Education/Indoctrination
BY LMR
ac·a·dem·ic [ak-uh-dem-ik]
adjective
1. Of or pertaining to a college, academy, school, or other educational institution, especially one for higher education: academic requirements.
2. Pertaining to areas of study that are not primarily vocational or applied, as the humanities or pure mathematics.
3. Theoretical or hypothetical; not practical, realistic, or directly useful: an academic question; an academic discussion of a matter already decided.
4. Learned or scholarly but lacking in worldliness, common sense, or practicality.
5. Conforming to set rules, standards, or traditions; conventional: academic painting.
ed·u·ca·tion [ej-oo-key-shuhn]
noun
1. The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
2. The act or process of imparting or acquiring particular knowledge or skills, as for a profession.
3. A degree, level, or kind of schooling: a university education.
4. The result produced by instruction, training, or study: to show one's education.
5. The science or art of teaching; pedagogics.
Education is designed to distort perceptions of reality from a very early age - It is the systems primary programming tool and schooling is quite literally a brainwashing operation. The education system requires children (as young as 4 years old in the UK) to sit in classes for several hours a day absorbing information and having their very perception of the world shaped by a curriculum dictated by government.
Education is deliberately controlled to keep us thinking ‘inside the box’. Rules and boundaries are set, and so-called 'facts' dictate how, when, and why, limiting the possibilities of different interpretation. I think a turning point for me was at age 4 in my first year of school, I can vividly remember the occasion - we were drawing what we had for breakfast and I’d had fried egg on toast that day, but I couldn’t find a pink colouring pencil to colour the egg yolk and when I asked the teacher for one she explained to me that eggs are orange and white and definitely not pink! Well, that set the tone for the rest of my education, I’d seen a pink covering over my egg yolk that morning and now I didn’t trust this woman one bit…
"Egg's aren't pink" - What else are they lying about, I thought to myself...
Kids are lied to throughout their school days. I remember being told at school that the world was created by a big bang, although my Sunday school teacher said it was God - this stuff is confusing for a young mind. It’s almost as messed up as pretending Santa clause and the tooth fairy exist, why do we say this? It’s not cute, or allowing them to be creative or imaginative, it is psychological abuse. “He sees you when you’re sleeping, he knows when you’re awake, he knows if you’ve been bad or good…” What a creep!
I was told that an ice age wiped out the dinosaurs, then I was told it was a meteor, now I know that actually no one can categorically confirm any of them statements to be true. Still this stuff gets taught in schools as facts.
While the facts may change over time it is rarely in line with the truth.
Conform or Corrode
The potential inventors and entrepreneurs of tomorrow are left behind by the education system – if kids don't follow the rules, (that is to sit down in a classroom and absorb mostly irrelevant information for 6-8 hours a day, 5 days a week, without expressing any character, personality, or individual thought), then they are seen as disruptive troublemakers who don’t want to learn. And so, we drug them, because… well, because we must be insane, what other reason would we be drugging our kids like this for? It is utterly senseless. These drugs are HARMING them, not fixing them, the doctors are paid commissions for prescribing the drugs, and breaking news, if a kid finds school utterly boring and therefore misbehaves, this is not an indication that there is something medically wrong with them, it’s an indication that it’s a perfectlynormal child who wants to be creative, interactive and explorative, because that’s what a human beings’ natural inclinations are.
If your child has been diagnosed with having an attention deficit, or whatever they label it as now, the teachers and doctors are telling you there is something wrong with your child… No there isn’t, your child wants to live life and experience it through living, he/she is not a zombie who wants to sit and be told black is white for 30 plus hours a week.
Most kids I’ve met who apparently have these attention deficit disorders happen to be some of the most creative, intelligent, and well-rounded kids, there’s nothing wrong with them, they just hate sitting in classrooms listening to garbage. These kids might not learn anything from someone repeating boring and useless information at them for hours at a time, expecting them to absorb and repeat it all for an exam, but they may be better than anyone else at finding out for themselves, IF they were ever given the opportunity.
