the Business of Global Mis-Education

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What word can best describe the contemporary and practically global ritual of two hypothetically sane and rational individuals, commonly known as "parents", blithely submitting to a state's demand to hand over their child, usually to total strangers, for so-called "compulsory public education"; Strangeness or Insanity perhaps? Further baffling matters would be to understand that these parents should be able to identify and thus sympathize with the experience, for they themselves hashed their own way through they very-same system not so long ago.

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the Business of Global Mis-Education

  1. 1. the Global Education System, the Industrial Revolution, theFinal Failure of Monetary Economics and Our Emergenceinto a New World Cultureby: Eric Bochene | July 15, 2009What word can best describe thecontemporary and practically global ritual oftwo hypothetically sane and rationalindividuals, commonly known as "parents",blithely submitting to a states demand tohand over their child, usually to totalstrangers, for so-called "compulsory publiceducation"; Strangeness or Insanity perhaps?Further baffling matters would be tounderstand that these parents should be ableto identify and thus sympathize with theexperience, for they themselves hashed theirown way through they very-same system notso long ago.Whether individuals choose to discuss deeper andmore significant matters such as this topic of compulsory education, especially when compared to prosaic subjectssuch as celebrity gossip or sports doesnt matter much, for undeniably, at least a feeling that something is wrongpermeates around us. Although, if one is lucky enough to get onto the topic with others, its often quite difficult to getbeyond just scratching the surface of the subject amongst family, friends and neighbors because all too many havesubscribed to dogmatic ideas along the lines of, its not polite or allowed to discuss religion or politics. What theyreally mean is anything that disrupts or makes an affront to their rigid set of beliefs.Personally, I can look back with the information and cognitive facilities I now have and confidently say that quite earlyon in my youth I knew something was deeply wrong with America. Especially in relationship to what I could see asbeing true about the society and culture and to what the education and popular belief systems were trying to tell meabout it. I can recall and objectively examine, rather than repress, a good portion of the troublesome thoughts andfeelings I struggled with as an adolescent.The idea of it not being polite to discuss religion or politics often comes to mind reminding me of how strange Ithought it was at the time. I see now, that at that age and being under the influence of the educational system frommy most malleable years onward, I was, by design, not given nor allowed the opportunity to develop the mental norlinguistic tools to express an argument against the absolute absurdity of the whole idea. How Id love the ability toproject my consciousness back in time to that young version of myself in order to counter the utterance of thoseinfamous words with simple questions such as, “Cant you see this line of thinking as being an all-too-convenientcoincidence for the creatures in perceived positions of authority? Could you just possibly imagine that this issomething that has been intentionally designed and disseminated outward amongst the masses to keep us fromexamining the majority of our socioeconomic problems true source"?This commonly held feeling that something is wrong is shared amongst many in America. But, they would be largelymistaken if they thought that the problem was unique to America. It would be understandable however and a long listcould be presented at this point that would illustrate nearly endless reasons. Notably, one reason that stands out to
  2. 2. many is the fact that the majority of Americans have never had the opportunity and amazingly wonderful learningexperience of traveling around the world or of living outside of America. Not only Americans but also the majority ofpeople in this world couldnt even clarify the differences between tourism and travel if they were presented with thequestion. Interestingly enough Ive experienced too many military and ex-military people who have served abroadand ignorantly attempt to equate being stationed abroad as travel. This idea of tourism or being stationed abroadbeing similar to or the same as traveling is absurd, for the philosophical concepts and experiences involved are noteven remotely connected, but in fact, are highly contradictory in their fundamental principals and goals.In relation and for instance, many Europeans love to reference (often with a slight tone of arrogance) some vaguestatistic (usually ranging between 7%-20% depending on who is espousing it) about how only a fractional number ofAmerican citizens possess a passport and thus travel outside of the United States. What does this have to do witheducation? Well, its just one example that illustrates our educational problem is globally rooted and not just isolatedto America or American society.It shows us quite clearly that reason, deduction and critical observation skills are not seen as something to bedeveloped and nurtured in students much outside the fields of advanced sciences and mathematics. If they were,then more, if not most of those that choose to be critical of many Americans lack of travel would be able to deducethat people who live in Europe have a luxury that offers them the chance to experience many different countries,cultures, foods and languages all relatively in a days trip away as the European continent is very small and fits a lotof different countries into it. They would also be able to comprehend, again via reason and simple deduction, that itsnot just most Americans, but most people alive today on Earth that have never nor are ever likely to travel outside oftheir perceived homeland.The innate abilities and urges which are deep-rooted in the essence of the human spirit to reason, deduce, conductcritical analyses, creatively think, discover and thus create and build rather than obey, follow and destroy being notonly ignored and discouraged within our youth at the earliest ages of life and in the dismal learning environmentsknown as our schools is only a tiny hint at the vulgar incompetence of our educational systems. And again, theincompetence is not distinctive to any one region or nation but is in fact a problem of global pandemic proportions.What makes the whole realization even worse is when we discover that the incompetence is not unintentional orsome sort of by-product of external factors, but actually by design!Seek out someone who has had the experience of teachingpublic school or even university level classes in lets say Chinafor example (which I myself have). If theyve taken the time toconduct any critical examination of the experience and of thesystem, they should be able to tell you that the rhetoric oftenheard in western countries about Chinese students (or Asiansin general) scoring so highly on tests is in many ways a grossmisrepresentation if not an absolutely meaningless and loadedstatement. For in China its pure and simple rote learning, or,memorization drill tactics for standardized curriculum andtesting. Sounds much like your childs school or the school youtrudged your own way through not so long ago? Well it should,because globally, and in essence, all of our schools today arebased on the model of a rote learning system that wasdeveloped in the Kingdom of Prussia (now a part of modernday Germany) during the 18th century. A model and systemthat made Prussia one the first nations in the world to featurea compulsory education system or “Volksschule”.Briefly, "rote learning" espouses learning via repetition andseeks to enable or in fact "prompt" individuals to quickly recallsocially acceptable institutionalized answers and meanings.While rote learning is a logical approach and reasonably
