Monday, July 22, 2013

State of Mind-The Psychology of Control - Must Watch Documentary




Here is a superb new documentary from the crew that produced the award-winning: A Noble Lie, the definitive documentary exposing the role of the FBI and intelligence agencies in the bombing of the Alfred P. Murrah Federal Building in 1995.  In State of Mind-The Psychology of Control the filmmakers explore the tools and techniques the oligarchy uses to control the masses who get their reality through the tell-a-vision and glossy magazines of the bought-and-paid-for monopolized MainStreamMedia.  The film covers propaganda, the history and hidden curriculum of mandatory government "schooling", and the science behind how the flicker rate of the tell-a-vision puts viewers into an alpha wave brain state where information is received uncritically.  As of this writing the on-line version of the documentary has gone viral garnering over 200,000+ views in a less than a week. 

Wednesday, May 15, 2013

Tuesday, August 7, 2012

Peg Luksik: 'Who Controls Our Children?




Educational activist Peg Luksik discusses how the federal government got the States to adopt essentially the exact same curriculum while masturbating the naive citizens into thinking that they were actually developing the curriculum themselves.










Friday, May 4, 2012

5 Outdated Concepts to Remove From Public Schools

5 Outdated Concepts to Remove From Public Schools

Bohemian Mom
Activist Post

In a previous article, I offered 5 Ways to Improve the Public School Experience with Unschooling Techniques.

As an unschooling parent, I often struggle with the thoughts of what happens to all the other children that are still in the public school system. While we believe very strongly in the benefits of having our children at home and following an unschooling lifestyle, I know that it is simply not possible for everyone.

I feel that the public school system is a completely inefficient model for gaining knowledge. Our public school systems are deeply rooted in an archaic mindset that we should consider updating to be in step with current technological and societal advancements. 

With the foundational goals of happiness, confidence, safety, and encouraging children to seek out their own passion, I think it is time that we look at what we should remove from public school philosophy, so that we prepare our children better for the real world that awaits beyond the orchestrated schoolyard experience.

Separation of children by age
The practice of separating children by age only fosters the idea that we cannot work with others that are different.  This couldn't be further from the truth.  Not only is working with different age groups good for development, but it also keeps in mind the highly variable rates at which young children develop. Not all five year olds are on the same level. Why not offer them the opportunity to learn from older children, or to help younger ones?

Having a wide range of ages in a classroom will do a couple things. For starters, young children seem to benefit greatly by learning from older children, as they love to emulate older siblings and peers. Older children gain a confidence and pride in helping others and learn to be more tolerant and considerate of others when they are helping younger children.  It benefits everyone and can easily be arranged.

Mentoring programs are wonderful and they work well. But why not offer that same type of interaction in school?  Institute an age range of possibly 3-4 grade levels together, at least for certain subjects and activities.  Play with it and see what best works for the students.  Montessori schools are already doing this and it works well to foster creativity and self-esteem.  Two things that seem to be falling by the wayside in our school system at the moment.

Testing
When test scores go up, we should worry, because of how poor a measure they are of what matters, and what you typically sacrifice in a desperate effort to raise scores. - Alfie Kohn

Testing our children is sold to us under the auspices of accountability. How on earth will we know what our children know and if the teachers are doing their job without the tests, they tell us. Accountability should come from parents' and children’s happiness. Not everyone will be pleased, but if the overall sentiment is positive and the children enjoy their days, that should be enough.  Again, if parents had choices, they could simply choose a school that emphasizes testing or one that does not.

Universal testing of children is no longer an accurate measure of ability.  Book smarts and ability are not universal. Additionally, many teachers complain that they are losing any autonomy they once had in the classroom in an effort to teach to the tests.  The quality and flexibility of education drops as the focus is solely put on what the test makers think is important. Meanwhile, kids are having creativity and diversity sucked out of their lives.  Finally, every answer to the questions on these so-called tests could be found or calculated with a tablet in seconds.  So, really, what's the point?

