or: How we become servants of the control system
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Many human beings considered "educated" by many other human beings were "educated" by means of an "education system". On this page we examine what that entails.
What is an education system? According to Wikipedia:
(Redirected from Education system)
Education is the process of facilitating learning. Knowledge, skills, values, beliefs, and habits of a group of people are transferred to other people, through storytelling, discussion, teaching, training, or research. Education frequently takes place under the guidance of educators, but learners may also educate themselves in a process called autodidactic learning. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational.
Education is commonly and formally divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. The methodology of teaching is called pedagogy.
A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, sometimes with the assistance of modern electronic educational technology (also called e-learning). Education can take place in formal or informal settings.
There is no article for the concept of an "education system". The idea has been reduced to its parent idea, the idea of education itself — as if naturally-ocurring education were the same as "compulsory education" under an "education system". Richard Shaull, drawing on Paulo Freire, sums up the difference between the idea of "education" and the idea of an "education system":
There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the 'practice of freedom', the means by which men and women deal critically with reality and discover how to participate in the transformation of their world.
That a "right to education has been recognized by some governments" is a strong clue that some politicians (talking heads of, and cogs in the wheel of, the control system) feel that they have a strong degree of control over the compulsory "education" that their subject populations receive.
The right to education is a universal entitlement to education. This is recognized in the International Covenant on Economic, Social and Cultural Rights as a human right that includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.
The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve the quality of education.
"[T]he right to free, compulsory primary education for all"? The words "right" and "compulsory" are contradictory, because if it's a "right" then it by definition cannot be forced upon you (child and parent) by some implied "authority" (which is what the word 'compulsory' means).
Knowledge that is acquired under compulsion obtains no hold on the mind.
In many countries, most people recognize that the so-called "education(al) system" run by their "government" is not a very good one. But the question that every parent should ask himself/herself is why. Is it incompetence, negligence, "criminal negligence", or is there ultimately malevolence?
Take a deep breath, take a step back, look at it again. Schools are prisons for children. But they're worse than that, they are programming centers and prisons for children.
Let's first observe the basic facts about what the concept of obligatory public schooling entails:
A Prison By Any Other Name
Not everything that is familiar and commonplace is good. What passes for "education" in much of the world has a very real, very negative aspect to it that most people never even think about.
Could an enterprise run by people operating within a fear-based belief system have a positive purpose? An enterprise that is premised on the idea of a group of people being "democratically selected" to be given permission ("authority") to steal money from people under the threat of violence (and calling it "taxation") and spending some of it to pay someone to build schools and run a hierarchical "education" system under their regulatory rules?
Education vs. edumacation
Larken Rose explains the absurdity of the idea of the state-run (and -enforced by the threat of violence) "public education" system (i.e. the Prussian indoctrination system) within the parameters of physicalism (the assumption that consciousness is an emergent property of the neural activity of the brain):
The Need For Edumacation
This is for those who think humans would be stupid, illiterate and helpless without years of institutionalized indoctrination. (Here is the article mentioned in the video.)
Even if we assume for a moment that the idea of childhood "compulsory education" under an "education system" in a government-run "educational" institution is benevolent and valid/useful/positive, the premise of such existing systems — that of memorizing "facts" to score high grades — is technologically obsolete:
Abraham Hicks (2014): Google - The New Educational System
The existence of Internet search engines constitutes pervasive proof that the "educational system" model of "public schools" is technologically obsolete, and because it still exists it must therefore mean that its effective purpose is not to educate the children of the Earth, but to mold their belief systems to conform to enslavement to the control system.
Schools are necessary but far from perfect. The influential people who established our modern school system were businessmen who wanted children to become skilled and obedient workers to man their factories and offices. Therefore they structured schools to churn out mindless workers rather than free spirited and independent thinkers. Students who retain their creativity and independence of mind are capable of earning a living without working for big companies that make up the economic parts of the Control System, and perhaps they even start their own businesses that take money and power away from the Control System.
So although schools teach students the important skills of math, reading, and writing, they serve more to churn out effective workers who are dependent on the Control System than independent thinkers who can find their own way in life. School does this through several manipulative tactics.
The first method is spending more class time and energy on behavioral conditioning than teaching. Behavioral conditioning means using rules, rewards, and punishments to intentionally mold someone’s thoughts, feelings, and behaviors. Too many school rules are unnecessary and intended more to make students feel powerless and angry than improve the learning environment.
