Why I Love Schools That Ban Books

FakeNews
Source: NoMoreFakeNews.com | JonRappoport.wordpress.com
By: Jon Rappoport
July 21, 2017

Let’s start here. In 2016, as US News reports, “The Portland Public Schools Board on Tuesday decided to ban any classroom materials that cast doubt on climate change. The resolution passed unanimously and requires that textbooks and other material purchased by the district present climate change as a fact rather than theory. Material will also need to present human activity as one of the phenomenon’s causes.”

This is good news. Why? Because a school system has asserted how it wants education to be managed. This is how children will be taught. No tap-dancing around the issue. Here it is. Boom. Out in the open. If you don’t like it, too bad.

If you don’t like it as a parent, take your child out of the Portland system. Launch home schooling. Start your own private school. Move out of Portland to another public school district.

Let’s go all the way back to the beginning of the American public-education system and Thomas Jefferson, who tried (and failed) to get a bill passed in the Virginia legislature. Jefferson:

“But if it is believed that these elementary schools will be better managed by…[any] general authority of the government, than by the parents within each ward, it is a belief against all experience.…No, my friend, the way to have good and safe government, is not to trust it all to one, but to divide it among the many, distributing to every one exactly the functions he is competent to.”

Jefferson’s vision was hundreds of small wards within each state. Each ward would have its own public school, and the parents—not the government—would manage it and fund it.

If, in one school, the parents decide children will learn the moon is a painted illusion on the sky, so be it. If they decide that stones can speak or logic is a European plot against human reason, so be it. If they decide to assemble a list of a thousand banned books, which must be burned, so be it.

With this sort of vast decentralization, it wouldn’t be long before disgruntled parents within a ward would break away and start their own school.

The opposite system is federal. Federal mandates, funding, programs, curriculum.

Education run by the individual states is hardly better. These governments are also huge and demanding.

I don’t care what excuses parents come up with, in order to opt out of taking charge of education. It’s their burden, whether through home-schooling, by creating and sustaining their own private schools for their children, or deciding which schools to send their kids to. The responsibility is theirs.

The usual caterwaul goes this way: “But many, many parents aren’t equipped to understand what goes on in the classroom. We need government-run schools to make sure children receive a good education.”

Baloney. Since when is it necessary to design an entire school system around the ignorance of parents?

Why not say most parents don’t know how to raise their children, and therefore the state must take over that function, too?

Well, if you took a few hours to research the work of Child Protective Services bureaucracies around the US, you’d realize this is, in fact happening. The brutal overreach of these agencies, in many cases, amounts to kidnapping. On false pretexts, the State takes children and dumps them into foster care, where violent abuse and high-dose drugging with toxic psychiatric meds is endemic.

Face it, the government loves parents who say they don’t understand education, medical treatment, child-rearing—whatever responsibility parents are willing to abdicate, it’s a cause for celebration in government circles.

The State promotes a consensus of cluelessness and victimhood.

If I were a top federal bureaucrat, I’d sponsor a program (a few billion dollars ought to cover it) to investigate and discover the most ignorant set of parents in America, the mother and father who can’t think their way out of a wet paper bag. I would profile those parents from head to toe, and based on the information gleaned, I would then form 1000 federal programs (adequately staffed) to assume all the child-rearing functions those parents can’t perform AND IMPOSE THOSE FUNCTIONS ON ALL FAMILIES AND CHILDREN IN AMERICA.

“It takes a village.” And this is the kind of village we’re really talking about. Not some African tribal outpost. A federal ghetto.

So good work, Portland, in banning all books that question climate change. My only problem is you haven’t gone far enough. You should have daily chanting sessions for all the children: CLIMATE CHANGE IS REAL, CLIMATE CHANGE IS REAL, intoned for a half-hour after lunch. Perhaps you can attach electrodes to the children’s heads and produce readouts of secretly dissenting young minds in the classroom, and shunt those kids off to a Chinese-style re-education facility and call it “enrichment.”

Then, perhaps, more parents in your district would wake up and grab their kids and run for the hills and start their own schools, because they can’t deny what you’re doing any longer.

