is Society's Downfall.
The devolution of education is of great concern to me and I’m not alone. Coming back from a top class leadership conference last week, it’s a matter which especially senior leaders in society have identified as one of the big risks of humanity’s downfall.
As a classically trained piano teacher myself, creativity and independent thinking were typically exhibited by those students who won the competitions of their time. Not necessarily the best at normal school subjects, they outperformed others outside the classroom and in extra curricular activities, making them highly connected to their individual self, carrying the ability to know what’s good for them, and what’s not.
However, when I look into the vast majority of schools today, I find them to be narrowly focused on producing more or less the same type of student output at graduation time, ready to take on a specific field of study and become a specialist trained monkey at something, generalist of none, unable to connect the dots of what goes around them at large, a trait they still had access to, even in kindergarten.
Why is it that more academics have fallen for the Covid lies1 than anyone else? Why is it (compared to over a century ago, when many new types of schools were formed and different education systems were incepted to meet the Zeitgeist2), that nowadays hardly any new ways of learning, education or schools arise? And why can we not talk about the science beyond “the” science?
What or who was responsible for making schooling obligatory3 in the first place, outlawing home schooling, thereby ensuring everyone had to learn the same things and follow the same curriculum despite a different intellectual evolution, individual needs, strengths, interests and abilities of the individual?
“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”4
I’m sorry if this offends you in any way, I truly am, but the reality is that if we don’t act and fix the education system we have today, it will be one of the leading causes of humanity's downfall5.
Power and Education
“Power is an educational system that divides us into those who subjugate and those who are subjugated. But be very careful: that same educational system forms all of us, from the people in the so-called establishment to the poorest social classes. This is the main reason why we all want the same things and behave in the same ways. Members of the establishment may use a board of directors or a stock exchange manoeuvre; people from more disadvantaged classes may use a metal bar. You essentially use a metal bar to violently obtain what you want. But why do you want it? Because they told you that wanting something is a virtue and you are therefore exercising your right-virtue. So you’re a murderer, but you’re essentially good.
The first tragedy we live is one shared, compulsory and wrong education that pushes us to own everything at any price. We are pushed and pulled around like a strange dark army, some of us fight with the heavy artillery, others with just a metal bar. As it usually happens, the group gets divided and some decide to fight with the weak ones. But I think that, in one way or the other, we are all weak because we are all victims. And we are all guilty, because we are all ready to play at slaughtering each other, as long as we are able to own everything at the end of the slaughter. In a nutshell, the education we received can be summarised with these words — having, owning and destroying.
But compulsory education creates by force desperate gladiators. Like desperation or rage, the crowd gets bigger...” — Paolo Pasolini, 19756
As we can see from the rise of scientism and the decline of real science, today’s education style doesn’t lead to the objective truths it implies to convey. And how could it? Other than history, who is going to be the judge of such “objectiveness”, when the construction of reality arises in the observer?
“The person who knows has priority over what is to be known” — said Heinz von Foerster7, an Austrian physicist, cyberneticist and philosopher who served as a professor of biophysics at the University of Illinois.
Being considered as one of the co-founders of cybernetic8 science, he also coined the term “ethical imperative”, which I think became incomplete at best when other parts of “physics” at large (i.e. Metaphysics or Psychophysics9) were stripped away from the subject decades ago, leaving us with a very small spectrum of educational existence merely focused on matter, leaving complex topics such as mind, consciousness or awareness out of the learning and teaching curriculum altogether.
Perhaps this is what led to the modern madness we experience every day when switching on the TV. If parents are falling for indoctrination themselves, how will their children as the next generation fare better?
Fast forward and this is what we could get at large:
If we hadn’t lost so much touch with nature, maybe we would be looking into developing our 6th sense and other (yet) less cultivated senses10 instead, whilst continuing to examine related ESP’s (Extra Sensory Perceptions)11 scientifically.
That way we could also better identify subliminal messaging and manipulation tactics, study the “science beyond the science” and explore new fields of research leading to technological advancements and breakthroughs. Instead we complain about the discrimination of “humans who identify as animals”.
As Artist Hiroyuki Hamada writes:
"As rich get richer and poor get poorer, normalized notion of misery has become rampant. Many of us do not have the ability to comprehend basic facts. Many of us can not connect dots to recognize criminal acts committed right in front of our eyes. Many of us are simply depressed or suffering from other forms of mental conditions. How can the mandatory insanity be the imperative of the social framework? What sort of a social formation is that?" — Aesthetic Resistance Podcast12
I think the source of the problem is that instead of learning how to think, we’re pushed towards what to think, and sometimes even worse — why we should think that — thereby ignoring13 our own inner self esteem and moral compass.
On the other hand this modern education madness could also be due to a “Chemical Dumbing Down Of Society”14 or even completely different factors:
“Alpha waves in the human brain are between 6 and 8 hertz. The wave frequency of the human cavity resonates between 6 and 8 hertz. All biological systems operate in the same frequency range. The human brain's alpha waves function in this range and the electrical resonance of the earth is between 6 and 8 hertz. Thus, our entire biological system — the brain and the earth itself work on the same frequencies. If we can control that resonate system electronically, we can directly control the entire mental system of humankind.”
— Nikola Tesla15
History and Geopolitical Influence
Education in many ways therefore still feels the same as warlords and plantation owners envisioned it to control slaves. Developed specifically to keep the kids busy and get more work out of the slaves, it was in their interest to train the next generation of workers not to be creative or think for themselves, but instead being able to even better follow orders.
Some might even argue that the way most schools are set up are eerily similar to how prisons function. A bus, a canteen, the food, long corridors and often naked interior, a duty to follow instructions of authority persons, strictly fixed pauses at certain times only with sometimes compulsory uniforms involuntarily make a department of education resemble a department of correction.
Most people never take a stand when things get tough because they’ve spent their whole lives being told to just sit down and shut up.
Of course today’s form of “education indoctrination” is much nicer and less tangibly felt by most of society. In fact, one might even be considered privileged if having the ability to enter e.g. a “Global Citizenship” programme16, which on the other hand could also be seen as a rhetorical tool to ease new generations to a direct rule by oligarchy via bypassing the democratic accountability of a national government.
And even if their “Global Citizenship Training For 13 -17 year olds” sounds so nice,
"We offer free, flexible teaching resources on a range of global issues...to support young people's global citizenship development. Our facilitated video conferences and online global community create a safe space for intercultural dialogue between young people around the world, supporting them to become active and open-minded citizens."
the indoctrination with in-principle nice sounding SDG’s (Sustainable Development Goals) at an early age and without parental consent, makes the student more a soldier of the state, than becoming the best version of him- or herself.
But how did we get there? The following video is well worth your time, if you’d like to dive a little deeper into the origins of indoctrination and perhaps why the world has gone mad:
If you prefer reading, do your own research into the Earth Summit of 1992, where 179 countries signed up to Agenda 21 which is now considered the origin17 to Agenda 2030 with most UN states reaffirming their commitment to those related SDG’s:
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