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angela860
Post  Post subject: The Education Deception  |  Posted: Sat Sep 01, 2012 7:01 am

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THE EDUCATION DECEPTION

What’s wrong with the system?

It doesn’t take a genius to understand that the world’s system doesn’t work. Many countries have a westernized educational system that has now been established for many years, where governments spend untold millions of dollars to educate each new generation.

Through the education system, people are made to form opinions based on what the system teaches them, and are taught not just what to think, but how to think.

The goal being this - to conform the person through the system, to become an educated ‘drone’, for they do not want a people who are independent, but conformed to the system. This means creating a people subject to rules rather than to common sense.

Throughout different nations, this is achieved through powerful and corrupt conspirators who are gradually increasing their purposes in the world and infiltration of society through influential sectors to form a One World Government. The key influential sector through which people are distracted by is the education system which is presented to them as a “good” and “the right thing” through the use of fine sounding and logical arguments.

The main purpose of education should be to make a person a competent thinker whereby they can attain independence through that competence and therefore make a difference in the world for improvement. However the mainstream education system is rigged in order to turn human beings that can think for themselves and be independent into graduated robotic slaves for the purpose of distracting them from the truth and to be mentally conformed so that powerful and corrupt conspirators (Governments) can achieve their goals through them on the planet (which goals are control of the masses).

Basically the whole system is designed in a way to get people to serve them. This is why it is the governments and not the teachers that make the educational policies. When people prioritize their submission to any ruler over personal freedom and independence (not ‘democratic’ independence) they are then weakened in the ability to become truly independent – that is, to have the freedom to be an individual, free from the requirements of the system. The non-democratic ‘enforced’ education system produces a people who are always learning, but never seem to come to a true knowledge of truth.

How this is all achieved:

How the Education System takes control of the masses:

Through each successive generation, people have become ‘dumber and dumber’, (failing to perceive not only the illogicality of the system but the essence of any truth) as the students grow in an ever-increasing and ever-changing environment, that prioritizes the economy and education, or getting a career.

This achieved in the world through the following formula:

"A combination of deception + restriction + distraction (through time wasting methods) in order to create a foolish, weakened, dependent and deluded people for the sole purpose of control"

This formula is achieved through the education system in the following ways:

DECEPTION:

Deception is achieved through the following means:

No synthesis between and within subjects:

Synthesis is the ability to understand how parts of a given thing connect or relate with each other into the whole system so that you can then effectively produce or create the very thing for which any given thing exists. For example synthesis in music is understanding how notes, rhythm and instruments connect or communicate with each other so that one can then on their own initiative write their own music or play an instrument.

School subjects are taught in such a way where only the most basic concepts of a subject are taught without any synthesis to the other parts that make up that subject or its relation to other subjects. Students are not taught how to integrate these pieces together in order to attain an understanding about how different things work together to produce an end result. The result is basic knowledge of separate subjects whereby it is useless. Here are a few examples of what I mean:

Geometry and technics are taught separately at a basic level and without any synthesis between the two subjects so that you don’t understand how to build a house for instance. The result is further education to get a job so that you then get a mortgage, where you work 30 years of your life to pay off a house that would only cost $10,000 to build, if you had learned bricklaying for about a week instead of years of unnecessary technical study etc.

Music is taught in such a way where only basic concepts are taught, such as learning a few notes, singing a few songs, clapping to rhythms etc… but you are not taught how to play an instrument properly or how to write your own music which could prove useful later in life. Likewise this is why you have students who have been learning French at school for 4 years and can’t even speak the language making it useless. Without synthesis, any knowledge learnt becomes pointless or without any real usefulness and is therefore ineffective.

Education over wisdom:

Emphasis and recognition is given to being educated rather than to being wise. The two are not the same. Education is knowledge and sometimes useless knowledge. Wisdom is the right application of true knowledge to bring about the right result. This is why there are so many educated fools who may have a college education with well-paying jobs but have no understanding about individuality or what life is all about or who get themselves into a lifetime of debt, or even go into debt to get a college degree, when that money could have been spent on something more useful like an apartment etc.....

Credentials over true knowledge:

The system is designed to run on superficial knowledge presented in the form of attaining certificates (pieces of paper) and not on true knowledge which is subject to what one really knows, regardless of certificates, because true knowledge knows how to cut through control measures. This is why in interviews emphasis is given on how many certificates you posses and what you really know is overlooked.

