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Everything you Know is Wrong

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Public Education
(Industrial Child Rearing)

There is perhaps no other institution that is defended so passionately while being so responsible for such misery in the world. The corrosive effects of being told to “shut up, sit down, and do what you are told “ for 12 years (15 years if you include pre school and kindergarten) may work well to produce compliant drones for corporations, but it steals the soul from those created in God’s image.

If we take a look at a fundamental area of eduction, learning to read, we might question if reading is even really “taught” If we consider the exceptionally high level of functional illiteracy, we might begin to suspect that not all children are being “taught”. In reality, not all children have the same ability. A teacher claiming credit for “teaching” a child to read while classifying one that does not learn how to read or reads poorly a “failure”. is shameful. A teacher can facilitate a child’s learning (or hinder it) but it is the child that actually learns or doesn’t. Considering the widespread level of functional illiteracy, one might well ask if reading is an ability that is taught at all or simply guided for those who are capable.

Education is perhaps Satan’s most important tool. By it he can destroy families, raise generations that look to his sources of information for truth, and even surrender their independence to become willing components in his collectives.

Group or classroom instruction was practiced as early as in ancient Greece, most likely because it was cost effective in contrast to hiring private tutors. While Physical training was useful for fighting in wars, the study of music, dance, and poetry had little to do with anything useful.   When considering that these children were to be both exploited sexually as well as be expected to function in the upper levels of the city (polis) socially, one might see that this was more grooming and indoctrination than one usually thinks of with schooling.

There are two basic reasons parents are attracted to the idea of having their children educated.

1. The hope that your child will have greater advantages than you in life. Built into this view is  an idea of equality such that a good education can overcome any individual limitations.

2. The second view is less noble. While someone else takes care of your children, you are free to do other things.

            

In the US there is a tendency to deceive ourselves into thinking everyone is educated. The high prevalence of functional illiteracy, when even considered, is often explained away as racism, poverty, or the need for higher teacher salaries. In Europe under-performing students are diverted to vocational training. In China they are often given even less consideration.

Universities are sometimes more interested in recruiting high IQ prospects than athletes as these intellectual high scorers can help support the facade that their school produces ability.

That education is largely a fraud is sometimes exposed with things like “homework’. One might ask if the teacher is really teaching, why does the student have to teach himself at home. Another thing that is questioned is why as an adult so little is remembered academically of  the school experience. If it was so essential that we “learn” things, why are they so easily forgotten.

   
      

The institution of mandatory universal public education arose in the 1800s along with other social currents such as the abolition of slavery, feminism, prohibition, and secularism. Some of the intended objectives for undertaking the expense of universal education were;

1. Homogenize youth (particularly immigrant youth) to the standard of American culture.
2. Obtain universal literacy.
3. Inculcate values of industry, honesty, and morality.
4. An educated citizenry capable of democratic dialog.

Like many social programs, public education was instituted with good intentions. Also like other social programs, the real effects were never understood.

1. An institutional social environment similar to prison where the strong abuse the weak.
2. Twelve years of unidirectional transmission of information results in a population that simply accepts whatever they are told as true.
3. Retarded development of skepticism and critical thinking.
4. Inculcation of political values by those who themselves have been programmed when they were in college.
5. Little information is retained as it seems so abstract and unrelated to real life.
6. Socialized children reject their parents culture and values.
7. Shallow peer relationships replace sibling relationships.
8. Standards (tests) are increasingly lowered so that continuing “success” in education can be claimed.
9. The development of parents is retarded as they do not have to rise to the need to teach their children.

Considering the variability of children, it should not be a surprise that some would prove difficult to process. Schools seem adept at identifying those that require medication to help them be more easily processed. It is interesting that the idea of uniform processing of children is never questioned. It is just assumed that non-conforming children have some disorder that needs to be treated.

  

Perhaps the most significant accomplishment of mandatory public education is to be the source of compliant components for corporations and government bureaucracies.





  


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