  3. 3. affective for things such as the mastering of an alphabet, development of reading skills and the memorization ofmathematical equations, its a technique that avoids the deeper truths and deeper understandings of complex subjectmatters. Undeniably, that the method cripples imagination, discourages critical thought and creates a false view ofwhat learning is truly about.The agenda in Prussia of instituting this system was to engineer a society (the public) that possessed not only aprescribed level of basic reading, writing, and arithmetic skills, but also a rigid belief-system towards duty, discipline,servitude and obedience to the state. To sell the system to the public, the proponents espoused numerous socialbenefits, materialistic ideologies and visions of a utopian future. Of course they kept the manipulative ulterior motiveshidden, but with hindsight, critical analysis and a copious amount of documents available to study, it is of recordtoday. Its also been recorded that this Prussian system almost immediately spring boarded into the United Satesand has by now been adapted to nearly all corners of the globe.At this point, the question of why did the system spread so quickly and why are we still living with it may be askedand to answer the question with the simplest of answers, we can say that the whole ideology of the system was andstill is quite conducive to the monetary system, industrialization and consumerism. Especially the current form wehave today that began in the early 1800s.Accept the reality or choose to deny it, but it still stands that practically all of us alive today can universally beidentified as existing in the construct of these functioning parameters and this is true regardless of what names yourrespective nation and its power structures choose to give it or to indoctrinate its masses into believing their so-calledculture and nation represents. For after all, the dominant culture one is born into, is most typically the culture thatone submits to and abides by.To further understand how and why this Prussian ideology of compulsory education took root so rapidly andultimately spread over a globe where public education was practically non-existent prior to it, we should first knowthat the collective history, or what I term the “collestimony” (collective + testimony) of our species developments andadvancements is in fact incredibly similar and congruent across our physical geographies and cultures. As well,culture for the most part doesnt really exist because what many call “culture” is in fact nothing more than learnedbehavior and learned behavior is generally passed from one individual or generation to another. This happens vianon-genetic means, namely via imitation and in biological terms we refer to this action as a “MEME”. During the late 18th and early 19th centuries, the human species was emerging into a global revolution that is commonly referred to by historians as the Industrial Revolution. Transitioning from an agrarian society into an industrialized society and culture was a perplexing issue to the elite classes and more significantly to the fairly new and emerging intellectual class which started forming in the early 1700s and quite definably via todays terminologies consisted of utopianists. The commonly held hypothesis of this new class was that the traditional aristocracies were overtly impulsive, egocentric, and of course authoritarian, while the ordinary people were en masse, ananimistic sort possessing no sense of individuality as the group subsumed individualism. By drawing numbers fromthe merchant, manufacturing, and professional elements of society, the intellectual class grew and morphed into alarger group, which we shall call strategic achievists. Essentially this new class of created a whole new cultural andbehavioral MEME that gave humanity ideologies such as: Change is inherent and manageable in the grand schemeof things. Learning and utilizing the secrets of how things work can bring success and progress. The manipulation ofresources and people gives comfort and convenience. Prosperity and success is mostly related to tangible andmaterialistic things attainable through competition and purchasing.
  4. 4. Not only did a whole new belief system and cultural MEME arise from this time period but a whole slew of newprofessions arose and were developed. We still see many of them today, yet some weve seen the disappearance of,i.e. the plantation overseer. Others we are debatably witnessing the disappearance of today, i.e. stock brokers,investment bankers, financial analysts, perhaps even politicians.Yes, politicians for it is notable that more and more people around the world see politicians and political parties asutterly corrupt. Theyre increasingly recognized as having nothing positive or beneficial to sell aside from fear andtheir myths of being some kind of self-proclaimed expert. More and more they are being publicly exposed for whatthe majority of them truly are. That is, individuals in possession of nearly zero in terms of creativity and problemsolving or resource management skills. All this regardless of what shape, form, color, creed, party, system orideology they supposedly represent.To continue illustrating the truthful congruency and symbiotic nature of our industrial and technological developmentsas a species, and again our MEMEs, a deviation from examining the birth of the industrial revolution in Europe canbe made to look at Japan for instance. Japan, because it is by many standards easily identifiable as the first Asiancountry to leap into its own industrial revolution.With the decline of the shogunate and feudal system in the 1800s a huge rift existed between the Samurai class andfor all intensive purposes, all the others. Internal and foreign pressure culminated into a civil war that brought aboutthe “restoration of the Emperor” in 1868 and essentially wiped out the traditional Samurai that chose to retain theculture of living in rural manors and the donning of amour and swords. And once again with hindsight at ourdisposal, we can see that if they had uniformly adopted the urban lifestyle, with all of its modern luxuries, amenitiesand western style clothing, as a substantial number of their brethren did, then quite likely they too could havebecome Japans new bourgeois-industrialist class which would become known as the “Meji”.The primary focus and drive of the newly emerged Meji class and their apparatus of government was to modernizeand westernize Japan. These vague concepts and stated intentions illustrate perfectly that fundamentally the Meji,just like their counterparts in other countries, were simply industrialists seeking wealth and power. Just as theirforeign counterparts did, they too expressed and disseminated visions and ideologies of a utopian future. Whetherthey, the Europeans or those in North American actually believed in these visions or not can never really be known,for to know what another individuals true beliefs and intentions are is nearly impossible for humans to grasp at thisstage of our evolution and especially within our money-driven society.Never the less, records show that the earlyMeiji government saw universal publiceducation as a critical requirement for theirmodernization so researchers such as theIwakura mission were sent abroad to studythe education systems of what they perceivedas leading Western countries. Thisculminated in the Ministry of Education beingestablished in 1871 to manage a universalschool system based closely on the Americanmodel that was largely formulated byeducation advocate and member of the U.S.House of Representatives Horace Mann fromthe Prussian model nearly two decadesearlier. The newly formed ministry espousedutilitarian curriculum with a centrally controlledFrench style school administration and withassistance from foreign advisors, NormalSchools for “teacher education” were created.By 1872, elementary school was made compulsory.