Through the manipulation of intellectual integrity and the rewarding of repetition the education/indoctrination system is deliberately and effectively used to filter two types of people, non-conformists/conformists, or to put it bluntly, those who can think for themselves and those who can’t do anything without being spoon fed every piece of information. Kids who don’t conform in school often have a better level of genuine intelligence than most of the kids getting good grades. Getting good grades predominantly means you have fantastic memory recall, it doesn’t demonstrate intelligence at all, only that you are able to repeat the information the teacher repeated to you with no need to use your brain and think. However, the system wants people who are good at absorbing information and repeating it, conforming to authority and being so ‘well educated’ that they can be taught that black is white. The conformists, the repeaters, and the no thinkers are those who fit the bill for the placemen in government, banking, military, and of course, the biggest repeaters of them all, the media.
The kids who think for themselves will not just blindly accept the information they are given; they can see through inconsistencies, or they will challenge the narrative because it probably doesn’t make sense, (God and the big bang can’t both be right, was it a meteor or an ice age that destroyed the dinosaurs, make your mind up?).
The information needs to make sense to some kids, you can’t just say Black is White, now repeat, many kids are smarter than that. For this very reason these kids won’t necessarily be as good at repeating information, which is often useless anyway, they will not get the best exam grades, won’t get the university education, will be set for an average job at best, will not earn a decent living. The system today is so ruthless, many struggle to survive in it.
From 1999 to 2010, the suicide rate among Americans aged 35 to 64 rose by nearly 30 percent, to 17.6 deaths per 100,000 people, up from 13.7. According to the US Centres for Disease Control and Prevention more people now die of suicide than in car accidents. These figures are constantly increasing. What does that say about the world we live in?
The Deliberate Dumbing Down of Education
Charlotte Iserbyt was a Senior Policy Advisor in the Office of Educational Research and Improvement at the US Department of Education during the first term of President Ronald Regan, she also worked for the State Department. Her experiences during this period and her research that followed led to her book ‘The Deliberate Dumbing Down of America’.
The book is based on documents she took from the files of the Department of Education in Washington. The documents reveal calculated plans to transform the education system into a means of mass perception programming to create ignorant and compliant adults who would serve government and corporations like unquestioning robots and support the agenda for centralized control of humanity through a world government. The system is designed to instil the following life-long perceptions:
- Truth comes from authority.
- Intelligence is the ability to remember and repeat.
- Accurate memory and repetition are rewarded.
- Non-compliance is punished.
- Conform intellectually and socially.
Is it any wonder why our education system can't tell us the meaning of life or where we really come from? This would involve creative debate; we can’t have that. That is what religion and science are for, and don't worry there is a different interpretation of the big lie so no-ones left out, if you don't like the Christian Interpretation, try one of its many subsidiaries such as Catholicism, perhaps Budda is your buddy or maybe you'd like to give Jehovah a go? And don’t worry, no one will criticise you for holding on to two completely opposing beliefs like religion and science, this sort of cognitive dissonance is perfectly acceptable if you don’t ever question it. It is so wonderful that today we have freedom to choose our religion, although the only real freedom is the freedom to choose our brand of slavery.
Freedom of expression and thought should be welcomed, and it should also be considered by religious figures and preachers that discussing opposing views with open minds would lead to the realisation of many more truths compared to simply holding onto a totally dogmatic view of the world. That goes for scientists and academics too. Each have their field of ‘expertise’ and rarely take the time to consider things from the perspective of any other viewpoint, making their sciences and their studies as misguided and dogmatic as all religions.
Take for example the ‘educated’ process that is followed when a baby is born - the highly educated and trained Doctor advises the inoculation of several vaccinations for the newborn child based on his ability to repeat and recall information indoctrinated through their education and many years of medical school. Decisions made are not based on the Doctors own physical evidence or practical research. Their medical book and their education before all say that vaccinations help to boost the immune system and prevent disease, therefore as a no thinking repeater they go on sticking needles full of toxins and poison into new-born babies. Most Doctors don't even know what is in the vaccinations they administer to patients (most include human diploid cells originating from human aborted foetal tissue, formaldehyde, and thimerosal to name a few), but they’re happy to take the monetary incentive for every jab they administer.
Thimerosal is a chemical compound that contains 49.6 percent mercury as a preservative. Mercury is one of the most dangerous toxins known to scientists. This is 100 times the exposure that the Environmental Protection Agency's Poison Control Centre guidelines consider safe for the average-sized infant, as mercury is known to cause neurotoxicity and brain damage that mirrors the symptoms of autism. Yet medical professionals like doctors keep advising parents to get their kids vaccinated. Yes, this is the mentality we are dealing with, and because of their own programming, most parents just let them do it no questions asked. We trust the system to give our children the best possible start in life, but instead it is causing untold damage to kids’ health.
