Website review: So-Called Education Intentionally D...
dysviz discovered this in Activism
•2 reviews since May 15, 2008
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dysviz discovered 8 weeks ago- From the page: "Prussian culture, the predecessor of 20th century Germany, created a system of schooling designed to produce nonthinking masses. It was this system that supplied the concepts for America's compulsive pseudo-education of the masses. The Prussian system was first introduced in the United States during the 1840's. In 1918, Alexander Inglis, for whom a Harvard lecture hall was named, published the definitive book, Principles of Secondary Education, which defines modern schooling. He specifically stated that its purpose is to support a command economy and society. This book describes modern "education's" design. James Bryant Conant, president of Harvard from 1933 through 1953, wrote The Child, the Parent, and the State in 1959. In it, he delineates and approves of Alexander Inglis's ideas to inform other members of his class that following this system of training is the best possible way to keep the masses in their place. He stated that the creation of the American school system was a "coup de main", a surprise action against the enemy, in this case, the general American populace. He further stated that not continuing with the same type of training of the American public would result in, "A successful counterrevolution." Before 1910, there were almost no high schools in the United States. A seemingly grassroots movement to open public high schools resulted in massive production of them between 1910 and 1940, at which point it became routine, and even compulsory, to attend high school. One should always be cautious at the concept of a grassroots movement. As we often see nowadays in patient support groups, an apparent groundswell of support for something, as often as not, is the result of an influx of money and propaganda from a wealthy, usually corporate, source. In the case of public eduction, it was manufacturers in need of two things: Dumbed-down masses as cogs in their production facilities and sponges to soak up the message that they needed to buy the dross pouring out of them. How Compulsory Schooling Is Designed to Work According to Inglis, there are six functions filled by the new mandatory "education" system: 1. Adjustive: Creating reflexive, fixed responses, as opposed to creative thinking. 2. Integrative: Making children conform, making them be predictable and easy to manipulate in a large labor force. 3. Diagnosis and Direction: Schools are intended to identify and enforce each child's role in society and the labor force. 4. Differentiation: Once diagnosed, children are trained as far as their role in labor has been determined. 5. Selection: Children are tagged with punishments, poor grades, poor classroom placement, and any other humiliation that can be thought of. The purpose is to separate out those the system determines to be unfit and allow them to be treated as inferiors by the rest. 6. Preparation (called propaedeutic by Inglis): Those few deemed to be leaders, often only by their birth, are taught to be the controllers of the masses described in the other five functions. In the 1922 edition of Public Education in the United States, Ellwood P. Cubberley, a textbook editor at Houghton Miflin, wrote: Our schools are... factories in the raw products are to be shaped and fashioned... And it is the business of the school to build its pupils according to the specifications laid down. There you have it, from one of the major textbook editors during the buildup of secondary schools in the United States -- a clear, concise statement of the purpose of those schools. As John Gatto wrote: We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them. And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it."
- impediment rated 7 weeks ago
- Hardly any of the greats of American history went through much formal schooling. That includes Thomas Jefferson. George Washington. Benjamin Franklin. Thomas Edison. Herbert Melville. Mark Twain. Margaret Mead. Admiral Farragut. And so many more. Obviously, formal secondary schooling, at least of the type we now have, is not a requisite for learning, creativity, or greatness. Let's ask who benefits when the great mass of people becomes complaisant, unable to think, unable to entertain themselves, and interested only in possessions. The answer is simple: corporations