Naturalism:

Much of education is guided by naturalism. This means that students are conformed to a mindset where anything outside of this limited understanding doesn’t exist, and that what the system teaches people is all there is, and surely people who are ‘experts’ are always correct.

Since the prevailing assumption of the education system is naturalism, people are influenced to believe that the world’s system (get a career, mortgage, keep the ‘feel-good’ factor high, etc) is all there is. People are dissuaded from asking questions such as:

“Who am I”
“What is the meaning of life”
“Why am I here”

The main lie is conforming people to believe that the whole reason for being alive therefore is to make money through a good education, and obtain material goods so that you live a comfortable lifestyle – after all you deserve it as you have worked so hard so that you can get something that isn’t guaranteed. This is achieved by playing on the natural selfishness already inherent in mankind.

Questions like, ‘Why should I get a mortgage for 30 years to pay for a $300,000 house which costs only $10,000 to build are often looked upon with disdain by ‘experts’, and much conjecture is given in response to these questions.

However, people in Eastern Europe have shown the system doesn’t make sense, as they build their luxury houses for 15,000 Euros, and don’t even have to work more than a few hours a month.

Deception in books:

Most school subjects taught aren’t real knowledge but ultimately irrelevant information. Imposed text books are often written by people who are themselves blinded by the system. Much information taught through textbooks isn’t accurate information but contains purposely engineered inaccuracies and suppressed truth for the sake of financial gain and political correctness etc..

Unnecessary prolongation of studies:

Much learning is prolonged through the unnecessary repetition of already learned facts. For example, grammar can be taught in 6 months (non-intensively), and it takes about a few weeks if taught intensively. However, the curriculum is designed in such a way whereby a series of grammar books will be imposed as part of a curriculum spread over a 4 year course. In this way students are kept at school longer (more tuition fees) and text book writers make more profit selling their 4 part book series that have to be completed over 4 years (much of which is repeated information) rather than containing all the information in one book. This is time wasting especially for a person that doesn’t even have plans to pursue a career related to a certain subject.

RESTRICTION:

Restriction is achieved through the following means:

Mind control through pre-set rules:

Since the goal is to produce graduated robots devoid of human independence and rationality, people are therefore programmed like computers to think in a certain way through preset rules. The program is to get people to accept certain beliefs as true without even considering if they could be false. This is achieved through reward and punishment. It goes something like this:

The only answer allowed to the following question is “blue”. So “What color is the (green) chalkboard? Blue, because every other possible or truthful answer has been ruled off limits from the start. If the rules have been preset then many correct or true answers have been pre-eliminated and if you don’t answer blue, then you are made to appear as a non-conformist or weird by the standards of the system. This is contradictory to true learning which seeks to explore truth through many different means.

Mind control means less freedom in interpretation and openness to other options. The NWO understand that a person can only interpret or operate in the boundaries of the permitted freedom given to them, so these boundaries are created by the educational system to restrict peoples motivation for seeking something beyond what is taught by the educational system.

As a result, people have become more and more literalistic in their understanding of things; expect literalistic interpretations from others, becoming devoid of any rationality in the process.

Mind Control – how this is achieved:

They (the Global Elite) are trying to create a people without:

• Rationality
• Common Sense
• Reasonability
• Sensibility
• Independent analytical thinking
• Natural emotion

They are trying to create a people who:

• Can’t think for themselves outside the confines of the system
• Who are politically correct
• Socialistic
• Conformists
• Defiant of anything that opposes the politically correct system.

OPPRESSION:

Students are oppressed by being restricted and robbed of time they could use to seek quality knowledge, truth and their own interests through the following means:

Students are often oppressed by being made to participate in a curriculum they often may not want to or have no say in. If they don’t, it affects their grades. Much of what they are made to participate in is not only meaningless but it denies them the opportunity to learn what they really want to and is useful to them. Many adults seem not to take into account that they do not pursue interests or hobbies they are not interested in, as this would make no sense and be time-wasting, yet they impose and expect students to do so.

Oppression through unnecessary workloads. More and more useless assignments are given as one progresses through high school, which don’t really teach anything useful.