These vaccinations do not boost the immune system they bypass the human immune system and therefore actually weaken it – therefore is it any wonder why so many cases of cot death can be commonly attributed to infant vaccinations? The vaccinations are also largely responsible for the massive increase in the number of kids with autism and other neurological problems in recent years.
So here we have a doctor, like teachers, and because of their own programming, even parents, genuine people who want to help others, but are inadvertently contributing to dumbing down the future generations. “I've got an education, I've got a degree, I have some letters after my name so listen to me.” To quote Dr Milton J Rosenau, "Vaccinations must be looked upon as the production of an acute infectious disease."
It is time we started refusing to cooperate with this profoundly sick practice of injecting kids with toxins and then drugging them throughout school because we messed them up...
Increased intelligence = decreased creativity?
Kyung Hee Kim, professor of education for the college of William and Mary in Virginia, has conducted research focused primarily on Creativity, what it is, and how it is related to society, education, and other aspects of life including intelligence. In 2005, she conducted and published a meta-analysis study synthesizing studies that were published between 1965 and 2005 regarding the relationship between creativity and intelligence. Her results show that there is a negligible relationship between the two, meaning that even without high IQ we can still be creative if we have the ability to master knowledge and skills in one specific domain.
In her study she wanted to know more about the relationship between creativity and intelligence regarding changes over time. Stating that the famous Flynn Effect had shown us that IQ had increased worldwide, she was curious if there was a similar trend in creativity scores. If creativity and intelligence are the same thing, then creativity would have increased too. Well, that’s not what her study concluded…
“I used the scores from the Torrance Tests of Creative Thinking (TTCT)-Figural. The TTCT is a creativity test, not a divergent thinking test, and it has been translated to almost 40 different languages in the world. It is the most widely used and researched creativity test and the most reliable and valid creativity test among those currently available…
Elaboration scores decreased the earliest, starting in 1984, which indicates that we are less able to elaborate ideas and think reflectively and that we are less persistent to be creative… Elaboration is one of those scores that should have increased, because some component of Elaboration generally correlates with IQ scores, which have been increasing. Regardless of the increase in intelligence, Elaboration still decreased…
Originality scores also decreased since 1990, indicating that we are less able to generate unusual ideas. Originality is one of the most critical elements of creative thinking. I believe the decrease results from a climate that continues to grow less tolerant of creative expression. Everyone claims to love creativity, but very few of us understand what is really involved in creativity. Psychologically, most of us are uncomfortable with the change, uncertainty, new ideas, challenges, and risk that accompany creativity and creative behavior. In order for thinkers to present original ideas, the climate needs to be receptive, or at least not hostile, to expression and consideration of unusual and wild ideas. The proponent of an original idea starts out as a “minority of one.” A creative climate respects original ideas for the possibilities they offer, and considers how new ideas may work, instead of dismissing ideas because of reasons they won’t work. The decrease in Originality scores is an indirect measure of growing social pressures toward conformity and status quo, and increasing intolerance for new ideas.
The scores from the Checklist of 13 Creative Strengths show creative attitudes are decreasing continuously since 1990. We are becoming less verbally or emotionally expressive or sensitive and less empathetic, less responsive in a kinesthetic and auditory ways, less humorous, less imaginative, less able to visualize ideas, less able to see things from different angles, less unconventional, less able to connect seemingly irrelevant things together, less able to synthesize information, and less able to fantasize or be future-oriented.”
So, what if education was approached with more of an open mind? As the extract above states, “the decrease in Originality (creativity) scores is an indirect measure of growing social pressures toward conformity and status quo, and increasing intolerance for new ideas". The last thing the elite want is too many people thinking for themselves - thinking leads to new ideas, new ideas challenge the status quo, challenging the status quo is not conforming…
Which bring us back to the start, “Education is deliberately controlled to keep us thinking ‘inside the box’. Rules and boundaries are set, and so-called 'facts' dictate how, when, and why, limiting the possibilities of different interpretation.”
The education system filters out creativity at a young age and rewards those who; conform, repeat, blend in, don’t speak out, don’t challenge the status quo and it is designed to mould us all into just another brick in the wall.
"We don't need no education,
we don't need no thought control,
no dark sarcasm in the classroom,
Teachers, leave them kid's alone...
All in all it's just another brick in the wall,
All in all you’re just another brick in the wall."
Who wants to be just another brick in the wall?