  5. 5. Before breaking from Japan, it might be interesting to make the connection that as Japan was the first Asian nationto set-off into the industrial revolution, interestingly enough it also adopted the imperialist culture of seeking to gainand exploit resources via the barrel of a gun from its neighbors in the region. This essentially mirrored the dominantBritish Empire of the time, also an island nation of limited natural resources. Was it just a coincidence or arequirement of industrialization? Today, some may argue not so mach a “requirement” but more like an inevitable“requiem” to an approach that was and still is unsustainable.To examine the task at hand of getting the masses put to work so to speak during these early stages of theindustrial revolution, this relatively new class of industrialists and intellectuals or what I call “strategist/achievists” setout on a mission of mass social reengineering. Formulaic plans were calculated and set into motion that weredesigned to give the masses just enough knowledge to operate and middle manage the machines and factoriespropelling humanity through this new age and supposedly towards an attainable utopia. Lets not delude ourselvesnow, for of course they understood all too well that they would be empowered and enriched to a level never imaginedbefore with this new social and economic direction being taken.This concept of exposing the masses to just enough information was something these strategist/achievists viewedas a delicate undertaking. It was widely understood that if the masses were given the luxury of time and/or anenvironment, they would quickly develop the ability to philosophize about the deeper meanings and implications ofthings such as individualism, prosperity, development, freedom, democracy, past history and possibly emergingfutures. Thus it would most likely lead to them quickly realizing that the so-called new and modernized direction theirsociety was taking was in fact, fundamentally no different from their life of servitude under the aristocratic feudalsystem. They might have even realized that in many ways, the course they were embarking upon was even worse asthey would now not only be forced to work for their basic sustenance, as they previously did, but now, they wouldalso be required to actually pay for it and even compete for the jobs that would give them the financial resources todo so.With the information we possess today, we see that the Meji, the industrialists, the strategic/achievists, or whateverother sort of names or descriptions we so choose to apply to them and even their successors essentially did succeedand are still largely succeeding in keeping the intrinsic motivations and goals of public education hidden from thegeneral public. Sure, weve seen instances where the original concept has evolved, adapted and reformed itself inmany ways, but since the industrial revolution and all the way up to today, the fundamentals have stayed true to theoriginal idea and design.Look to the inception of higher education. Prior to the industrial revolution, virtually no colleges or universities existedaside from a hand-full of schools that were utterly exclusive to the sons of aristocrats and a few other elite classes.Over the past few centuries, especially beginning around the late 1800s and early 1900s, the establishmentidentified institutes of higher learning as something needed and reasonably saw that the establishment of them couldserve as a method of appeasing the newer rising classes. Universities also became more common due to anewfound sense of entitlement now held by the new social classes such as the “Nuevo Riche” which brought abouta demand and a massive push for higher education to become more readily available and accessible to a widerrange of people.
  6. 6. As a result, while the new universities and community colleges werecoming into existence, the more traditional institutions became knownas “Ivy Leagues”. Some Nuevo Riche regarded the new universities asstill not good enough for them and even began to penetrate the IvyLeague schools, and herein is where it can be hypothesized that theterm and ideology of “Blue Bloods” began to surface and permeatemore widely in usage. It might also be wise to point out the rise in andadherence by some towards the ideas of secret societies. For when,and to their utter horror, the traditionally wealthy saw that the new richwere beginning to encroach upon their coveted intuitions of learning, itreasonably stands that they saw a need to enter into or form secretsocieties to segregate and insulate themselves away from what theyperceived as the “rift-raft”.Today we have a long list of these secret societies and manyinvestigators and scholars have examined and identified “Skull andBones” as being a predominant one. Many have shown quite clearly thata number of powerful and influential people from past to present wereand perhaps still are members. Its also been shown that these societiesexist heavily in institutions such as Ivy Leagues in order to further indoctrinate a select few into the culture andpractices of power, greed and exploitation, or if preferred, big business and politics.Ive seen and been a part of endless debates over the existence of these secret societies and the degrees ofinfluence they may or may not have. They usually ended up going nowhere as the ideas of societies are in factmostly formed from intangible concepts and one simply chooses to believe or disbelieve in intangible things. Insteadof debating, perhaps its better to approach or view this topic with a simple point. And the point is that its commonknowledge that in todays university and college environments, being a part of a fraternity or sorority is of highimportance to many people.Ask yourself; did this idea and culture arise largely out of a perceived necessity for the Nuevo Riche and middleclasses to counter the resentment and exclusive behavior of the Blue Bloods? Many people at least understandloosely the culture and workings of fraternities and sororities; does reason and logic not dictate that there must beeven more extreme versions of them? Whether we choose to call them names like “Skull and Bones” or “FreeMasons” should matter not in order for us to understand that they exist simply because our society breeds abhorrentforms of competition and secretiveness across the board of social stratifications.Almost every person that has walked this earth and is walking it today has at one point or another formed into pactsor groups to share and maintain secrets or plans. We often see young children do it. We see it done in business.We see it done by laboratories and countless institutions. Why would a class or group of people who emanate from along line of wealthy and powerful families not form groups to protect their perceived interests and hide away whatthey believe are deeper understandings and knowledge; things they see as tools or advantages to perpetuate andstrengthen their edge in order to compete?Back to the topic at hand and upon shedding our institutionalized behavior of utilizing subjective, nationalistic, racistand classist approaches towards critical examination, we subsequently see the global intertwinedness of oureducational systems. We can see that they are very much to this day precepts that were developed and maintainedto fuel the age of industrialization and onwards into the more dominant culture of “moneyISM”. More pointedly, weincreasingly recognize that our current approaches to education are antiquated and from a period whose time hascome to pass. More and more, they are being seen as utter failures for not only our individual selves but for theyouth of today and ultimately for our species future.As a result, we find ourselves living in a society where dreaming of or striving for some implied, yet indefinable ideaof success is now more understood as being devoid of any real tangible or philosophical meaning beyond itself. Asindividuals, we have nothing but the perceived achievements and accomplishments of others to measure our own