Enforcement of irrelevant and involuntary subjects. Students are made to take up difficult subjects such as advanced maths and chemistry in order to get the grades needed to pursue a career that doesn’t even require knowledge of such subjects, such as law. Those that don’t enjoy a particular subject are made to learn it. This high-pressure system deceives one into thinking that they have to get a high mark to compete to make excessive money in corrupt professions. The ratio of number of students made to do difficult subjects like chemistry, with the number of students that actually end up pursuing careers in such areas bears witness to the fact that this oppression is unnecessary.

Quality of information has been sacrificed for quantity of information. Much of what is taught or imposed on students through assignments is random, (especially if a teacher is being underpaid) meaningless and therefore useless, information. These non-strategic teaching methods mean more time wasting and more repeating the same facts. This unnecessary overloading and devaluation of real information has turned intellectual ambition into apathy.

Except for genuinely lazy students, most students are not at fault when they lack useful thinking skills. They are not being held back by their own laziness, but by direct oppression from a system with the power to punish them or put a bad mark on their reports if they don’t give up their individual pursuits of knowledge or interests in favor of hollow, superficial and useless schoolwork.

Wrong criteria separation:

Students are not separated according to abilities and interests, but by age. This means that intelligent, diligent or well behaved students are put in the same class with disruptive, or disinterested ones, often of less academic ability. Separating students on the wrong criteria and forcing them to do subjects they do not want to do, restricts those that do want to learn because the less capable and disinterested students misbehave meaning that they not only waste the others time, but slow down their progress.

Human rights and political correctness:

Due to political correctness and human rights, teachers are now very limited in their methods of discipline and in what they can teach. They are forced to teach some things, and not allowed to teach others things.

Both teachers and students have to suffer when the idiotic and delinquent minority ruins it for the rest.

In an effort to be politically correct, multicultural and eclectic to teach students a global viewpoint, the curriculum has become even shallower.

The world’s ways of political correctness, friendliness, and human rights is a hindrance and preventing anything that is right and true from being released and accomplished in the world. The real purpose of these things is to suppress people’s ability to speak out against any injustice or corruption. In this way people miss out on what is important, right and true because they have been subject to a system that has conformed them in such a way whereby they are afraid of upsetting anyone or going contrary to the flow believing this is the right thing. Political correctness isn’t the language of common-sense but the language of a world seeking to protect their selfishness, through a corrupted form of pseudo-righteousness.

Wrong criteria separation leads to a breakdown of the system and its components because equality and political correctness then has to be maintained by dragging up the slow learners and disinterested students at the expense of the smart ones.

As a result, those that really want to learn and progress are put under further oppression and stress whereby they have to study extra hours to compensate for time wasted in school.

DISTRACTION (through time wasting methods):

Student’s strength, energy, vitality and precious time is eroded by the wasteful components of the school curriculum.

Much in school concerns extra curriculum activities such as camps, drama, football, basketball, games, student council meetings etc… which could be time spent on real world activities instead of being wasted on these trivial things.

This overload and distraction only prevents students from finding the valuable time to learn anything they have learnt well enough so that they can then apply it!

The Result

Due to all these factors, academic, social, financial and intellectual dysfunction results for students, parents and teachers causing them to be dependent upon the system and isolated from the real world, each believing they need to do what the others say:

Parents do what the teachers tell them, Teachers do what the Government tells them, the Government do what the IMF / Federal Reserve / Corporations (who give them the money to run the country) tell them. Students believe they need to do what the parents and the teachers tell them etc etc etc…

The whole thing is a circle of prestige, flattery, and a form of deluded ‘honor’ of others, at the cost of individual independence etc, without anyone actually questioning the system, of if they do it is in a superficial way.

People need to ask – why is every western government so committed to spending on education, even at the cost of going into billions of dollars worth of debt, when the average cost of educating someone is less than about $5* using a modern computer system to teach instead of schools – it is because the education system conforms. If people learned for themselves this would produce the opposite effect, people would not only become educated very quickly, but also learn true individuality at the same time.

*(a CD costs only about 60cents, and the software after it is written costs $0.00, one CD could store 1000s of times the information needed to pass a college degree, and written properly, exams for could be learnt and completed in less than a month, or even a week for some subjects*, except highly advanced subjects such as micro-biology etc, which could effectively take no more than two months to learn!)

