Your Indoctrination and Education
Indoctrination / Education Part Two
HOW INDOCTRINATION = EDUCATION
This show looks at the system of state education and how social engineering has made it merely an indoctrination programme to prevent critical thinking. The show focuses on examples and quotes from specialist education sources.
Mark Windows and Sandi Adams also discuss how very different approaches to teaching lead to very different results.
From “The Principles of Secondary Education” (1918) by Alexander Inglis, Assistant Prof of Education Harvard University:
Physical traits as basic data
All educational theory and practice must be determined primarily by the nature of the individuals to be educated. Reduced to its lowest terms education is the process of producing, directing, and preventing changes in human beings.
For the intelligent production, direction, and prevention of such changes a knowledge of the raw material with which education deals is a funda-mental necessity, and hence the first problem of educational theory and practice in any department is concerned with the nature of those to be educated.
…..Education before the age of twelve should emphasise memory and drill, and that reasoning should be reserved for emphasis at adolescence in the secondary school.
To develop gradually, continuously, and in a relative degree concomitantly, if not from birth, certainly from the beginning of education in the school, until their maxima are approached; and, further, that deterioration does not necessarily occur at an age much later than the limit of school life time.
This assumes that deterioration sets in shortly after school. The show looks at how this assumption and the education system stifles free thought, creativity and instils repetition followed by deterioration or stagnation once an adequate level of competent servitude is achieved.
It seems that in this system reasoning is there merely for backing up the educational programming with an argument which supports what has been taught rather than having any recourse to alternative information to challenge it.
This is how the public are steered and controlled through every form of popular media available to them. It is most important the they are pushed into a hive mind of limited choices and outcomes as anything outside this is very difficult to control.
When the public are asked about how things work without gatekeepers and shepherds they will generally respond with the statement “Well there would be anarchy” without all of these imposed regulations which they refer to as normality.
Not understanding that anarchy would merely mean they were responsible enough to asct on their own behalf and observe the natural law principles which have been educated out of them.
More Quotes from those who have influenced modern education:
Johann Gottlieb Fichte (1762—1814) Philosopher and influence on the education system:
“If the system is successful, its fruit will be as follows: “Its pupil goes forth at the proper time as a fixed and unchangeable machine.”
Bertrand Russell: In the book “The Impact of Science on Society, published in 1951, the following quotes are found: “Education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished.” (Page 50 – The Intended Result of Education)
“Gradually, by selective breeding, the congenital differences between the rulers and ruled will increase until they become almost different species. A revolt of the plebs would become as unthinkable as an organised insurrection of sheep against the practice of eating mutton.”
In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented.
Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.
Chapter XV Education in a Scientific Society:
All the boys and girls will learn from an early age to be what is called “co-operative,” i.e. to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them.
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