Read More At: JonRappoport.wordpress.com
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Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Matrix Logic & Real Logic

breakaway3
Source: NoMoreFakeNews.com | JonRappoport.wordpress.com
By: Jon Rappoport
July 20, 2017

Logic, these days, has been replaced in schools with a mind-control apparatus that involves the following:

EVERY POINT OF VIEW IS EQUAL.

EVERYBODY HAS TO CONTRIBUTE TO THE WHOLE.

CRITICAL THINKING LEAVES PEOPLE OUT OF THE GROUP AND IS THEREFORE PREJUDICIAL.

If you favor this new formulation and think it’s useful, I have condos on Jupiter for sale.

The point of modern education, more and more, is the GROUP.

“Good people belong to the group.”

“The Group is everything.”

“If you don’t belong to the Group, you have a mental disorder.”

Why is all this emphasis put on the Group?

The answer to that question also gives you the reason logic isn’t taught in schools anymore:

The independent self-sufficient individual is being phased out.

The independent individual who knows how to think and make lucid judgments on his own is a threat to the EMERGING RELIGION OF GLOBALISM.

The emerging religion of Globalism is a fuzzy image of THE GROUP.

The hive.

The colony.

The nest.

The planet.

Mother Earth.

Some people think education has been hijacked for the purpose of training children to become robotic workers for the State. That’s partly true, but I beg to differ. Actually, education is the proving ground for the religion of the Group. That is its real goal. And it’s been the goal for some time.

This religion doesn’t need or want logic. Logic would be disruptive. It would differentiate one student from another. It would reveal there are ways to analyze information that actually come to valid conclusions. Logic isn’t fuzzy. It doesn’t promote the all-inclusive hive.

A few years ago, I spoke to a teacher who was introducing his class to logic. He told me, “These are very bright kids. They’re all going to college. They said they couldn’t learn logic. They couldn’t do it. They had some kind of mental block.”

As we talked further, it became obvious that the mental block was an idea of THE GROUP. These kids had already been indoctrinated into “cooperative thought.” They instinctively realized that, if they studied logic, the Group would break apart. Each student would have to stand on his own, and that prospect was frightening.

In the religion of the Group, one of the key concepts is “the sustainability of the planet,” which is, after all, the largest group. This “sustainability” catchphrase is the leading edge of a vast movement to decide how you, as a UNIT, an energy-consuming UNIT, will be regulated in the overall scheme of things.

Your life will be ruled by decisions of the “wise ones,” who understand how to distribute all the available resources of the planet.

This is a perverse machine, but it needs to be presented as something soft and spiritual, in order to be sold: the “needs of the Group.”

I’ve actually had students tell me, in their fumbling way, that they have an obligation to think like everyone else. Or if they’re rebels, they have a duty to rebel like other rebels.

When I started writing this…

Continue Reading More At: JonRappoport.wordpress.com
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Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

3 Examples That Show How Common Core Is Destroying Math Education In America


Source: ZeroHedge.com
July 15, 2017

Authored by Michael Snyder via The Economic Collapse blog,

Whenever you let federal bureaucrats get their hands on anything they are probably going to ruin it.  During the Obama administration, the Department of Education spearheaded a transformation of American education that was absolutely breathtaking.  Over a period of about five years, Common Core standards were implemented in almost every state in the entire nation.  Unfortunately, this has resulted in a huge step backward for public education in this country.  Common Core has been called “state-sponsored child abuse”, and it is a big reason why U.S. students are scoring so poorly on standardized tests compared to much of the rest of the world.

According to Wikipedia, at one point 46 states had adopted Common Core, but now some states are having second thoughts…

46 states initially adopted the Common Core State Standards, although implementation has not been uniform. At least 12 states have introduced legislation to repeal the standards outright,[1] and Indiana has since withdrawn from the standards.

Sadly, many parents don’t even understand how dramatically our system of education has been tampered with.  In her book entitled The Education Invasion: How Common Core Fights Parents for Control of American Kids, Joy Pullmann exposes how the Gates Foundation has been one of the key players in the effort to get Common Core introduced into classrooms all over America…

Organized in seven chapters, her book describes how the Gates Foundation promoted and continues to promote one extremely wealthy couple’s uninformed, unsupported, and unsupportable ideas on education for other people’s children while their own children are enrolled in a non-Common Cored private school. It explains how (but not exactly why) the Gates Foundation helped to centralize control of public education in the U.S. Department of Education. It also explains why parents, teachers, local school boards, and state legislators were the last to learn how the public schools their local and state taxes supported had been nationalized without Congressional knowledge or permission; and why they were expected to believe that their local public schools were now accountable for what and how they teach … not to the local and state taxpayers who fund them or to locally-elected school boards that by law are still supposed to set education policies not already determined by their state legislature … but to a distant bureaucracy in exchange for money to their state department of education to close “achievement gaps” between unspecified groups.