*For example: Mathematics – this consists of simple things to learn – which take NO TIME to learn!

• Fractions
• Algebra
• Decimals
• Multiplication
• Division
• Square roots
• Geometry
• Squares, cubes, etc

Each one of these things consists of simple formulas – EASILY LEARNED IN ONE DAY !

However the Government has convinced people they need to take years to learn these things, and surely the Government is always right, while hundreds of millions of people waste the best years of their lives on knowledge that is effectively useless for everyday living. Free Democratic Societies mean just one thing ‘Decide my life’, which is what the Government has done for each successive generation from the early 1900s till now !

STUDENTS:

Since no synthesis is taught between and within subjects and since much of what is taught is useless for everyday living or survival, people leave school after spending 12 years there with no real skills to get them through life and be independent and are therefore made subject again to either go to College or University for a few more years to study something usually irrelevant to what they were taught at school (there are the exceptions of course where one must study specialized subjects at university which can’t be taught at school, but even much of these do not require much of the knowledge taught at school). Their memory of school becomes a vague memory of random, meaningless, and useless facts just like parts of a disassembled machine in front of them with no idea as to how to assemble the parts to make the machine work!

Dysfunction results due to the physical and mental stress that students suffer because of unnecessary overloading, time wasting, enforced conformation, and the substituting of real knowledge for useless knowledge (students seem to understand this more than many adults). In order to “escape” students resort to things like watching shallow T.V shows, over-socialization, delinquency or taking drugs, which are things that only cause a student to further detract from learning what is truly needed in life. This then produces the perpetual time wasting conform - escape, conform - escape vicious circle. This is actually the goal of the New World Order - their plan is to create a chaordic (order out of chaos) system, where people are either drones, or delinquent, this is for one reason only – control!

This cycle then induces the survival mode of life meaning students seek shortcuts to get by with the least amount of effort possible (like copying their homework from others). However, even this small amount of effort is too much and applied to futile ends.

Students are taught that they have to pass tests instead of being taught how to think.
This means that the motive for studying is now just to sit for exams and pass them and not for genuinely seeking knowledge and retaining that knowledge thereafter. So what they are actually being taught is to retain anything they have learnt until they don’t need it anymore. This is a contradiction to true learning because true education is what is retained in your mind after you finish writing exams.

Knowledge which is a useful and powerful thing therefore becomes their source of distress and the least of their priorities as they now have to do whatever they can to regain the self-esteem, recognition, and peace of mind that is taken from them by the system (and this also must be done within the confines of the system.) When you see a student, what you’re really seeing is someone who has been weakened by futile demands that they are low on ambition and initiative, but who as an individual, is starving for recognition and self-esteem. These are symptoms of a system that is anti-life, anti-freedom (true freedom, not democratic ‘freedom’) and anti-individualism.

Since thinking for oneself and seeking one’s own truth and sense of morality is taken from them, their individualism is expressed through superficial means such as through eccentric clothes and hair, and the seeking of attention through varied and even inappropriate means. These superficial methods are things that are still legal within the system. Once their individuality is broken, the student body splits then splits into two groups: those who conform and those who fail (according to the systems pre-conformed and preset definition of failure).

The ones that conform learn the rules of the game, irregardless of how illogical they are and play them to the satisfaction of faculty. These learn to trust authority over their own potentials and initiatives as these have been suppressed, so they become robots very good at their tasks and are praised for how well they fit the mold imposed on them.

Many go to college/university, and absorb what’s fed to them there, and become academics with comfortable incomes and lifestyles. But, however wonderful that sounds, they are farm cows living the illusion that they are flying cows through the feel good factor given to them and nothing more, because their energy, time and even money is robbed to give the farmer his spilt milk.

Their understanding and appreciation for quality disappears as they themselves have been molded in a system that operates on a quantity over quality basis as a means of survival, and they then carry this mindset through life and in their own careers.

These are the ones who have been conformed to believe through the “right track” fine sounding argument that life is all about working 9-5 and that it is perfectly logical to work 30 years of your life to pay off a house that only costs $10,000 to build. (bricks and cement). These are the ones that become so detached from reality, common sense, and from what truly matters, that it usually takes a tragedy to wake them up (if they wake up) to what the meaning of life is and what is truly important.