  7. 7. against. Our self-approval and self-worth seemingly depends on being recognized or appreciated by others while wetotally avoid any sort of celebration in the uniqueness of individualism, diversity or perceived oddity.Another consequence is that individuals and groups that in all probabilities possess good intentions in their outsetoften talk about change and reform. Many believe in and advocate working from within the system to achieve thechange. However, by always taking this approach there often arises the problematic situation in which during theonslaught of things, one must to many degrees become a conformist. Too often, the result is that its not the systemthat changes, but it is the system that eventually changes and ultimately corrupts the individual.Not a timeless ideology to an indispensable institution as thesystem and its advocates would have us believe, but an out-dated, two-century-old system is what we have and are livingwith when we truly look at it with an open mind. Understand thehistory of it and take into account all the perceivably good andbad aspects as well as all the varying opinions towards it andwe can see our educational systems as well as a number ofother ingredients have brought us to an age where we are onthe cusp of yet another global revolution.Segueing from an industrially themed monetary based systeminto a resource-based economy is now upon us and in whatcould be called a transitional stage. This emerging system isshaping up to be based on a much more holistic and humanistapproach to the management and distribution of the Earthsabundant resources and looks as if it will greatly improveeveryones life on the whole planet if its allowed to. Thoughpredictably enough, this emerging revolution has been andstill is met with great resistance from old and entrenchedinterests. “Predictably” because its realized that they havedeep-rooted and highly vested interests, mostly in regards to profit, power and control and its only natural theyadopted an opposing modus operandi.Regardless of opposition efforts, the massive change that will make the new age known to us all will be when clean,renewable and abundant energies are made a reality and you better believe that they inevitably will be soon. Takethis issue of energy that affects our societies so deeply and at innumerable levels and add the idea that we havebeen in what many call the information age for quite some time now. Whether individuals or institutions still trappedin the old and traditional ways of going about things chose to accept it or not, the utterly destructive andunsustainable ideologies residing in todays narrow frameworks and mindsets of business and political models aremore rapidly becoming seen as insignificant and utterly useless to a great number of people.Nay Sayers can take the time, open their minds and start by examining the emergence of open source. Softwareprograms that are communally available and free for all to download via the Internet are called “open source. Thosedoubtful of the emerging new economic system will quickly learn that open source is not for profit in a sense ofmonetary gain, but simply for human gain. They can continue onward with the information, data and research thatsleading us to the inevitable future of energy becoming free-flowing and imagine what areas of our daily lives andnecessities will be massively affected. As the abundance of energy, resources and technology is created andunleashed from the fiction of scarcity, becoming things that hold less motivation to seek profits from, the list ofeveryday products we consume will, as reason and logic dictate, become free from being manufactured purely andprimarily for monetary gains.How about the relatively new emergence of NGOs, the plethora of non-profit organizations as well as grass-rootsorganizations? Online communities, networks and services are literally emerging daily that are not structured to beprofit driven but sustainable and modeled to serve the greater good of humanity rather than share-holders and aboard of directors. As I write this, one of the newest examples I can think of and one of my favorites is
  8. 8. CouchSurfing.org, which is a non-profit organization that assists people to travel around the world by connectingfellow world travelers that are willing to allow people into their homes or on to their couches letting them stay for free.The organization and the website is supported entirely by member donations that help pay for the many costs ofrunning the organization such as server hosting, storage, database maintenance, mapping software, and other costsmaking it an organization and service that is not for profit.These examples and currently developing trends are prime illustrations of the fact that we as a species are emergentrather than the utterly unnatural ideas of static, traditional or developed. If we as adults living today or as childrencurrently in the education system were encouraged to, we all would have had the ability to reason through andunderstand things such as this. If it werent for our schooling, mass media and politicians filling our heads with bald-faced lies or at best, whitewashed and biased histories and half truths, we would be able to collectively realize theserealities rather than living in this mundane world of daily drudgery that is glossed over with facades and fantasyworlds of fashion and entertainment. We would understand that it is not reform that is needed for or educationalsystems, but rather a whole new approach to and understanding of what learning is really about.As a teacher in China Ive seen this factillustrated quite quintessentially. Chinais yet again another shinning exampleof an out-dated, monetary driven statewith its own varying degrees ofauthoritarianism (as all states areinherently possessing) thatimplemented the “western style” or inreality the Prussian system of rotelearning. Around twenty years ago thecompulsory or public education systemin China began adopting the curriculumof English as a second language beinga mandatory subject. This historicallytime framed instance should nowindicate what age groups of peoplehave had or are currently in theprocess of receiving English classesthat in many places now begins asearly as the first grade. Nice little booksare provided by the state and teachersare directed to and instructed (via political education) on how to pass on formulaic processes of studying English inorder for the students to pass standardized tests. The approach takes the absolute unnatural approach of languagelearning by teaching reading, writing, spelling and grammar from the onset.Its unnatural because why must it be so difficult to comprehend or observe that language is in fact not aboutgrammatical classifications or spelling rules so much but simply more about understanding. As children we dontimmediately start studying the mechanics of our first language, or in the case of bilingual families the mechanics ofour dual-linguistic environment. Why would it be contrived to start a second language with this approach? Could it bebecause we need to give a set of people, commonly known as “academics”, a purpose or role in this society thatweve constructed along the lines of hierarchical elitism and authoritarianism?Needless to say, Chinas algorithm for implementing English as a second language has been, and is still to manydegrees, an utter failure. Especially if you look at it in terms of actual proficiency levels towards speaking, listeningand understanding. Oh sure, the students ultimately all get passing marks on the tests. Many even score highly.Although, the highly un-admitted or discussed dirty little secret remains, and its just like what I recall from my yearsas a student under the American education system, the students do a lot of cheating and so do the majority of theteachers. Sure we can chose to apply more nice sounding terms to what goes on such as “coaching” or the
  9. 9. utilization of “creative math” to arrive at the test scores mandated by the state, but it still remains, there is not muchelse going on other than a lot of short term memory drills that dont result in any level of actual comprehension.As a result of this totally inept approach towards language learning, a massive and highly profitable industryemerged not so long ago in the country known as “private learning institutes”. Essentially these are English languageschools that are privately owned and for profit businesses. Some of these name branded schools are wholly ownedand operated Chinese ventures and others are quite large and internationally spread brands emanating from Englishspeaking Western countries. However, these facts really have no pertinent relativity as essentially they all operate inthe same manner and upon the same basic approach. As someone whose had a good amount of experience in boththe environments of private institutes and within the public school system, I can state that the private institutes docurrently possess a slight advantage and offer a bit more of a natural approach to language learning. Now in order tosummarize this point and move on, a few observations can be made that illustrate the advantages they have overthe public system.One element is that the institutes dont focus on standardized testing procedures so heavily. Secondly, they focusmore on developing oral and auditory English skills rather than linguistic aspects such as grammar and spelling.Conclusively, the private institutes understand the reality that ideas and feelings are expressed more along oralprocedures by most, as most people dont write in-depth analysis or essays these days. So yes, these institutes aremeeting a demand and are increasingly profitable, as they require tuition fees. However, I foresee that ultimately thisfact will be their own self-imposed instrument of demise as more people awaken to the idea that learning should notnor have ever been a profit-based industry in our society.Diverting away for a moment from our educational systems and their extensive problems, lets examine somethingthat is quite connected and highly related to the new age we are emerging into and the global consciousness thatscoupled to it. Think for a moment about how most of us have surely heard words expressing a feeling that world is“getting so crazy”. Yes, its usually expressed by what we refer to as the “elderly” but this feeling is universal and inmy travels and conversations around the world, Ive heard it and have understood the idiomatic translation in variouslanguages other than English. What many may be unaware of is that younger individuals and not just the elderly aremore frequently expressing these words and feelings.Before I started examining things more deeply, I used to say, “Elderly people have always been feeling this way andsaying these things, whats new”. Now Ive arrived at the conclusion that this is in fact not the case. Looking backover the cognitive developments of humanity, I have ascertained that this feeling and the expression of it is actually arelatively new world-view that manifested in more recent times. In examining just the past few hundred years wecan see that overall, social and technological advancements and change were in fact much slower coming to pastgenerations. I havent taken it upon myself to research, but Id not be surprised to learn that say two hundred yearsago there existed no marketing strategies utilizing phrases such as “In todays fast moving business world…”however, we should all be aware it is all too common in todays marketing spiels.