But this isn’t just an issue about control.  The truth is that the approach to teaching basic fundamentals such as how to add and how to subtract is fundamentally different under Common Core.

Let me share just three examples that show how much Common Core is changing the way that U.S. students learn math.  All of these examples have been floating around Facebook, and if you have never seen these before they are likely to make you quite angry.

If I asked you to subtract 12 from 32, how would you do it?  Well, the “new way” is much, much more complicated than how we were all taught to do it…

If that first one seemed bizarre to you, than you really aren’t going to like this one…

And this last one was so confusing that a parent with a degree in engineering decided to include his own commentary on his child’s homework…

How are kids supposed to function in the real world if this is how they are learning to do basic math?

Personally, I am going to teach my daughter that 9 + 6 equals 15.  But that isn’t how it is supposed to be done under Common Core.  You can watch a video of a teacher explaining the very convoluted Common Core way to solve that math equation right here.

And of course it isn’t just math that is the problem.  Common Core is systematically “dumbing down” our young people, and that may help to explain why the average U.S. college freshman now reads at a seventh grade level.

So what is the answer?

The first step in fixing our education system is to repeal Common Core.  But even in red states such as Idaho there is a lot of resistance

Since their inception, the Idaho Core Standards have been enmeshed in controversy.

Some legislators and citizens have pushed for a repeal of the Idaho Core Standards, the state’s version of Common Core standards in math and English language arts. Those repeal efforts have gone nowhere in the Legislature.

I don’t know what is wrong with our legislators.  The Republicans have full control in this state, and so there is absolutely no excuse for not getting something done.

As I end this article, I want to give you an idea of just how far the quality of education in America has fallen over the past 100 years.  In Kentucky, an eighth grade exam from 1912 made a lot of headlines when it was donated to the Bullitt County History Museum.  As you can see, it is doubtful whether many of our college students would be able to pass such an exam today…

Not even kidding: College will require “Abolition of Whiteness” course for political science majors

Image: Not even kidding: College will require “Abolition of Whiteness” course for political science majors
Source: NaturalNews.com
J.D. Heyes
May 29, 2017

Many once-fine institutions for higher learning in America are slowly but very steadily being transformed from educational facilities to cultural revolution centers aimed at destroying traditional American principles, values and mores.

How else can you possibly explain this outrage: Requiring political science majors to take and pass a course called “Abolition of Whiteness” that is little more than mandatory shaming of anyone born Caucasian.

As reported by Campus Reform, Hunter College in New York City, beginning in the Fall 2017 semester, will require the course, which is to be taught by “Women and Gender Studies” Prof. Jennifer Gaboury. The course is cross-listed for her department and the Political Science Department, and will fulfill one of four classes in the “4 subfields of political science” under the overarching “POLSC 204: Contemporary Issues in Political Theory.”

As someone who holds a BA in political science, I can tell you that this course offers nothing in terms of genuine understanding of American government — how it functions, its constitutional underpinning, political parties, the legislative process, etc. Rather, it is just another way insane Left-wing “academics” can feed into the racist and preposterous construct that whatever ails our country can and must be laid at the feet of white people. (Related: Read Evergreen State College students SEIZE campus, begin forced searches of vehicles for white professor who refused to kow-tow to liberal insanity.)

As Campus Reform notes, the school’s official course catalog doesn’t say very much about what the course actually discusses. However, a flyer advertising a previous version of the course from the Fall 2016 semester says it is “an overview of whiteness studies in the United States,” focusing specifically “on concepts of consciousness, in/visibility, disavowal, and resentment.”

So in other words, students are taught that not only are whites the epitome of all that is bad in America, they should feel badly about creating so much “resentment” for all they’ve allegedly done, and must disavow their own race.