The ones who do not conform usually fall behind as they are disillusioned with the system and no longer care about pleasing it, meaning their grades are low to mediocre. Their chances of graduating and pursuing higher education are slim. If they do graduate they immediately acquire low paying jobs because the price of refusal to conform is rejection into low wage earning jobs. Otherwise, they drop out and find another source of education or work that is more suited to them, or they may get a breakthrough doing something else.

Regardless, some of these are intelligent and wise perceiving the illogicality of the system which is what has caused their disillusionment in the first place.

Therefore the system through mainstream education is designed to produce either worker drones to serve the system, or welfare recipients who are an excuse for the state to maintain its large parasitic numbers. It also produces an idiotic consumer base who buy every modern ‘convenience’ that the corporations, who control (through means of influence) many sectors of the Government, throw at the masses.

PARENTS:

Due to neglect of synthesis in learning, parents often end up paying extra money for private tuition in areas their child wishes to attain fullness of knowledge in (of which many are forced to give up anyway due to the necessary enforcement of useless work overloads of school). Others get the pseudo feel good factor by spending thousands of dollars to educate their kid privately.

The parents themselves are also the product of a system that has caused their memory of school to be a vague memory of random, meaningless, and useless facts meaning they themselves are not in the position to help their children with their homework and end up paying others extra tuition fees to teach their kids things that they themselves should have already been taught!

This means more homework for the kids, more time wasting and more money out of the parents’ pocket. Parents believe they can’t help their children because they have forgotten what they learnt at school, when in reality it is because they themselves weren’t taught effectively so as to retain the knowledge.

Parents believe that their children are being taught morality and ethics in school and therefore they do not need to assume this responsibility so much. This also means that they don’t get to spend genuine time with their kids because the kids are too busy with school work or being entertained in school functions, and the parents themselves are the product of a system designed not to give their children valuable time.

In certain countries where the education system is so poor, students are made to attend extra evening classes in order to learn what should have been taught in school. This is more time wasting, extra work and stress on students and more money out of parent’s pockets.

Parents then pay further fees to educate their kids at a tertiary level so that their kid can then get a job to buy a house for themselves. For parents, tuition fees, books, accommodation, food, pocket money, travel expenses, over a period of about 4 years, when these expenses are added up at the end of 4 years is enough money to have bought their kids an apartment.

TEACHERS:

Despite the problems, teachers are also restricted in their ability to respond to any problems they perceive in class and in what they can teach since they are taking orders from their superiors. Due to political correctness and school boards who are afraid of disapproval by a vocal minority with political influence, teachers are confined to a restricted curriculum and disciplinary measures which they are forced to follow.

The curriculum is designed and set by a panel of puppets who despite once being students and even teachers themselves, still have no clue as to what truth is, let alone the initiative to spread it if they knew it, they themselves having been molded not to take initiative but to conform.

These factors also mean that any funds they receive they waste on equipment that isn’t necessary just to keep up with the politically correct trend for schools to be technologically current, instead of using the money for more useful things. This restriction and stress on teachers then also causes them like their students to go into survival mode whereby they just come to work to get paid, throwing much useless information to students randomly without any purposeful or strategic preparation.

All these problems show a system designed to cause friction so that the components feed off one another. This friction causes contempt among its components, as each is suffering and blaming one another instead of blaming the system itself.

Teachers have contempt for the students, become frustrated with them, and see them as the cause of their own stress. Instead of teaching them how to learn to think for themselves, they then spend more time trying to teach them to behave and obey through illogical and time wasting rules which only irritate students more. Unless already broken by it, students then see authority as something to be defied.

This tension between student and teacher relationships shatters trust between them, so that teaching and learning between them enters the domain of negative reinforcement. So, instead of respecting each other, they have contempt for each other, and both just do what they are supposed to, to avoid consequences if they do otherwise.

Teachers are kept busy and distracted working all day. The more useless school programs there are with federal or state funding, the more they have to work meaning the more they get paid.

The lie -“The right track”

The ‘right track’ mindset is what students are being conformed to by the system, concerning their destiny. This is achieved by applying a form of godliness and morality through fine sounding arguments.

You are conformed to measure your success by what the system considers is successful so that you then fear deviating from the “right track” because then you are seen as a failure. We hear stories of people who get wealthy after dropping out of college and pursuing their dreams or who defied convention and revolutionized the world. But what is implied is that these people are the exception and not the rule and that you belong to the rule (who makes the rules ?) and not the exception.

As a result, many students have been conformed to be under this illusion, the illusion being that they either follow this track and try to be the best cow in the herd to maintain both financial and social security, which they believe is given to them by a “trustworthy” source, or else defy the system and fail miserably.

The ‘right track’ is:

“Get good grades because when you get good grades you can then get an education which will then secure you being favored by employers. When you get a good job you will earn good money to buy whatever you want and then you can get a mortgage and have a good marriage and family, with all the modern conveniences that the world’s system can give you.”

This is what is really meant by this fine sounding argument:

“Don’t worry about making an impact on the world through who you really are, just put all your time and energy into getting good grades so that you will be so distracted and weakened from seeking the true meaning of life and from truth that will teach you that what takes years of learning at school can be taught in a very short time.

Just get good grades because that is all you will be in the eyes of those you will serve. Feel special through the feel good factor of a college education, smart outfits and a “secure” 9-5 job because much will be taken from you as you will be working to maintain the system as you are seen fit, because those who make the rules need you to be good farm cows producing as much milk as you can, until it is time for the slaughter.

We won’t tell you that despite your hard work, your job isn’t even guaranteed and we don’t like reminding people that they may not even be alive tomorrow. Just keep busy and distracted for another 45 years of your life (if you live that long) so that again you focus all your energy and time on futile ends, because as long as you stay distracted, specialized and compartmentalized, we’ll clothe you, feed you, give you a good family, and then bury you in a good plot of land.”



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iNow
Post  Post subject: Re: The Education Deception  |  Posted: Sat Sep 01, 2012 1:55 pm
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I've seen this post at multiple sites now. Please don't spam us. Please consider this a warning.

Moved to NH and Fringe Ideas.

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tridimity
Post  Post subject: Re: The Education Deception  |  Posted: Sat Sep 01, 2012 7:31 pm

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It's a shame if this post is spam because it is worth considering and discussing the quality of education. I, of course, only have direct experience of state education at the particular educational institutions which I attended, and have a very limited awareness of other people's experiences at different state and public schools across the world. I very much doubt that there is a concerted effort to actively suppress independent and critical thinking skills of pupils. It is more likely to be a result of resources stretched to breaking point - including over-worked and underpaid teachers - and possibly a degree of incompetence at the governmental level in delivering a standard of education that teaches people to think in a useful way. Regardless of the intentions of the powers-that-be, the reality is that - sadly - many school-leavers lack the fundamental ways of thinking and behaving (including practical life skills) necessary to successfully fulfill their potential.

Education is always going to be a delicate balance between what is practical and what is ideal. The ideal is that children are given room to think for themselves; to initiate their own questions that have interest and relevance to the child, and to seek their own answers before sharing the experience with their peers. Practically, however, there needs to be a way of monitoring the child's intellectual development - and so in practise examinations are necessary. Of course this does not mean to say that a child who leaves school with poor exam grades has failed in life - individuals are worth inexpressibly more than any exam grade can qualify - but exam marks are a useful measure of a child's intellectual progression.

At present, I think what is wrong with the state education system, is that the aforementioned balance needs to swing back in favour of idealism. Pupils are currently being force-fed information purely in preparation for highly-structured exam papers; schools have turned into examination factories rather than institutes of learning.

There needs to be a re-emphasis on:

Philosophy; how to think. Students should be taught useful ways of thinking, rather than merely being asked to memorise facts. Where do the facts come from? As an anecdote, I remember quite vividly falling for Science when I was eleven. It wasn't because I saw and memorised the processes of photosynthesis and felt proud of myself, that I chose Science (how is that very useful to a person who gives up Science aged 16?). It was because my teacher taught me a way of thinking - that, if you eliminate all of the confounding variables, and so establish a controlled experiment (although I hadn't heard of the word 'control' at that point) then it is possible to establish the causal factor behind a phenomenon. I started thinking then about all of the questions that this way of thinking could answer. Now that - even if a person gives up formal Science aged 16 - is always very useful in life. Similarly, History and Politics can teach ways of thinking - including critical thinking - by critically appraising the content, nature, origin and purpose of a source of information.

