New York Teacher – More More More Technology, But Less Real Education

By: Dr. Joseph P. Farrell
December 16, 2015

Well, it’s time for another of my periodic rants about the deplorable state of Amairikuhn edgykayshun and the corporate hacks and billionaire busybodies that want to ruin it even more. During a recent vidchat, one member of this website who is a teacher – as I recall, of high school English – we’ll call her Ms. C.R., told me that at a recent “staff meeting” (that’s a meeting of teachers with their “administrators”, not a meeting of virus infections, those these days sometimes the distinction between staff infections and education administrators begins to blur), she was informed that no more than two errors per page of written homework could be corrected, lest the poor students experience “poor self esteem.”

I kid you not!

The trouble is, I believed her, and that’s the problem, because I’ve heard of such nitwittery from other teachers, and indeed experienced it personally during my own brief foray into trying to get “credentialed” so that I, a with a doctorate from the oldest university in the English-speaking world (an institution that, incidentally, has never been accredited as an acceptable academic institution by any major Amairikuhn accrediting agency), could teach in a public school. Yes, nevermind that I could probably present a reasonably good, perhaps even enjoyable, course of study to high school students in history, or philosophy, or maybe even music, or that I might be able to teach them some Greek or Latin, all this was of little or no interest to the Amairikuhn edgykayshunal establishment. What really mattered is that I have x number of “credit hours” suffering through a class of insufferable boredom and claptrap, and learn how to “reference” citations from published works using the “look and point” method of the MLA or AP “style manuals.” I’ve heard from teachers in Australia, with masters’ degrees from the University of Sydney in a similar plight. Degrees in a subject discipline do not count. You have to be “trained” in the latest “methodology”. After a couple of weeks of this nonsense, which including “group exercises” which consisted of going to the local outdoor park and walking through the exercises with my fellow candidates doing “trust exercises” to acclimatize us to “group think” and the passive aggressive socialization techniques of the “class facilitator”, I had had enough. I quit. Certification is fraud, and based upon a fraudulent “pseudo-discipline’ called education. It has little to do with actually handing down to a younger generation the essentials of English(or French or Italian or Spanish or German or what have you) literature, little to do with informed intelligent understanding of art, music, history, geography, mathematics, biology, physics. If you’re lucky, you might be exposed to some of the former “soft disciplines” under the progressivist educational label of “social studies” (and yes, they’re the ones who invented that catch all, precisely so they could get rid of history, geography, Latin, Greek, grammar, literature, music, art, &c). Now add to this the American infatuation with technology, wed it to the group think mentality of the teachers’ colleges, and mix and stir with a good dollop of edubabble, and you get Common Core, and the calls for “more technology in the classroom” which is a call for “more government money in our corporate coffers.”

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Zy Marquiez is an avid book reviewer, an open-minded skeptic, yogi, and freelance writer who regularly studies subjects such as: Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more. His own personal blog is where his personal work is shared, while serves as a media portal which mirrors vital information usually ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world. My work can also be found on

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