It isn’t as though a degree in “Women and Gender Studies” is going to land you a decent job, but what is a course like this supposed to add, specifically, to someone’s understanding of government?

Nothing, of course. It’s not about that. It’s about meting out punishment for being white.

“We’ll be examining how whiteness — and/or white supremacy and violence — is intertwined with conceptions of gender, race, sexuality, class, body ability, nationality, and age,” says the course description. It adds, “a petition for this course is on file with the College Senate so that it fulfills Pluralism and Diversity Parts B, C, or D.,” which is a reference to mandatory course work that, respectively, focuses on “the historical conditions, perspectives and/or intellectual traditions” of ethnic minorities in the United States, women, people with non-traditional sexual orientations, as well as Europeans.

While the course does not yet appear to have been officially added to the list of classes which satisfy the “Pluralism and Diversity requirement,” the mere fact that it has been proposed and being seriously considered is worse than outrageous.

If there is any aspect of “Abolition of Whiteness” appropriate to the instruction of political science in this day and age, instruction which includes lessons in political activity and political behavior, which party — rather, which ideology — do you think gives the subject the most serious consideration?

If you said Donald Trump’s party, you’d be wrong. Trump isn’t the “white supremacist” he’s framed as being, his supporters aren’t the racists they’ve been portrayed as being. In fact, only the Alt-Left, which is squarely ensconced in the Democratic Party, pushes the narrative that whites are evil, whites are bad, and if only power were taken away from whites then America would become utopia. (Related: Read America’s Universities Have Become Training Camps For Violent Left-Wing Extremism.)

No course like this should be taught on any college campus, but can you even imagine such a course being suggested and approved called “Abolition of Blackness,” where students are taught to “disavow” and “resent” black people? Or Hispanics? Or Native Americans?

I can’t either.

Read More at: NaturalNews.com

_______________________________________________________________________________
J.D. Heyes is a senior writer for NaturalNews.com and NewsTarget.com, as well as editor of
The National Sentinel.

Sources include:

CampusReform.org

CampusInsanity.com

History So It Doesn’t Repeat: The Deliberate Dumbing Down of America w/ Charlotte Iserbyt

Source: TragedyAndHope
May 18, 2017

Tonight, on History… So It Doesn’t Repeat: we discuss the past, present, and future of public schooling, with Charlotte Iserbyt, former Sr. Policy Advisor for the U.S. Department of Education. We’ll discover the root cause of the Deliberate Dumbing Down of Americans. Learning’s the answer. What’s the Question? It’s all coming up on History… So It Doesn’t Repeat!

Underground History Of American Education With John Taylor Gatto

TheBreakway
Zy Marquiez
May 17, 2017

In this phenomenal interview researcher Richard Groves, from TragedyAndHope.com interviews award winning teacher John Taylor Gatto on the surreptitious history of public schooling in America.

Here are some of Gatto’s scathing remarks on about what modern schooling is all about and the truth behind it:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[1][Bold Emphasis Added]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[2][Bold Emphasis Added]

It is absurd and anti-life to be part of the system that compels you to sit in confinement with people of exactly the same age and social class.  That system effectively cuts you off from the immense diversity of life and the synergy of variety; indeed it cuts you off from your own past and future, sealing you in a continuous present much the same way television does.”[3][Bold Emphasis Added]

Mass education cannot work to produce a fair society because its daily practice  is practice in rigged competition, suppression and intimidation.  The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks.  Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.”[4][Bold Emphasis Added]

“Aristotle saw, a long time ago, that fully participating in a complex range of human affairs was the only way to become fully human…”[5][Bold Emphasis Added]

“You need to recognize that the forces at work today to standardize and centralize education and all other aspects of your life are exactly the same ones we fought a Revolution against more than two hundred years ago. The same dreary people, the ones who think we are permanent children, or just machinery to be adjusted, are still in charge.”[6]

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Sources & References:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[2] Ibid., pg. 23.
[3] Ibid., pg. 24.
[4] Ibid., pg. 69.
[5] Ibid., pg. 47.
[6] The Pathological Methodology Of Forced Schooling, 55:59.
______________________________________________________________

Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

7 Phenomenal Books For Homeschoolers, Self-Directed Learners & Autodidacts
13 Great Reasons To Study Logic
Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors