic machine.

This has always been the game. The child must be brought into the system, educated by the system in order for them to function in the system as to increase the system’s ability to guarantee the force of human labor.

In despotic systems, corrupt community leaders are well aware of how the education systems must be changed in order to shape both teachers and students into fixing a perceived “broken” education system.

When systems of communication and education are efficiently and heavily controlled, children will learn and accept as truth exactly what the few in control want them to.

We are now hearing that the education system is broken and it is now becoming an all too familiar story that in the United States that a group of government appointed community-minded individuals are now juggling the competing demands of education, commerce, and healthcare.

The truth is that while many people are seeing it as a blessing there are others that are seeing it as an attempt to create a state socialist matrix where commerce is controlled by the few, health care is part of a directive and education is nothing more that an indoctrinated process of applied learning that not only creates human capital, but human cattle as well.

Whether education can be distinguished from indoctrination is a question that is now being discussed with regard to new programs being introduced into the education systems of the United States.

Indoctrination can be employed with variety of meanings and it can mold children in the same way that the media, the narrative and propaganda can mold adults. Indoctrination is influencing through coercion and without the prospect of critical over view. Indoctrination hinders freedom of thought and the ability to question what is being presented as education.

Now, there is a moment of careful contemplating that needs engaged with the whole education indoctrination comparison because a teacher that is worth his or her salary is most certainly an influence on children.

There are ample grounds for debating the issues of indoctrination versus education because the future of our children and what they learn should be of concern to everyone.

That is why now there is controversy surrounding ‘Common Core‘ programs in the public schools.

As the Tenth Amendment Center reports: “Common Core gives the feds the power to collect all kinds of data from children including Social Security numbers, blood type, records of school attendance, supposed learning disabilities, religious affiliation, disciplinary records, parents’ income information. The curriculum also eschews classic literature in favor of drab, government technical manuals.”

In yet another extension of the security state and the despotic methods of generating newly indoctrinated human capital, the federal government uses Common Core as a tool that can be proficient in cataloging attributes, dispositions, social skills, attitudes and interpersonal resources that are independent of a student’s intellectual ability.

As the OCRegister wrote: “In short, the government wants to collect a dossier on every child, containing highly personal information, without asking permission or even notifying parents.”

This gives the system an advantage as they can use data mining and psychological profiling of child in order to best rate their competency, suspend or change any bias the child may have, rate their empathy, their appreciation for diversity, their cultural awareness and their flexibility to accept certain indoctrinating lessons provided by the government.

All of this looks like another step in the federal government’s push to compile a cradle-to-grave file on every American.

The frightening question is what are they planning to do with this information and is it being used as a progress report for the slow and malignant indoctrination of children into becoming more efficient and brainwashed “human capital.”?

Centralized control of America’s education system is of paramount importance not only for the continuation of a well oiled surveillance state but for a well prepared and educated force that will be in place to defend and protect a new assemblage of Common Core beliefs that can be functional in a new socialist system.

U.S. Secretary of Education Arne Duncan said in a June 8, 2009, speech, “Hopefully, someday, we can track children from preschool to high school and from high school to college and college to career.”

Later in January of 2012, the United States Department of Education, without Congressional approval, changed the Family Educational Rights and Privacy Act to allow the transmission of student’s personally identifiable information to any governmental or private entity designated by the Department and others as an ‘authorized representative,’ for the purpose of evaluating an education program.

Now, with this in mind we must also be cautious about exactly what Common Core programs teach. If there are so much bureaucratic entanglements with monitoring and tracking children through education systems, the learning curriculum must be monitored and quite frankly should be suspect as the idea of broken education system should also be held as suspect.

It is always the Hegelian/Marxist dialectic that a group which desires change discovers that the best way to implement something unpopular, is to create a crisis that needs to be addressed swiftly so that no one has time to process the obstacles and problems it presents.

All authoritarian and despotic regimes know that the best way to create effective “human capital” is to commandeer their country’s education system. The state knows that the way to a compliant citizenry is to own and mold the minds of the children through indoctrination disguised as education, and to use effective propaganda to mold the minds of the adults.

The end result is group think and the good law-abiding citizen becomes a serf in the new despotic system.

According to the Tenth Amendment Center website, a bill that would nullify Common Core standards passed the Georgia Senate February 25th, 2014. “SB167 titled “The Act to Restore Educational Authority to Georgia Citizens” would enact measures to prevent the outsourcing of educational power from local communities to unaccountable federal bureaucrats.it would also withdraw the state from following Common Core standards.”

While touted as a state initiative, the federal government is deeply involved in both the formulation and implementation of Common Core. Federal Department of Education Secretary Arne Duncan positioned Common Core back in 2009 as a “once-in-a-lifetime opportunity for the federal government to create incentives for far-reaching improvement in our nation’s schools.”

Constitutionally, the federal government should not be involved in education at all.

The Tenth Amendment Center website says: “SB167 promotes decentralized government and takes control from unaccountable federal bureaucrats and puts it back into the hands of the people. The bill will now move to the Georgia House for consideration.”

If anything this nullification most certainly shows that people do have the power to fight back against despotic decisions and surveillance state applications in the school system.

Another unfortunate thing about Common Core is how its curriculum does not allow for classic literature that can open minds. Common Core “will make it compulsory for at least 70 per cent of books studied to be non-fiction, in an effort to ready pupils for the workplace, reports the article ‘New Curricula Will Substitute Government Manuals for Classic Literature‘.

English language arts curriculum can be found here http://www.corestandards.org/assets/Appendix_B.pdf
The best way to get a kid to hate reading is to force him to read instruction pamphlets dealing with sustainability issues and environmental responsibility.

When we hear that Common Core is pushing for more useful education systems I have to ask useful to whom? And do utilitarian curricula that are sterile become a very important catalyst for creating servile attitudes in students?

Are ‘we the people’ satisfied with yet another intrusion on our sovereignty and the cognitive liberty of our kids?

Regardless of whether or not Common Core is a benefit or a liability to education, is it ethical for the government to tell a school that it must “get in line” and “bow down” or genuflect to the standards of indoctrination provided by think tanks that have stepped in and have said that the education system is broken?

If we have not learned anything about how an authoritarian oligarchy starts its indoctrination process then perhaps we need to go back and personally study what was done in Soviet Russia, Mao’s China, or Hitler’s Germany.

We could even crack open a forbidden book called ‘Nineteen Eighty-Four’ by George Orwell and remember the immortal words of Winston smith when he stated that 2+2=5 and that the dogma may be required to believe it as fact in order to appease the party.

“In the end the Party would announce that two and two made five, and you would have to believe it. It was inevitable that they should make that claim sooner or later: the logic of their position demanded it. Not merely the validity of experience, but the very existence of external reality, was tacitly denied by their philosophy. The heresy of heresies was common sense. And what was terrifying was not that they would kill you for thinking otherwise, but that they might be right.

For, after all, how do we know that two and two make four? Or that the force of gravity works? Or that the past is unchangeable? If both the past and the external world exist only in the mind, and if the mind itself is controllable what then?” — ‘Nineteen Eighty-Four’, George Orwell

It is all about a one-size-fits-all education program that stunts the growth of a child’s intellect and replaces it with the degenerate values of the state.

As FreedomWorks.org correctly notes: “The federal government should not control education. Since education is not specifically listed in the Constitution, the authority over education should be left up to the states and the people.”

We have a responsibility to teach children values and morality, and we must nurture the creative mind and gifts every child possesses. We must take the approach of inspired education rather than the drab and lifeless approach that is meant to mold a group of human capital into docile, human cattle.