  10. 10. How many people say in North America or in Europe see it as they are “losing their country”? Ive heard thatstatement expressed thousands of times. How many people in China have expressed to me that they feel they are“losing their culture” and even their language due to increasingly rapid changes and developments across akaleidoscope of social and technological matters? It seems to many that change and advancements come and go soquickly now, that they dont even have time to evaluate any possible impacts and ramifications before a new changeor development comes along and makes the previous changes forgotten, obsolete or irrelevant. Ill bet ourGrandparents werent this aware of, or exposed to this level of radical change as we currently are and I can onlybegin to fathom the rate of change and the perceptual passage of time we and our children will be struggling to makesense of in the not too distant future.Is it that difficult to comprehend that the children of today as well as all the other coexistent generations, will, in thevery near future, quite possibly be unable to perceive or make sense of the rapidly morphing environment without aradically new and wider world view, higher state of consciousness or perhaps even a massive biological evolutionthat just might be conjoined with a massive technological leap forward? Why are the majority of people not awarethat our species is fastly approaching a point where many people will quite reasonably be choosing to mergetechnology into their very bodies in order to better function and compete in this society that is structured to producesuch an abundance of negative competition and other forms of abhorrent behaviors?A giant leaping forward is exactly where we are at now in this stage of our development and simple powers ofobservation and reason should illustrate to all of us that it is something rapidly and immanently approaching.Something of high importance is the fact that a growing number of individuals now possess more highly evolved orevolving consciousnesses, more humanistic ideas and broader world-views. And by the way this higher state ofconsciousness has emerged into individuals that arent viewed as being “educated” or as “having an education”when we utilize the classist traditional definitions. To accompany the knowledge of this higher global awareness, an analogy can be made in regards to our collective consciousness and how we attain information or knowledge. Currently, our level of consciousness is still much like a body of water behind a damn. Now we know that naturally, water wants to spread while seeking the path of least resistance, but damned water is caged much like institutions, cultures, belief systems and traditions cage our minds. However, when a rupture in the damn occurs the foremost water molecules find the hole, or path of least resistance and seep through it. Others simply follow suit. So just as water molecules act, so in many ways, so does the consciousness of our collective minds. The human mind is meant to be viscous and emerging rather than stagnant or in a state of coagulation even though and sadly enough, stagnant and/or coagulated is exactly what the global mass mind control systems want the mass consciousness to be! Seeing as radical revolutions in their initial onsets have never really been endeavors the masses have taken upon themselves, but have rather been brought about by a numerical critical mass, enough people understand today that absolutely nothing should be accepted at face value as being “true” just because some
  11. 11. supposed teacher, expert or authority said its true. More of us understand that the truth is to be arrived at by theindividual and is something that should always be growing and changing within the individual. And here arises theconflict between the emerging systems and world-views as opposed to the traditional ones, and to quote the late KarlSagan “The old appeals to racial, sexual, religious chauvinism and to rabid nationalist fervor are beginning not towork. A new consciousness is developing which sees the earth as a single organism and recognizes that anorganism at war with itself is doomed”.Right now, at the close of the first decade of this twenty-first century, more people now understand that usually thereis no truth outside the truth within ones self and that individual truth is a feeling to hold on to and express ratherthan repress in order to “fit-in”. Its also more greatly understood that while individuality and inner truth is of greatimportance, the greater consciousness tells us that everything and everyone is connected. We realize that nothingand no one aside from ourselves should pull us from our paths no matter how fiercely they try. Many evenunderstand that the individuals and groups that try to manipulate us for their own benefit and personal gain are justproviding us a service that further validates the quest for higher levels of consciousness by challenging us toformulate deeper understandings and to gain more information.So, I say “kudos” to the manipulative and overtly authoritarian mindset and the cultural MEME of it! Without it,todays emerging consciousness may have been much slower in coming. Oh sure, there are still many misguidedand uninformed individuals alive today in the world who still believe as their masters would have them, that beingdisciplined and adherent to a baseless sense of duty to nation as “good” law-driven obedient citizens should besome sort of highly respected attributes in the character of an individual. Regardless, these self-proclaimingconservatives, centrists, liberals, socialists, communists, democrats, republicans, libertarians and so forth are of noconsequence to a positively emerging consciousness.For those who are awake, thinking and watching, it can be seen that our education systems were from thebeginnings of their incarnations specifically and altruistically designed to create disposable human cogs in themachines of industry within our monetary economic system. Its seen that they were designed and are still structuredtoday to feature aspects that condition populaces to hold rabid levels nationalism and to live obediently and inservice of the state. Looking at the system and the whole so-called culture behind it , we can see that really no newsignificant philosophical approach has developed since then, aside from the subculture of entrepreneurialism. So weask what are we left with?Could we reasonably ascertain that its not reform ornew laws that are needed at all, but rather a cleanbreak from the whole thing and the mental damns itbuilds up keeping us locked into left-brain behavior?Think about the numerous other senses that we needto unleash from the right-brain region as individualsand as interconnected beings in this symbioticuniverse. Intuition, creativity, critical thought, the senseof self and the ideology of just being are only a few ofthe natural powers that we possess and need to letsurface as the primary driving forces behind us all.So again, what are we left with or perhaps we can askwhere are we now? First lets examine the commonlyheld idea that an “education” is somehow a thing thatwe can attain or reach usually by purchasing it via tuition. This idea that people either have or dont have aneducation or that some are either “educated” or “uneducated” is a divisionary and classist ideology that infects oursocieties so deeply and in so many aspects it should make us all question just how sick can we possibly be to viewthe amazing joy and experience of learning as something as such? Especially when we admit to ourselves just howfunny and juvenile the cultish ritual of rewarding people with some silly little paper known as a degree. I mean comeon really; people who get so giddy over their degrees are quite similar to a child thats just been rewarded forbehaving and has been given a cookie. Lets not even mention how so many come to feel some sense of falseentitlement and thus become arrogant as all hell.