The second method is hammering into the minds of students a single path through life, one that involves pleasing authority in order to gain the grades and recommendations one needs to get into a good college, to get the diploma one needs to get a good job at a big company, to get the respect one needs to feel good and secure an early retirement. This picture comes with the warning that if you stray from this path, you will end up a starving bum, which is false because some of the richest people in the world never finished college. You don’t have to sacrifice your freedom and dreams to be cared for by the Control System, rather you can use ingenuity and resourcefulness to clear your path through life.
The third method involves structuring textbooks and classes to be as fragmented as possible so that everything is learned in unrelated chunks. This way students memorize the facts in each chunk of a subject and can solve the homework problems, but in their minds these never melt together into a big picture that gives them truly intuitive understanding of the subject necessary to use the ideas and original ways. Students therefore become skilled in doing things only in the way they are taught, losing the ability to come up with better ways, and that is how they become like programmable robots that do their jobs without asking questions.
The fourth method includes twisting facts in textbooks to create a false picture of the world. History and science books are the worst because they are oversimplified for the average mind and written by committees with political agendas, so the actual picture given to students is rarely accurate because it is intended to steer them toward holding only those opinions supported by the Control System. More accurate history and science books can be found in public libraries, but the ones most dangerous to the Control System are only available through the Internet or book catalogs specializing in fringe subjects like conspiracy, paranormal, esoteric, alternative history, alien, and so on. Not to say that all books in libraries and such catalogs are truthful, just that the really good ones are not mentioned in school and often not even available in public libraries.
And it is this molding of the young child's belief system — especially with the idea that truth comes from "authority", i.e. that oneself does not have the ability to determine truth for oneself — that enables the control system to perpetuate and grow. Even adults who "question authority", such as questioning the "official" story of 9/11, commonly still unconsciously commit the fallacy of appeal to authority when questioning, having always unconsciously equated the ideas of truth and "authoritativeness".
The encroaching "Common Core" dumbification and alternative education models/systems
Aside from the most obvious one — homeschooling — there are a number of reasonable alternatives that exist. In the following video, researcher James Corbett explains the idea of the statist Common Core ("an educational initiative in the United States" that "seeks to establish consistent educational standards across the states as well as ensure that students graduating from high school are prepared to enter credit-bearing courses at two- or four-year college programs or to enter the workforce") and what some existing alternative education models are:
The Answer to Common Core: Alternative Models of Education
For those who are opposed to a conception of schooling centered on rote memorization and endless standardized testing, the introduction of biosensors and other devices into the classroom to monitor students' behaviour, the prolongation of childhood and arbitrary grouping of individuals by age, the unquestioning obedience to authority that is inherent in the classroom dynamic, the training for the workforce implicit in the segregation of tasks into arbitrary work periods, the Pavlovian conditioning of the bell, what is the alternative? What can be positively proposed as a counterbalance to this palpably destructive form of modern day schooling? Find out the alternative education models that are being implemented in classrooms around the world in this week's edition of The Eyeopener.
So "Common Core" is a further dumbing down of the curriculae and teaching methodology of state-sponsored public schools... as if the idea itself (of politicians controlling/running schools) wasn't bad enough. In the following video, Stefan Molyneux and Duke Pesta expose the malice behind, and trace the origins of, "Common Core":
The Dangers of Common Core | Dr. Duke Pesta and Stefan Molyneux
[Published on Jun 10, 2016] What do you know about Common Core? What role has Bill Gates played in the controversial program? Dr. Duke Pesta joins Stefan Molyneux to discuss the horrifying truth about modern education, the origin of these government standards and the results which have been seen by implementation across the United States. Common Core represents of the most comprehensive steps toward complete government control of childhood education.
Dr. Duke Pesta is a tenured university professor, author and the Academic Director of FreedomProject Academy, a Live Online School offering individual classes and complete curricula for students in Kindergarten through High School. For more from Dr. Duke and the FreedomProject Academy, please go to: https://www.fpeusa.org
Following are some already-existing alternatives to state-run "education" and its ever-increasing tightening of control over the "compulsory" information their child victims are exposed to:
Waldorf (Steiner) education is based on the educational philosophy of Rudolf Steiner, the founder of Anthroposophy. The pedagogy emphasizes the role of imagination in learning, striving to integrate holistically the intellectual, practical, and artistic development of pupils.