Busy work
Busy work is a huge component to homework and the need for children to be in school so many hours a day. Relaxation or free time is not appreciated at all, yet we all need it.  Playing games and interacting with parents and siblings is a far more useful way for children to spend their time.  If they are done with their work in the classroom, allow and encourage them to do what they want.  They will still be busy, but busy working on what has value to them.  Isn't that important enough?  Even forcing them into full-time extracurricular activities can be harmful.

In my opinion, homework should be done away with altogether (I can hear all the children cheering now).  When a second-grader is in school all day, five days a week, why on earth do they need to do more school work?  It's madness! Mindless worksheets just to have the appearance that they are always working or always learning.  I have news for you; they are always learning, and usually most effectively through play.  Get rid of homework all together, and allow children time to be with friends and family, play, and view the world on their own terms.

Long hours away from home
We ask children to do for most of the day what few adults are able to do for even an hour. How many of us, attending, say, a lecture that doesn’t interest us, can keep our minds from wandering? Hardly any.  - John Holt

Simply put, our children are overworked and separated for far too many hours from their family. Family ties are extremely important for child development, especially when children are young. Interaction with their siblings, parents, extended family and pets is vital to their formation of identity. At this point, we see our children for a very limited time during the day, and that time gets quickly eaten up with duties like extracurricular activities, homework, baths, dinner, and sleep.

Cut back the hours that they are in the classroom spent on traditional means of educating.  If we have smaller class sizes, then 4 hours per day should be plenty to gain what currently is achieved in 7 or so hours.  If parents struggle with work commitments, then use that other time to allow children creative outlets to explore their world.  Plant gardens, allow computer time, set up apprenticeships for older children, etc.  Let children decide what they want to do and get them involved in it.

Institutional feel of classrooms
If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you would probably design something like a classroom. - John Medina

Schools and classrooms are overly institutional feeling, which is cold and unhealthy.  The oppressive rules are increasingly prison-like. This stifles creativity and curiosity and makes our children accept the life of living in a box.  I know building all new schools is not possible, but bringing the outdoors inside, allowing classroom time to be outdoors, colorfully painting, and encouraging ideas from children are all things that can be done to help this.

When a new school is being built consider what would foster your own creativity, what would help allow you to see the world and all its possibilities.  Isn't that the best we can give to our children?

The bottom line is that no matter what you think of homeschooling or unschooling, the public education system needs a massive paradigm shift. How can it hurt to incorporate new ideas into the classroom? I know many of you reading will probably question how to fund these changes.  But again I would argue that it may not be about increasing funding, but rather a simple change in how and what we are funding.

You may say I am a dreamer, but I'm not the only one.  - John Lennon.

I know there are more people out there that see the pitfalls in the way our children are being educated. Let’s stand up together and make a change! 

S.S.R.Lies music video - 2012 edition - exposes the psychiatric drugging of children - YouTube

Thursday, February 2, 2012

How the Public Schools Keep Your Child a Prisoner of the State

by Karen De Coster

Public education, in its current state, is based on the idea that government is the "parent" best equipped to provide children with the values and wisdom required to grow into intelligent, functional adults. To echo what former first lady Hillary Clinton professed, these public school champions believe "it takes a village" to cultivate a society of competent human beings.

As Hebrew University historian Martin van Crevald points out in his book, The Rise and Decline of the State, nineteenth-century state worshippers who wanted to impose a love of big government ideals upon the youth popularized the archetype for state-directed education. Additionally, there was an overall appetite for discipline of the "unruly" masses that reinforced the campaign to take education out of the hands of individuals. After all, the self-educated masses might resist government decrees, and this kind of disarray would be undesirable in the move toward building a powerful, controlling state apparatus. Prussia's Frederick William I and France's Napoleon discerned this, as did a legion of other despotic rulers throughout the 18th and 19th centuries. In a recent article published on the American Daily Herald "Dumberer and Dumberest," Glenn Horowitz writes:

If you're not familiar with it, the Prussian system was a teaching methodology designed to stamp out good little worker bees assembly-line fashion, trained to be complacent with their station in life and compliant with every demand of the State. An elite of those better educated but still proven unquestioningly loyal to the State were promoted to lead the proletariat, rewarded with elevated status and material success commensurate with their skills and the zeal they demonstrate in supporting the system. It specifically avoided developing creativity and independent thought, reasoning these were skills the worker classes didn't need in their roles as mass produced labor.