  12. 12. Firstly, the majority of people on the face of this earth do not have the financial resources or even the luxury of timeto “get educated”. And yet, we have too many in this world that feel they are somehow above and more deserving ofrewards and successes over this majority. Secondly, if one is in fact fortunate enough to have the resources to attendan institute of higher learning, they will inevitably be forced to conform and follow the system or “program” laid-out bythe university as it operates under its corporately structured, for-profit business model.Lastly, from the very foundation of it, the whole construct, approach to and culture of the system is corrupt. lets alsoface the truth, it breeds and institutes massive amounts of abhorrent behavior and discrimination as well. It breedscompetitive “dog eat dog” ideologies and the acceptance of a “haves and haves not” society and when we thinkabout just how many people in the world live on only $2.00 US Dollars a day, and about the number of children andyoung adults who must work in a sweatshop to do their part in support of the family, it surely stands to reason, thateducation and the system of it overlooks, passes over or even totally ignores far too great a pool of human potential.How many new revolutionary ideas could have been brought to fruition? How many works of art and engineeringwonders have been lost in the annals of time simply because an individual didnt have the cash to attend a universityto develop their abilities and thus share their creations with the world simply because they were of the wrongeconomic stratification or the wrong skin tone or the wrong ethnicity or the wrong religion or the wrong social class?How much has been lost because our primary education systems dont understand how to, or seek to allow, forindividual expression, individual thought or even an individualized approach to the learning process?Some, perhaps many, will try and argue against the history, the views and the truths laid out here thus far, and thatssimply because, they dont realize that their “identity” and what they think are their own original “thoughts” havelargely been given to them. Given by the system that they know has problems but from their institutionalizedperspective, probably just needs a few reforms to fix it al up nice and tidy. These sorts of people really dont knowwho they are but if they took the time to really think about it and think about what they truly value and prioritize,theyd see that the system couldnt exist without it separating them from their true identity. Theyd gain a deepersense of what being actually means and then there would be no way the system could push its exploitive andclassist agenda upon them. Others will look at new ideas and try to find hypocrisy or a hate motivation. This issimply ignorance and related to a fear of their belief system or comfort zone becoming shattered. I say that while itcan be vast, ignorance and fear can always be overcome via the sharing of information and knowledge, especiallywhen the sharing comes about with holistic and symbiotic intentions rather than the manipulative and exploitiveintentions that most of our educational systems maintain.So with that said it may be time to layout some ideas and solutions now. But before we begin, please understand thatthe ideas and concepts expressed herein are in no way to be viewed as something totally original or as some sort ofproprietary intellectualism. The majority of the ideas are stemming from works and studies of past and presentscholars that simply motivate me to think more deeply about more important subjects. Without the words and ideasof so many that have come before, It would not have been able to present these ideas and solutions let alone gatherthe informative histories. Also bear in mind that yours truly is an “uneducated peasant” with no high Masters or PHDdegree. So I may not be as eloquent as a so-called “expert” might be in the field. Im simply someone who is goingabout the construction of ideas and solutions based on my various experiences and as someone who has examinedthe history and mechanisms of what we live with in our societies of today.Firstly, and we have touched on this briefly before, the whole idea of education should be turned on its head. We asindividuals and as a society should look at learning as a perpetual journey and something to pursue throughout ourentire lives rather than something to attain or buy. Connect this with the concept (that some have learned) that oneshould always go about life as both a teacher and a student regardless of age, ethnicity, color, sexuality, education orso-called social status and we can see that a lot of harm has been done to people because the current system isvery separatist in its entire nature.So, perhaps a better approach would be something that breaks down all these old devices and totally does awaywith the idea of separating people into grade levels but instead welcomes all ages and levels of understanding into asingle environment. A single environment that is connected and fluid in its design and functionality that groupssubjects of study or areas of learning into naturally fitting areas that are not walled off with closed doors or barriers.