Steiner's division of child development into three major stages is reflected in the schools' approach to early childhood education, which focuses on practical, hands-on activities and creative play; to elementary education, which focuses on developing artistic expression and social capacities; and to secondary education, which focuses on developing critical reasoning and empathic understanding. The overarching goal is to develop free, morally responsible, and integrated individuals equipped with a high degree of social competence. Qualitative assessments of student work are integrated into the daily life of the classroom, with quantitative testing playing a minimal role in primary education and standardized testing usually limited to that required for college entry. Individual teachers and schools have a great deal of autonomy in determining curriculum content, teaching methodology and governance.
The first Waldorf school opened in 1919 in Stuttgart, Germany. At present there are over a thousand independent Waldorf schools, about 2,000 kindergartens and 646 centers for special education, located in 60 countries, constituting one of the largest independent school movements internationally. There are also a number of Waldorf-based public schools, charter schools and academies, and homeschooling environments. In Continental Europe, Waldorf pedagogy has become a well-recognized theory of education that has influenced public schooling and many European Waldorf schools receive state funding. Public funding of Waldorf schools in English-speaking countries is increasingly widespread but has encountered controversy.
Relationship with mainstream education
A UK DfES report suggested that Waldorf and state schools could learn from each other's strengths: in particular, that state schools could benefit from Waldorf education's early introduction and approach to modern foreign languages; combination of block (class) and subject teaching for younger children; development of speaking and listening through an emphasis on oral work; good pacing of lessons through an emphasis on rhythm; emphasis on child development guiding the curriculum and examinations; approach to art and creativity; attention given to teachers’ reflective activity and heightened awareness (in collective child study for example); and collegial structure of leadership and management, including collegial study. Aspects of mainstream practice which could inform good practice in Waldorf schools included: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping.
American state and private schools are drawing on Waldorf education – "less in whole than in part" – in expanding numbers. Professor of Education Elliot Eisner sees Waldorf education exemplifying embodied learning and fostering a more balanced educational approach than American public schools achieve. Ernest Boyer, former president of the Carnegie Foundation for the Advancement of Teaching commended the significant role the arts play throughout Waldorf education as a model for other schools to follow. Waldorf schools have been described as establishing "genuine community" and contrasted to mainstream schools, which have been described as "residential areas partitioned by bureaucratic authorities for educational purposes,"
Many elements of Waldorf pedagogy have been used in all Finnish schools for many years.
Ashley described seven principal ways Waldorf education differed from mainstream approaches: its method of working from the whole to the parts, its attentiveness to child development, its goal of freedom, the deep relationships of teachers to students, the emphasis on experiencing oral traditions, the role of ritual and routine (e.g. welcoming students with a handshake, the use of opening and closing verses, and yearly festivals), the role arts and creativity play, and the Goetheanistic approach to science.
Notice how "[a]spects of mainstream practice which could inform good practice in Waldorf schools" include only the quality-irrelevant ideas of "management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping." It's another way of saying "nothing, really, except effective control and efficient use of resources".
On the other hand, the Waldorf education idea starts with far more reasonable premises: "its method of working from the whole to the parts, its attentiveness to child development, its goal of freedom, the deep relationships of teachers to students," and even — imagine that — "welcoming students with a handshake"!
Johann Wolfgang von Goethe, although primarily known as a literary figure, did research in morphology, anatomy, and optics, and also developed a phenomenological approach to science and to knowledge in general.
His scientific works include his 1790 Metamorphosis of Plants and his 1810 book Theory of Colors. His work in optics, and his polemics against the reigning Newtonian theory of optics, were poorly received by the scientific establishment of his time.
By the middle of the 1700s, Western philosophy had reached an ethical and epistemological cul-de-sac. The Enlightenment or Age of Reason was based on a static view of human nature, an increasingly mechanical view of the universe (based on Copernican astronomy, Galilean mechanics and Newtonian physics) and a linear view of the progress of scientific knowledge (based on a mechano-material, reductionist approach). This rationalist approach, what one commentator has termed the ‘one-eyed, color blind’ perspective of the world, raised fundamental issues about “God, freedom and immortality“ (Kant) of growing concern to a culture undergoing significant economic, political and cultural transformation.
The scientific method that had worked well with inert nature (Bacon’s natura naturata), was less successful in seeking to understand vital nature (natura naturans). At the same time, the rational-empirical model based on the predominance of mentative thinking (German: sinnen) via the intellect (German: Sinn), started by Descartes and advanced most notably in France, was leading to confusion and doubt rather than clarity: equally rational arguments could be made for widely divergent propositions or conceptions.
The more empirical approach favored in England (Hume) had led to viewing reality as sense-based, including the mind, that what we perceive is only a mental representation of what is real, and what is real we can never really know. As one observer summarizes, there were two ‘games’ being played in philosophy at the time - one rational and one empirical, both of which led to total skepticism and an epistemological crisis.
Goethe's student and editor of his works, Rudolf Steiner, applied Goethe's methodology of a living approach to Nature to the performing and fine arts. This gives Anthroposophic visual and performing arts their air of going beyond the mere outer form of things (natura naturata) to discern a more inner nature (natura naturans). Steiner hoped to relate the human sphere with all of Nature thru the arts; including, the art of Goethean Science.
That "increasingly mechanical view of the universe" indeed became dominant in Western thinking, becoming what Alan Watts plainly called "the myth of the purely mechanical universe". It is also known as physicalism (the ontological thesis that "everything is physical", that there is nothing above or underlying the physical) — which is one of the central dogmas of scientism (the religion of science), which the "Enlightened" ones embraced as unconscious theology, giving rise to some of the most disempowering belief systems (and "education systems") in human history.
Physicalism is, however, a subset assumption of a larger idea: the objective reality metaparadigm, which is the axiomatic assumption that there is an objective reality that exists independently of, separately from, the self — an assumption which is reflected in "[t]he more empirical approach favored in England (Hume)" that led to the intellectual dead-end of "viewing reality as sense-based, including the mind, that what we perceive is only a mental representation of what is real, and what is real we can never really know." It is the mental representation (the experience) that is real — in fact it is the only thing that is real; it is the idea of an objective physical world existing outside of the self that is illusionary.
For places where Waldorf schooling or similar ideas are not available, however, homeschooling is often the best option:
Homeschooling, also known as home education, is the education of children inside the home, as opposed to in the formal settings of a public or private school. Home education is usually conducted by a parent or tutor. Many families that start out with a formal school structure at home often switch to less formal and, often, more effective ways of imparting education outside of school. "Homeschooling" is the term commonly used in North America, whereas "home education" is more commonly used in the United Kingdom, elsewhere in Europe, and in many Commonwealth countries.
Prior to the introduction of compulsory school attendance laws, most childhood education was imparted by the family or community. In several countries homeschooling in the modern sense is considered to be an alternative to attending public or private schools, and is a legal option for parents. In other countries homeschooling is considered illegal or restricted to specific conditions, as noted in the Homeschooling international status and statistics. According to the US National Household Education Surveys, about three percent of all children in the US were homeschooled in the 2011 and 2012 school year. The studies found that of these children, 83 percent were White, 5 percent were Black, 7 percent were Hispanic, and 2 percent were Asian or Pacific Islander.
Parents cite two main motivations for homeschooling their children: dissatisfaction with the local schools and the interest in increased involvement with their children's learning and development. Parents' dissatisfaction with available schools includes concerns about the school environment, the quality of academic instruction, the curriculum, and bullying as well as lack of faith in the school's ability to cater to their child's special needs. Some parents homeschool in order to have greater control over what and how their children are taught, to better cater for children's individual aptitudes and abilities adequately, to provide a specific religious or moral instruction, and to take advantage of the efficiency of one-to-one instruction, which allows the child to spend more time on childhood activities, socializing, and non-academic learning. Many parents are also influenced by alternative educational philosophies espoused by the likes of Susan Sutherland Isaacs, Charlotte Mason, John Holt, and Sir Kenneth Robinson, among others.
Homeschooling may also be a factor in the choice of parenting style. Homeschooling can be an option for families living in isolated rural locations, for those temporarily abroad, and for those who travel frequently. Many young athletes, actors, and musicians are taught at home to better accommodate their training and practice schedules. Homeschooling can be about mentorship and apprenticeship, in which a tutor or teacher is with the child for many years and gets to know the child very well. Recently, homeschooling has increased in popularity in the United States, and the percentage of children ages 5 through 17 who are homeschooled increased from 1.7% in 1999 to 3% in 2011/12.
Homeschooling can be used as a form of supplemental education and as a way of helping children learn under specific circumstances. The term may also refer to instruction in the home under the supervision of correspondence schools or umbrella schools. In some places, an approved curriculum is legally required if children are homeschooled. A curriculum-free philosophy of homeschooling is sometimes called unschooling, a term coined in 1977 by American educator and author John Holt in his magazine, Growing Without Schooling. The term emphasizes the more spontaneous, less structured learning environment where a child's interests drive their pursuit of knowledge. In some cases, a liberal arts education is provided using the trivium and quadrivium as the main models.
The observation that parents cite an "interest in increased involvement with their children's learning and development" highlights the degree to which parents have become so irresponsible that the education of their own children is almost entirely left in the hands of "big brother", imagining it to be "normal" (because "who has time" to do that while going to work every day in order to bring food on the table?) and reasonable (because everyone else does it) to not take the largest role in imparting an education to one's offspring.
Parenting under such load and stressful scheduled routines is understandably a big challenge, but with homeschooling, even just a few hours a day, or even 1 hour a day, of education about practical skills and useful ideas (perhaps covertly if "an approved curriculum is legally required") is already an improvement over regimented schedules of authoritarian imparting of fragmented bits of information during the first half of the child's day (and this 5 times a week during the formative years, totalling upwards of 25,000 hours of "compulsory education").
If "allowed" to do so (i.e. if no threat of violence from supposed "authorities" exists), the best option is the idea of a "curriculum-free philosophy of homeschooling", called unschooling, which "emphasizes free, undirected play as a major component of children's education":
Unschooling is an educational method and philosophy that rejects compulsory school as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Unschooling encourages exploration of activities initiated by the children themselves, believing that the more personal learning is, the more meaningful, well-understood and therefore useful it is to the child. While courses may occasionally be taken, unschooling questions the usefulness of standard curricula, conventional grading methods, and other features of traditional schooling in maximizing the education of each unique child.
The term "unschooling" was coined in the 1970s and used by educator John Holt, widely regarded as the "father" of unschooling. While often considered a subset of homeschooling, unschoolers may be as philosophically separate from other homeschoolers as they are from advocates of conventional schooling. While homeschooling has been subject to widespread public debate, little media attention has been given to unschooling in particular. Popular critics of unschooling tend to view it as an extreme educational philosophy, with concerns that unschooled children lack the social skills, structure, and motivation of their peers, especially in the job market, while proponents of unschooling say exactly the opposite is true: self-directed education in a natural environment better equips a child to handle the "real world."
The obvious idea of "encourag[ing] exploration of activities initiated by the children themselves" is perhaps the primary reason why it's called unschooling, because what one "learns" in school is little more than indoctrination into other people's belief systems.
Education consists mainly in what we have unlearned. [....] I have never let my schooling interfere with my education.
As Bashar explains, a real education is about adapting the lessons to the excitement of the child, not adapting the child, and children, to the lessons, which is what schools do:
Bashar describes the basics of a real educational system
From Bashar's transmission: The Interstellar Enneagram (2014-09-26) [part 2].
So, sitting in a chair for hours while being talked at by a teacher (who in most cases is there more to get a paycheck to "make a living" than to teach) talking about supposedly "known" ("authoritatively-verified"), but really actually highly-sanitized and generally largely irrelevant, "facts" rather than ideas and the practical application of them — "so that they learn by actually doing, instead of just being talked at" — is as far removed from the idea of a real education as the mainstream media is removed from the idea of truth.
Now, this is beginning to change in some of the systems on your planet — it is called a "developmentally-appropriate system", or a "developmentally-appropriate process", where each child is taught to their strengths, and not just homogenized into a class where everyone is taught exactly the same thing in exactly the same way. This is a step in that direction, where you start to tailor what you're teaching to each individual, based on their excitement, their way of absorbing information, their way of interacting with the world, their way of processing information, and allowing them to learn by experience rather than simply throwing facts and figures at them, which will usually just bounce off their skulls anyway.
The polar contrast of a "developmentally-appropriate" education system is the current (compulsory/forced) "outcome-based education" systems, wherein "no child is left behind" and everyone is equal(ized) as zombified conformist order-followers who treat perceived "authority" as truth and have little ability to question their position in the wheel of the control system.
Researcher Mateo Sol summarizes the current situation:
Social hierarchies, performance pressure and creativity stifling. These are some of the perils an introverted, sensitive and intelligent student must face on a daily basis, the latter being the most harmful. Education is such a vital system ... but it is so backward. We don't teach children to cultivate their intelligence through critical thought and doubt, rather, we teach them to memorize and accept established ideas, beliefs and discoveries without questioning anything, in order to make our society continue to run smoothly.
We teach children to anxiously compete with each other to find out who has a better short term memory. It's not intelligence our current education system is striving towards, it's intellectuality, or who can memorize the most. These ideas and beliefs that we are taught from youth shape our perception of the world, and can later become the biggest hindrances towards our own new discoveries. We should be teaching children how to be more fully human; to learn and understand how their minds and bodies work, and later let each person find their own path to knowledge. But sadly this isn't a convenient system for a society that needs people to be ready off the assembly line to work by their early 20's, or even earlier.