Modern education is built upon a foundation set forth by tyrants. What is most disquieting about the public education mindset is that those who believe most strongly in it are convinced that there are no other suitable alternatives to the compulsory schooling provided via the public domain. The egalitarian core belief of these public education proponents is that society is responsible for obtaining, maintaining, and paying for the process of equally developing young minds.

Since the laws of the modern state that control the educational system lean heavily toward equality, federal compulsory schooling is necessarily a bias against the best and brightest of America’s children. Federalized education sustains the philosophy that schools have the obligation to treat all students as pure equals – equal in intelligence, work ethic, performance, and desire.

Such nonsense is refuted by H. George Resch in his article "Equality vs. Equity" on the Separation of School and State website. Mr. Resch contends that compulsory, government-controlled education is trying to achieve ends that are not possible due to the fact that general equality is not only impossible to define, but that biological, environmental, and cultural differences among us are so vast that a compulsory, standardized public education poses difficulties that cannot be overcome, and certainly not by a government-run school system.

It's obvious that public schooling is neither beneficial to most students, nor is it efficient. Education is an acquired good, a good that has to meet the needs of the consumers or else face rejection in the free market. Accordingly, there is a necessity for unique, private educational institutions that cater to the urgencies of the marketplace, or home schools that provide a quality environment for each student's direct needs.

In a blog titled "Farmville USA," writer Skip Oliva presents the idea that public schooling is organized along the same principles as factory farming.

Public schooling is based on the same organizational principles as factory farming. They are both modern procedures designed to replace ancient methods of child-rearing and rural farming, respectively. Both rely on a core principle of confinement. In factory farming, animals are generally kept indoors in confined pens for duration of their lives. If we’re talking about male cattle raised for veal, they are literally confined to a small box and denied any exercise whatsoever. With public schooling, children are confined indoors for the majority of daylight hours and, in lower grades, generally restricted to a single classroom. They are expected to sit quietly at desks – analogous to a factory animal cage – with only limited exercise approved for limited, scheduled intervals. Animals and children alike are deprived of the ability to fulfill their natural desire to exercise and explore their outdoor environments.


The confinement of children on the part of authoritarian figures who demand mandatory attendance illustrates how the federal public school system has become a security garrison with satellite detainment facilities. Moreover, yanking children from their parents and assimilating them into dumbed-down, draconian learning pools based on age and collectivizing their learning experience in a quasi-prison environment hasn't worked, and it will never be ideal for the vast majority of the children. Skip Oliva continues:

There is also the issue of socialization. Many farmed animals, including cows, pigs and rabbits, are naturally sociable and psychologically require healthy contact with other members of their species, particularly with their mothers during adolescence. Factory farming largely ignores those relationships. Young cattle are often denied any maternal contact, in order to preserve the mother’s milk for human consumption. Animals are often caged or together in inadequate indoor facilities which promote the spread of disease, aggressive fighting and even cannibalism. Similarly, when children are confined in large classrooms, they are more exposed to communicable diseases and subject to anti-social behaviors such as bullying.

Of course, proponents of schooling claim socialization is a primary benefit, especially compared with continued instruction from a parent (aka "homeschooling"). Yet as is true with most high-order mammals, human children require an extended period of exclusive access to a parent, ideally the mother, who serves as a model for proper social behavior. Children of the same age are inadequate substitutes. They cannot model behaviors that they themselves have not learned. Nor is a teacher in a position to do so, as one person is incapable of developing the necessary relationship of trust with several dozen children during normal "business" hours.