  13. 13. The concept being illustrated here could be called a public learning center rather than a school. It could consist ofeight domes laid out in a circular pattern and intersected by a connecting ring or passageway. One dome would actas an entrance or perhaps some sort of reception hall or even an exhibition hall. The other seven, again, would notfeature traditional class rooms but simply open, inviting areas which would be broken down as follows; linguisticsand communications, contemporary and emerging social studies / theories, collective testimonials and theoreticalhistory, applied / theoretical sciences and mathematics, applied / theoretical medicine and health sciences, designand engineering, arts and entertainment.Take the idea of what we know as the libraries or museums of today and do away with the whole for-profit andindoctrinating educational system and you would arrive at a pretty good picture of whats trying to be show here. Itwould be a place where children, adults and elderly explore and interact together sharing information and ideas andthe absolutely magical experience of learning rather than being “educated” by creatures who have neither the right,the wisdom nor the virtue to do so. Imagine an environment of social and holistic interaction free from beingcontrolled, watched, inspected, spied upon, numbered, enrolled, indoctrinated, preached at, checked, estimated,valued, and censured.Now you may have noticed the term or grouping entitled “collective testimonials and theoretical history” and somemay be asking why not utilize the term “history”. That would be a very good question and an argument shall bepresented here as to just why the traditional word and its meaning, as well as the ideology of it, needs to beimmediately dispelled with as any meaningful area of study.So-called history, especially the version that all states sanitize, whitewash, spin and then cellophane wrap and sendout into the educational system with the states seal of approval is one of the biggest tools utilized to conditionpopulaces. It serves as a highly affective tool to get the masses inline and into following their government andbelieving that it actually possesses some semblance of benevolence towards them. Many people are familiar withthe old adage of “history is written by the victor”, yet with this idea in mind, there seems to be a massive cognitivedisconnect towards understanding that victor is ruling our states and our very lives.Worldwide, history is probably one of the most neglected anddisliked areas of study and the majority of people are really notinterested in it. I can even say that while living in China, when Ivegotten onto the subject, I more often than not have a much deeperknowledge of it than the average Chinese person. This even goesfor Chinese history and not just world history. Of course this couldbe because history and geography have always been subjectsthat that have peaked my interest, but could this also be becauseon the subconscious level, most people know the history beingfed to them is in fact a load of false information and purepropaganda? A reasonable hypothesis could be that most peopleworldwide hold this sense, especially in the area of their right-brain, but since propagandized rhetorical history is presented tostimulate left-brain activity as it tosses out a lots of useless dates,names and supposed “facts”, history also becomes some sort ofrote learning exercise rather than a topic of debate and somethingstudents should be able to express and be encouraged to expressdifferent perspectives on.Now of course we can see that if the subject of history were to be presented in this fashion and focus more on right-brain activity, which in fact it should be, an opposition to the state would most likely arise in many. Thus, states keepthe subject of history focused on left-brain learning and this results in the majority of people forgetting a lot of historyas soon as they have passed a test. As well, most will come to perceive having knowledge of history as somethingthats not very useful for getting a job, becoming successful and for making lots of money. This is all by the design ofthe state and its need for control. As well (and Ive touched on this in other writings), in many ways it even mirrorsthe teaching approach towards ones own native language.
  14. 14. Deeper understandings of history and especially linguistics have timelessly been viewed as “an enemy of the state”.Have you ever asked yourself why is that those who choose to study subjects such as history and language andpursue higher degrees of learning in them literally have no “job prospects” outside of state-controlled institutionsserving as professors and teachers? Its because authority recognized long ago that people who develop deeperunderstandings of history, language and philosophy are the greatest enemies to their system of control and theirestablished society, for you see, all states need to perpetuate a myth that society is somehow “established” and“fixed”. Fixed in terms of some geographical locale and in the temporal scheme of things. If the masses understoodthat so-called society and culture was in fact continually emerging and a symbiotic aspect of the world and thegreater universe, the sate would become irrelevant. Not good for those high up above in the ivory towers ya see!States know these facts all too well. So the system is designed to incorporate individuals who pursue these subjectsof higher thought and house them in institutions. If any professor or teacher dares to present ideas to students thatcontradict the state and its system too much, then they usually face the likelihood of becoming ostracized andblacklisted from the system itself. This would inevitably lead to the teacher having no means to earn a livelihood andwould most likely accumulate into a multitude of resulting consequences such as depression, poverty and even theloss of family and friends.We dont even need to mention the demonization that would be concerted against them with a campaign of smeartactics and name-calling. Simply put, within our authoritarian states, people are just too afraid to voice their thoughtsdue to a fear of being labeled a “problem child”, an outcast, a terrorist, an anti-something or another or whateverother negative word flavors exist at the moment. I for one remember being called into the Principals office andbeing told that I had a “problem with authority” because I was asking too many questions. They called me an“anarchist”. I believe “punk” was also used.Sadly, but not surprisingly enough, Ive seen thissame sort of paradigm here in China with the fewstudents that are actually bold enough to thinkoutside the box and dare to question the oftenillogical and hypocritical state dogma the dumb-downed teachers feed them. Students who posequestions and illustrate being deeper in thoughtpatterns rather than being attentively hypnotizedand fixed on the Teachers dictations aremarginalized and viewed as having a “bad attitude”or as being “poor students”.While teaching young kids English as a secondlanguage, the students I found to be quick thinkersand able to express arguments and ideas inopposition to my words and thoughts, essentiallyexhibiting that they actually had an understanding of the language and its mechanisms, were usually the studentsthat the politically indoctrinated Chinese Teachers would display signs of distaste for. They usually would saysomething such as; “well I dont like that student, she questions too many things I say and she thinks shes special”.Or something like, “That boy has problems with paying attention to me because he likes reading his own books”.Now before pressing back into the subject of establishing learning centers instead of schools, Id like to illustratesomething else about how “history” is used as a mind-control tool by states and Im sorry, but Im going to have toutilize China once again as an example. By no means do I intend for readers to feel I am singling out China, Americaor any other country for that matter as being “guilty” of anything that others are not or have not been “guilty” of. Isimply utilize the U.S. and China a lot because I grew up in America and am thus highly familiar with it. Ive beenliving in China for nearly five years now and am thus familiar with it as well.So we see that states write their own history and write it so that their past actions reflect the current power structurein a positive light so that its citizens believe their state is somehow “good” or even the “best” while other states are atbest “ok” and at worst, “bad” or perhaps even “evil”. In China now, the state goes about utilizing “past history” as a