The implementation of "Common Core" takes this anti-human system to the next level, with its stated purpose to "ensure that students graduating from high school are prepared to enter credit-bearing courses at two- or four-year college programs or to enter the workforce" — i.e. it wants to ensure that as many students as possible are operating under the pressure of college debt when entering the workforce. The documentary film The College Conspiracy exposes in great detail how the college debt scam works:
The College Conspiracy Full Documentary
[Published on Feb 23, 2013] The College Conspiracy Full Documentary - College Conspiracy is the most comprehensive documentary ever produced about higher education in the U.S. The film exposes the facts and truth about America's college education system. 'College Conspiracy' was produced over a six-month period by NIA's team of expert Austrian economists with the help of thousands of NIA members who contributed their ideas and personal stories for the film. NIA believes the U.S. college education system is a scam that turns vulnerable young Americans into debt slaves for life.
Once graduated with an accumulated student loan debt, often in the tens or even hundreds of thousands of dollars, students "entering the workforce" have little choice but to constantly be working to slowly pay it back over several years, or even over a lifetime.
What the competition offers
A statist counterargument to the above might be that the "education" they offer is "free":
Free education refers to education that is funded through taxation or charitable organizations rather than tuition funding. Primary school and other comprehensive or compulsory education is free in many countries, for example, all education is mostly free (often not including books (from primary) and a number of administrative and sundry fees in university) including post-graduate studies in the Nordic countries. [...]
Free education has long been identified with "sponsored education". This may now evoke images of advertising campaigns, but in the past, especially during the Renaissance, it was common practice among rich dignitaries to sponsor the education of a young man as his patron.
In the late 18th century, Thomas Paine was amongst the earliest proponents of universal, free public education, which was considered to be a radical idea at the time. In the United States, the government's compulsory education was introduced as free or universal education during the late 19th century, and extended across the country by the 1920s.
Compulsory education is typically funded through taxes. Aggravated truancy can be prosecuted. Homeschooling, private or parochial schooling is usually a legal alternative.
As of the start of many free internet-based learning institutions such as edX and mitX, education is now free to anyone in the world with internet access. In many countries, the policy for the merit system has not yet caught up with these recent advances in education technology.
"Free" as in "we use the money we took from you and everyone under our jurisdiction"... and force you to use our service by making it "compulsory". In other words, "you have to send your children to our public schooling institutions, otherwise here's the list of nasty things we'll do to you".
Free education on the Internet
Online education has become an option in recent years, particularly with the development of free MOOCs (massive open online courses) from providers such as Khan Academy (High School) and Higher Education, through providers such as Udacity, Free University of Nigeria (FUN), World Education University (WEU) and Coursera. Free education has become available through several websites with some resembling the courses of study of accredited universities. Online education faces barriers such as institutional adoption, license or copyright restrictions, incompatibility and educator awareness of available resources.
Due to the extensive requirements of resources for online education, many open community projects have been initiated. Specifically, the Wikimedia Foundation has developed a project devoted to free online educational resources, Wikiversity, and recently, several other sites for specific topics have developed. MyMCAT was designed as a free community project to aid students wishing to take the MCAT.
The idea of "free (university-sponsored) education" via the Internet, particularly with free "massive open online courses", is already failing, only a few years into its development ....
A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education which were first introduced in 2008 and emerged as a popular mode of learning in 2012.
Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs use closed licenses for their course materials while maintaining free access for students. Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."
.... probably because the uncensorable nature of the Internet sooner or later reveals all such curriculae as obsolete paradigms at best and mind control systems at worst. It is readily observable that listening to any number of the vast array of teachers one can find on YouTube (e.g. Terence McKenna) is more useful than any dogmatic static curriculae handed down by supposed "authorities" as control icons.
"Educational" "aid" efforts
These supposedly benevolent people who call themselves "government" who feel it's alright to force their "citizens" (subjects) to undergo "free" "education" — who also run wars, assassinations, coups, proxy terrorist groups, false flag operations, mass shooting hoaxes, weapons development research programs, spying databases, and many different types of geopolitical agendas — who supposedly wish to bring "freedom" and "democracy" to people "living under authoritarian regimes", have been known to help such dispossessed people with some top-quality "education"... As researcher Paul David Collins wrote in 2002:
Re-education and the Creation of the Taliban
Having encouraged the Soviets to invade Afghanistan, Brzezinski now had a pretext for radicalising and arming a population that would be used at a future date as a “direct external threat“ to the United States.