Pragmatic life skills; personal finance, love, sexual health and the ability to make important life decisions using probability theory to weigh up relative risks and rewards.

Morality; children should be given freedom to consider amongst themselves what is morally 'right' or 'wrong'. At no point should a prescriptive black/white scenario be force-fed in a top-down fashion. The reality id that, once children leave school, they will in all likelihood (unless they unfortunately experience some kind of subversion to a domineering force) be left to their own devices, to make their own decisions on morality. How much more fruitful it is to have first discussed openly different ways of thinking about morality, than to have a simple option of obeying or not obeying the status quo.

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tridimity
Post  Post subject: Re: The Education Deception  |  Posted: Sat Sep 01, 2012 11:49 pm

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Another thing kids should be taught: they are their own constant in life. The way I see it, people turn to all manner of influences upon which they can depend, so as to acquire a constant in this unpredictable and sometimes frightening world. For example, people turn to God, drink or drugs. Alternatively many happily seek a constant in marriage. This can prove detrimental to those with infidel partners. People may choose to remain in unhappy, or even abusive, relationships - for the sake of maintaining a life constant. If only people could realise that they are their own constant in life - that every day of their life, they will have themself - then they would feel no need to supplement that longing for consistency with superficial or harmful things. Instead they could be comtented enough with themself, looking perhaps for mutual love and a constant life partner but not emotionally destroyed if that particular version of their life never materialises.

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iNow
Post  Post subject: Re: The Education Deception  |  Posted: Sun Sep 02, 2012 1:12 am
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Excellent response, tridimity. I wonder if our OP will return to discuss them. In the meantime, do any of our other members have thoughts about education, or just a passion about doing it right?

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GiantEvil
Post  Post subject: Re: The Education Deception  |  Posted: Sun Sep 02, 2012 7:20 am
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Tridimitys observation that it is worth considering and discussing the quality of education is spot on, and I predominately agree with her entire assessment.
I have two of my own points to add.
I would argue for the coexistence of multiple methods of education because different people learn best by different methods.
Most definitely there needs to be an emphasis on providing equal access to education across all social stratifications. If I were Emperor of the World, there would be free education for all, as much as anybody could stand.

Obviously there does exist organized support for willful ignorance, iNow will tell you about the Texas Republican party.
Other than that the OP is an oversized flaming pile of dreckish assumptions, liberally seasoned with new age woo and crap phrases like "true knowledge of truth".

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marnixR
Post  Post subject: Re: The Education Deception  |  Posted: Tue Sep 04, 2012 4:15 pm
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my wife is a secondary school maths teacher - the one thing she dreads more than anything is another new initiative from the government
that, and the endless effort required to maintain your place in the league tables + pass inspections

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Ascended
Post  Post subject: Re: The Education Deception  |  Posted: Fri Oct 05, 2012 6:01 pm
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angela860 wrote:

Through the education system, people are made to form opinions based on what the system teaches them, and are taught not just what to think, but how to think.

The goal being this - to conform the person through the system, to become an educated ‘drone’, for they do not want a people who are independent, but conformed to the system. This means creating a people subject to rules rather than to common sense.




Sorry but I only got this far before I had to say hang on a minute that's wrong. I think your ideas about the way education works arn't right. You seem to being attributing all western attitudes and for that matter likening us to drones because of education. This shows a certain lack of understanding in the many cultural influences that surround each and every one of us. It is through education that we learn how to make sense of the things and information we are constantly bombarded by, it's through education we learn how to watch a news story or read a newspaper without bias. It is without education that the masses are more prone to become drones as they have not been armed with the correct skills to defend themselves from propaganda.
So sorry to say it but your who premise is somewhat flawed.

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tridimity
Post  Post subject: Re: The Education Deception  |  Posted: Fri Oct 12, 2012 9:35 pm

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[youtube]http://youtube.com/watch?v=iG9CE55wbtY[/youtube]

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jimmydasaint
Post  Post subject: Re: The Education Deception  |  Posted: Sun Oct 28, 2012 11:37 am
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Anyone who looks at our education system will realise that it is a system of mass production, and it is bound to be compromised in order to get a maximum throughput. The tragedy is that so many fail to make the grade or the quality standards.

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