  15. 15. justification for their contemporary belligerent chauvinism and policies. Essentially what this consists of is the stateinstructs the masses to believe that the Taiwan, Tibet and Xingjian issues are not “issues” at all. For past historysupposedly tells them that these regions of the planet belong to “China”. As I hold no value in statist ideologies,nationality, politics and patriotism but rather just consider my self a world citizen and simply human, I really donthave any strong opinions towards these issues. What I do have an opinion on is the use of “history” by the Chineseestablishment as a control mechanism to bring about and manufacture consent amongst its citizens towards theirrhetoric and behavior.This is quite similar with the conditioned mind-set that the U.S. installs into its masses about the U.S. being the“freest” country on earth. How many times have I heard arguments where people will blurt out the line of, “well ya wehave problems, but we still live in the best and most free country in the world”. I always love this particular rhetoricand love to say; “Well, you may very well be correct. You may even be wrong. More than likely, you are neitherwrong nor right. But let me ask you, have you ever traveled or lived outside of America? No you say? Well, how canyou be so bold to say such things when you possess absolutely zero in terms of personal experience to make such astatement? Arent you just regurgitating what your teachers, leaders, family and peers told you about America”?Same as in China, this sort of reasoning is all too often met with anger and some line about how I am so bad andanti-whatever. Quite shocking as these sorts of questions are in no way aggressive in tone or are not meant touphold or degrade any state, but are simply reasonable questions.Apparently, a good number of states seem to be doing a pretty good job at conditioning their masses to respond inthis manner when faced with questions that force them to think outside their nationalized belief system and comfort-zone. So as we can see, this brings us back to the need for something new and utterly different from the systems weare living with today. The current practice of instituting nationalized belief systems needs to be totally eradicated ifwe are to better prepare ourselves, our children and our futures and the resource economy we are emerging into. Tofurther explore this whole new approach towards learning, we can get into more detail regarding the building of moreholistic and non-competitive learning environments.Rather than traditional schools with all their standardized tests and their practice of forcing individuals to conformand submit to some authoritarian idea of what and how they should be learning, holistic learning environments willbetter enable our species to segue into this next stage of cognitive and social evolution. Face it, we no longer need“leaders” and games of follow the leader. With the levels of automation we have attained thus far and which isexponentially increasing day by day, we will need less and less laborers. This is something that we can calltechnological unemployment. Oddly enough, this whole factual concept is something that politicians, economists,so-called experts and the media arent even touching upon. And why arent they? Why arent they telling people thatreally this whole “global financial crisis” is a total myth and not due to some “mismanagement” of the economy, but isin fact, the end of the whole outdated and unsustainable nature of the entire system itself? This is a rhetoricalquestion of course.To cite just one example, too many of us “regular people” are now highly aware that there is absolutely no reason,aside from sick and twisted motivations of seeking monetary profits, for a single person let alone a whole society tosuffer through manufactured food shortages. We understand that we have the ability feed and clothe every personon the face of this earth and even more if it werent for our wasteful approaches to production, distribution andconsumption. All these advancements as well as the countless other ones that will come put us all in a temporalcrisis that must be met with immediate change.Immediate changes that make us all reassess what we value and see as important. Be we children, young adults,students, teachers or parents, we need to understand that its not more obedient little “worker ants”, politicians,lawyers, police, prison guards, marketing professionals, business managers, financial analysts, laborers or evenfarmers that we need, for a lot of these jobs will become unnecessary due to the automation process or simplybecause they will be socially irrelevant in the near future. Rather, its technicians, engineers, scientists,communicators, designers, artisans, thinkers and problem solvers that we need now for our new resource economy.
  16. 16. The old cultural MEMEs and behavior patters may have been necessary when we did live in a world of scarcity where humans did need to compete and fight for the resources and means of survival. But those days are over and the only reason we still find ourselves living in a competitive world of hierarchies is due to pure and simple greed and a need by some to be seen as some sort of authority. So in the spirit of Jiddu Krishnamurtithes words… “Its time to do way with the old norms, the old patterns and the ancient traditions, for with all the misery, conflict, destructive brutality, and aggressive behavior, we are still as we have been. We are still brutal, violent, aggressive, acquisitive and negatively competitive and our societies exist and operate along these lines”. Again, its not “education” we need, but a whole new culture that understands what learning is really about. We need holistic environments that promote and welcome a mix of all sorts of people and ages into a free-flowing and fluid learning environment. An environment that makes learning the joyful experience that it was when we were children before we were subjugated by the states system. Now realize, this effort must be taken upon ourselvesinstead of waiting for any system to do it or for politicians to do it. The reality of an approach-to and the building-ofenvironments such as this will not be brought about by the current system and its outdated elements. They surely willnot take on the task because they know it will lead to their ultimate demise. No folks, this is something that mustresult from people willing and wanting this change from the bottom upwards and a grass-roots movement thatexcludes the state and its meddlesome tendencies is the only we can achieve this. Its the only way for us commonpeople, us average, everyday people to survive and persevere through the currently collapsing system or what we carefer to as the final failure of it.I know that the majority of people on this earth today will not wake up to these larger truths and understandings andsadly enough will probably suffer greatly because they couldnt escape the old ways and the old belief systems. Thenot too distant future of the final failure will probably be very “dark” for many people since they would rather holdonto the ideas theyve been led to believe as ultimate and fixed truths instead of choosing to think and reason forthemselves. Regardless, many people will continue on with the joy of learning and dispel the concept of “beingeducated”. Many of have learned to let their children find their own paths and approaches to learning and will notsubmit to any state or authoritys demand to hand over their child for indoctrination.It just seems more natural and justified for us to make our own ways in the world and no states laws should be ableto tear us away from a path of acting as conscious and compassionate human beings that hold concerns for all theworlds peoples and its environment. So, we will choose to apply scientific and more natural methods to buildingsociety. No amount of pressure will persuade us into being patriotic and into holding the limited world-view that wasestablished by generations past. We will make the better world with the consideration of the caring capacity of ourenvironment and we will do it on our terms and not the terms dictated by authority or money.This is the inevitability of things to come as we begin to understand more that we are in constant evolution and notseparate from anyone or anything but in fact, connected with the entire universe in symbiosis. This is what thecurrent monetary system and its institutions will come to understand when the find themselves simply irrelevant.

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