Part of the radicalisation process included the brainwashing of children under the guise of education. The Washington Post’s Joe Stephens and David B. Ottaway report (pp. 1-2):In the twilight of the Cold War, the United States spent millions of dollars to supply Afghan schoolchildren with textbooks filled with violent images and militant Islamic teachings, part of covert attempts to spur resistance to the Soviet occupation.The “Primers“, which were filled with talk of jihad and featured drawings of guns, bullets, soldiers and mines, have served since then as the Afghan school system’s core curriculum. Even the Taliban used the American-produced books, though the radical movement scratched out human faces in keeping with its strict fundamentalist code.
Stephens and Ottaway identify the governmental and educational organisations involved in development of the textbooks (p. 4):Published in the dominant Afghan languages of Dari and Pashtu, the textbooks were developed in the early 1980s under an AID [Agency for International Development] grant to the University of Nebraska-Omaha and its Center for Afghanistan Studies. The agency spent $51 million on the university’s education programs in Afghanistan from 1984 to 1994.
Under this project, the images and talk of violence were craftily intermingled with legitimate education (p. 4):Children were taught to count with illustrations showing tanks, missiles and land mines, agency officials said. They acknowledged that at the time it also suited US interests to stoke hatred of foreign invaders.
An examination of a textbook produced shocking results (p. 5):An aid-worker in the region reviewed an unrevised 100-page book and counted 43 pages containing violent images or passages.
The writers of the Washington Post story go on to provide a specific example of the material that is nothing less than appalling (pp. 5-6):One page from the texts of that period shows a resistance fighter with a bandolier and a Kalashnikov slung from his shoulder. The soldier’s head is missing.Above the soldier is a verse from the Koran. Below is a Pashtu tribute to the mujaheddin [sic], who are described as obedient to Allah. Such men will sacrifice their wealth and life itself to impose Islamic law on the government, the text says.
This social engineering project successfully transformed Muslim children into conscienceless killing machines. Many would go on to join al-Qa’ida, the terrorist network headed up by Osama bin Laden.
An heir to a Saudi construction fortune, bin Laden went to Afghanistan in 1979 to fight the Soviets. Bin Laden eventually came to head the Maktab al-Khidamar, also known as the MAK. It was through this front organisation that money, arms and fighters were supplied to the Afghan war. However, according to MSNBC’s Michael Moran, there is more to the story (p. 2):What the CIA bio conveniently fails to specify (in its unclassified form, at least) is that the MAK was nurtured by Pakistan’s state security services, the Inter-Services Intelligence agency, or ISI, the CIA’s primary conduit for conducting the covert war against Moscow’s occupation.
Even after the war, bin Laden was on good terms with the CIA (p. 3):Though he has come to represent all that went wrong with the CIA’s reckless strategy there, by the end of the Afghan war in 1989, bin Laden was still viewed by the agency as something of a dilettante–a rich Saudi boy gone to war and welcomed home by the Saudi monarchy he so hated as something of a hero.
Bin Laden would later receive three necessary provisions from factions of government. These essentials would allow him and al- Qa’ida to conduct one of the worst terrorist attacks ever conceived. These constituents were: (1) protection courtesy of highly influential, well-placed shepherds in government; (2) government funding; and (3) government training. Without a beat, individuals in positions of authority delivered.
The obvious question to ask is: If willing to do that to the innocent children of a country they invaded and occupied, is it reasonable to expect the same organization (U.S. government) — who need order-following soldiers to do those things, after all — to want their "citizens"' children to undergo a high-quality compulsory education?
Origins of the modern "education" system
Researcher Mark Passio explains how the idea of outcome-based "education", also known as the Prussian indoctrination system, was first established by authoritarians in Germany and Russia (Nazis and Soviets):
Mark Passio - Mind Control Techniques: Indoctrination Instead Of Education
Topics: Mind Control Methodologies, Indoctrination, U.S. Public School System, Outcome-Based "Education".
If those really are the origins of our modern "compulsory education" systems, is it any surprise that it has been churning out complacent minds who unconsciously equate truth with "authoritativeness" to the point that our world has gotten to such a degraded state that the planet herself feels the need to correct the imbalance its human inhabitants/guests have created?