The reality of public schools in America is that they resemble prisons, holding children captive and subjecting them to monitoring, authoritarian supervision, arbitrary rules, prescribed conformity, coerced abstinence, zero tolerance insanity, irrational fears, invasion of privacy, prison-like security, unlawful searches, mind-controlling drugs, and the police state. John Taylor Gatto, in his essay, "Some Reflections on the Equivalencies Between Forced Schooling and Prison," noted that America’s public schools and its penal system are alike because within each environment an individual’s movements, thoughts, and associations are regarded with great suspicion and are therefore controlled. Gatto explains:

Almost all Americans have had an intense school experience which occupied their entire youth, an experience during which they were drilled thoroughly in the culture and economy of the well-schooled greater society, in which individuals have been rendered helpless to do much of anything except watch television or punch buttons on a keypad.

Before you begin to blame the childish for being that way and join the chorus of those defending the general imprisonment of adults and the schooling by force of children because there isn't any other way to handle the mob, you want to at least consider the possibility that we've been trained in childishness and helplessness for a reason. And that reason is that helpless people are easy to manage. Helpless people can be counted upon to act as their own jailers because they are so inadequate to complex reality they are afraid of new experience. They're like animals whose spirits have been broken. Helpless people take orders well, they don't have minds of their own, they are predictable, they won't surprise corporations or governments with resistance to the newest product craze, the newest genetic patent – or by armed revolution. Helpless people can be counted on to despise independent citizens and hence they act as a fifth column in opposition to social change in the direction of personal sovereignty.



In 2009, a compelling documentary was produced that focuses on the control and containment that is the government’s compulsory school system: The War on Kids . This documentary has not received the attention it deserves, but every parent who has a child that has received a sentence of thirteen (or more) years in the compulsory schooling environment should watch this film.

Note in Part 2 where the filmmaker visually shows how so many of the public schools look exactly like prisons. Some of the footage you will see throughout the film is staggering, and some of the interviews with public school bureaucrats are remarkably creepy. Here is the website for the movie, and this is the general information presented for the film (it is shown in six parts on TagTélé).

In 95 minutes, THE WAR ON KIDS exposes the many ways the public school system has failed children and our future by robbing students of all freedoms due largely to irrational fears. Children are subjected to endure prison-like security, arbitrary punishments, and pharmacological abuse through the forced prescription of dangerous drugs. Even with these measures, schools not only fail to educate students, but the drive to teach has become secondary to the need to control children. Not only do school fall short of their mission to educate, but they erode the country’s democratic foundation and often resemble prisons.

School children are interviewed, as are high school teachers and administrators, and prison security guards, plus renowned educators and authors including:

Henry Giroux: Author of Stealing Innocence Corporate Culture's War on Children

Mike A. Males: Sociologist, author of Scapegoat Generation

John Gatto: New York City and New York State Teacher of the Year

Judith Browne: Associate Director of the Advancement Project

Dan Losen: The Civil Liberties Project, Harvard University


The War on Kids, Part 1: http://www.tagtele.com/videos/voir/47708
The War on Kids, Part 2: http://www.tagtele.com/videos/voir/47730/1/
The War on Kids, Part 3: http://www.tagtele.com/videos/voir/47711/1/
The War on Kids, Part 4: http://www.tagtele.com/videos/voir/47734/1/
The War on Kids, Part 5: http://www.tagtele.com/videos/voir/47846/1/
The War on Kids, Part 6: http://www.tagtele.com/videos/voir/47945/1/

Karen De Coster, CPA [rothbardiancpa@yahoo.com] is an accounting/finance professional in the healthcare industry and a freelance writer, blogger, speaker, and sometimes unpaid troublemaker. She writes about libertarian stuff, economics, financial markets, the medical establishment, the Corporate State, health totalitarianism, and other essentially, anything that encroaches upon the freedom of her fellow human beings. When she has a few moments of spare time she prefers to do functional fitness, kayak the Detroit River, and drink hot toddies. This is her LewRockwell.com archive and her Mises.org archive. Check out her website. Follow her on Twitter @karendecoster.