In a sense, it may be no exaggeration to think of our standardized/normalized involuntary(ist)/compulsory "education" system/model/
After the indoctrination into the doctrines of "educational" institutions and thus largely-successful disconnection from the vibration of one's true self, the arm of the control system that keeps those human minds in such a state of disconnection is the mainstream media, which presents "the news" as if the meaningless distractions they present really were representative of events/happenings that "citizens" ought to know about, and, by means of the television having become ubiquitous in almost every "living room", becomes the primary daily source of information about "the world" after the school period. The MSM presents "news" stories and narratives forwarding political agendas as if they are relevant/important and true by default, allowing some of the biggest lies of our times to be presented unchallenged, resulting in, or at least enabling the very possibility of, the killing of millions of human beings all around the planet under the most absurd of premises/justifications, in open-ended wars usually kick-started by means of (often poorly-executed, and sometimes even poorly-planned) false flag operations under the principle of the "big lie".
Education is what remains after one has forgotten what one has learned in school.
Only a mind that is in a state of inquiry is capable of learning. But when inquiry is suppressed by previous knowledge, or by the authority and experience of another, then learning becomes mere imitation, and imitation causes a human being to repeat what is learnt without experiencing it.
A teacher who is attempting to teach, without inspiring the pupil with a desire to learn, is hammering on a cold iron.
It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated.
It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.
Unlike other animals, human progeny are neotonic, taking a long time to mature. When we are born, the brain is not yet developed as an organ. It takes many years to ripen a brain. While it accounts for the exceptional scope of learning and innovation of our species, this neotonic handicap makes offspring excessively dependent upon what is inculcated in them by adults. The sight of children cramped in a madrasa, an Islamic kindergarten, nodding like zombies and repeating the Koran eight hours a day is only one example (an obviously flagrant one) of how children are programmed to believe. Such practices, which exist in many forms in diverse cultures and religions, ought to be regarded as child abuse.
By our pontifical assertions, our superior impatience, and our casual brushing aside of their curiosity, we do not encourage their inquiry, for we are rather apprehensive of what may be asked of us; we do not foster their discontent, for we ourselves have ceased to question.
Parents, by humouring and cockering them when little, corrupt the principles of nature in their children, and wonder afterwards to taste the bitter waters, when they themselves have poisoned the fountain.
There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.
A man must first of all understand certain things. He has thousands of false ideas and false conceptions, chiefly about himself, and he must get rid of some of them before beginning to acquire anything new. Otherwise the new will be built on a wrong foundation and the result will be worse than before. To speak the truth is the most difficult thing in the world; one must study a great deal and for a long time in order to speak the truth. The wish alone is not enough. To speak the truth one must know what the truth is and what a lie is, and first of all in oneself. And this nobody wants to know.
Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.
You either learn your way towards writing your own script in your life, or you unwittingly become an actor in someone else's script.
Reward and punishment is the lowest form of education.
Everyone who is incapable of learning has taken to teaching.
Education is a method whereby one acquires a higher grade of prejudices.
Men are born ignorant, not stupid; they are made stupid by education. [....] Education is one of the chief obstacles to intelligence and freedom of thought.
There is nothing on earth intended for innocent people so horrible as a school. [....] What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real.
School is where you go between when your parents can't take you, and industry can't take you.
Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.
The best education consists in immunizing people against systematic attempts at education.
But, good gracious, you've got to educate him first. You can't expect a boy to be vicious till he's been to a good school.
Much that passes for education is not education at all but ritual. The fact is that we are being educated when we know it least.
Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
Education is the period during which you are being instructed by somebody you do not know, about something you do not want to know.
I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think.
Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.
It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curious of inquiry. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.
It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic difficulties.
Impactful images that can be posted anywhere (social media, forums, etc):
More short videos from different perspectives to help make it even more obvious:
School Is A Joke
[Published on Feb 6, 2015]
The Truth about School
Did you ever wonder how it is that kids spend 13 years from kindergarten to high school supposedly being prepared for life, yet when they get out they don't have any real skills?
School Is a Prison For Your Mind
"And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps."
Public School: A Conspiracy Against Ourselves
"Solve this problem and school will heal itself: children know that schooling is not fair, not honest, not driven by integrity. They know they are devalued in classes and grades,1 that the institution is indifferent to them as individuals. The rhetoric of caring contradicts what school procedure and content say, that many children have no tolerable future and most have a sharply proscribed one. The problem is structural. School has been built to serve a society of associations: corporations, institutions, and agencies. Kids know this instinctively. How should they feel about it? How should we?" A short video based on John Taylor Gatto's book, The Underground History of American Education.
School = Prison
George Carlin - Bullshit is the glue
George Carlin on the bullshit we teach to our children, such as "your vote counts" and "authority".
Louis CK on Parents and Children Today
A humorous video to help lighten up! :D
Abraham Hicks - Candy vs Salad for Children (1993)
Abraham from non-physical reality explains how to raise children.