HOW DO WE CHANGE THE WORLD THROUGH EDUCATION?

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In South Africa, it has been drummed into the people for years that getting a good education, is the way to get a good job, and this is reinforced by the vast amounts of poverty evident almost everywhere you go.  Nobody wants to end up hungry or living on the streets, begging for money.  So we put complete faith in an education system as the way and route towards survival.  In fact, there are so many desperate South Africans that the start of the University year for 2012 ended in tragedy.

The following article is from Time.com:

JOHANNESBURG — Women screamed, but the crowd of South Africans desperate for a chance to study kept pushing at the university gate. Tuesday’s stampede killed a mother who had accompanied her son to an in-person application day at the Johannesburg campus, and two other people were seriously injured, officials said.

Thousands of young South Africans and their parents had begun gathering at the University of Johannesburg campus on Monday to seek admission. Space was limited — some 11,000 people were expected to vie for as few as 800 spots — a symptom of a larger crisis in South African education and perhaps contributing to a sense of desperation Tuesday. Many would-be applicants had only learned they were eligible for further study after getting results from national high school final exams last week, and university classes start next month.

Desmond Mlangu, a prospective student, said he witnessed the “traumatizing” scene, with women screaming and people continuing to push. He said those at the back of the crowd did not seem to realize what was happening at the gate…

Sbahle Mbambo, a 17-year-old from Springs, a small town east of Johannesburg, arrived at the university with a blanket Monday morning. She spent the night in line, huddled on the sidewalk outside campus. She left Tuesday afternoon with a promise she would hear by the end of the week whether she had been accepted to a special journalism program that offered students with poor high school grades extra classes to help them catch up. She said the crowds at the University of Johannesburg showed how eager young South Africans were to grasp opportunities apartheid had denied their parents.

“Everyone in this country wants to be educated,” she said. “They want to be independent, and to get proper jobs.”

 

Although I agree that education is crucial, the so called “education system” we currently have can hardly be called “education”, it is more like indoctrination.

The first lesson we get taught, is the orders of authority.  The second lesson they teach you is to work with each other to achieve the desired ends of those in control.  If a group of children are taught to engage in the same behaviour regardless of what they want to do, then they will never fight back as adults.  They will become the citizens that are easily terrified by police officer’s into voluntarily giving up their rights.  This is the group of workers that surrender their lives to the corporation, that tells them how to dress, how to speak, what time to wake up, which means they are also being told what time to go to bed.

This is why everything the child says and does must match the interest of their school teachers.  Their behaviour must co incide with a set policy and set regulation.  They can not use the bathroom without permission.  If they wish to speak, they must raise their hands.  After a certain period of time, a bell rings, and everyone must move to it.  This could not be more slave like.  Mandatory schooling has never been anything other than the mandatory memorisation of monotonous, dead facts, whilst training children to master repetitious behaviour.  This type of training becomes a ritual for a child, it becomes the plot background for their television shows, and books, or the ideology taught to them by a teacher or a parent.

The school environment is much like a prison, with a population lacking any ability to check the authority of the warden.  They have no control over their entire lives, and this is directly related to youth violence, because the only control they have is between each other.  Like prison, school has forced co-habitation, and the co inhabitants do not always get along, and there is no other choice but to suffer them.  Like violence between inmates in prison, bullying at school starts here.

School is so much like prison, that the second a child fails to appear in school at a certain time, like a court date, the police are allerted.  The government has Truancy Officers to ensure than no child is skipping school.   The state does not care if children are homeless, or on the streets, being abused or suffering from malnutrition and hunger.  At the end of 12 years of  behavior controlling state authority, which is much like a prison sensence, the child is released into the world, once trained to do what they are told, and only then can they can be free.

The produce of school, more acurately defined as a state controlled manufacturing operation, is a society willing to submit and obey.  Forced behaviour, which technically amounts to slavery, will only result in a mindset of fear and terror.

You need to be somewhere at a set time, either by the orders of an authority, or a bell, everyone in one mass just shifts to another place or another position to engage in an activity.

Children are not only trained to follow instruction, they are trained to follow a certain behaviour.   Rules regulations and laws are set, whilst standards of culture, morality and behaviour are imprinted into vulnerable young minds that are in the blossoming stages of development.  Their minds are being intercepted by the state, and molded to conform to the states standards.  This is nothing new, this is the very aim and purpose of schooling.  It is no surprise then that global power and corporate wealth is based on an educational system that works against individuals of true character and true intellect, because the mindless beaurocrat or thoughtless worker, who will follow a system without question, is the pattern that our system depends on.  This is what school produces.  The system is not designed to educate the public, which is why government beaurocracy decides what gets taught to kids, not the parents, not the school board.

Every law is harshly enforced with the maximum punishment.  The tone of a principle, is like the tone of a warden, and with no check on their authority, they always have a way of using a cohersive ability to enforce a standard on the population.  Punishment awaits any kids who challenges this ruling force.

The aim of public education, is not to fill the young of our species with knowledge and awaken their intelligence, the aim of our current education system is simply to reduce as many people as possible to the same “safe” level, to train them into standardized citizenry, and to completely destroy originality.  All students of the educational system are brainwashed in order to create a complacent labour force which fulfil the interests of the corporatocracy and secret goverments.

An entire monotonous culture is being built, stripping chilren of their power to cause trouble for the state at an early age, whilst training them to be good servants.  Mandatory schooling produces children that are either terrified by the tyranny of others, or have been raised to perpetually exploit the conditions of others, without question or conscience, because we are “educated” out of our ability to think for ourselves or engage in critical thinking…but ask yourself,

Is there really such a thing as “uncritical thinking”?

To think is to process informtion in order to form a view or opinion, but if we are not critical when processing this information, are we really thinking, or are we mindlessly accepting the opinions of others as truth?

We are most certainly not being enlightened to all the facts of our present reality by a clandestined educational system that sets us up for enslavement, when jobs many jobs could be automated.  Most of us are born into this system, and we have no choice in life but to follow this system of enslavement in order to survive in society.  A very obvious symptom of this is how our motivational force has become money, when our motivational force should be passion, but the system has made it all about money, and thus our passion is lost, an the human spirit suppressed, as we are forced to engage with an educational system that trains us rather than inspires us.

There are many problems being faced by those who are reforming our public educational systems around the world.  Firstly, they are trying to work out how do we educate our children to take their place in the economy of the twenty first century, given that we cant anticipate what the economy will look like at the end of next week, given the recent turmoil.  Another major issue is the cultural aspect.  Every country on earth is trying to work out how do we educate our children so that they have a sense of cultural idenity, so that we can pass on the cultural heritage, whilst being part of the process of globalisation.  I myself am very anxious to see how they work out this paradox.

Our basic educational system has remained basically unchanged for the last century at least.  The problem is, the current education system was designed, structured and conceived in  for a different age, it was in the intellectual culture of the enlightenment and in the economic circumstances of the industrial revolution.   If we look into the roots of 19th century industrialism, the civil war demonstrated to industrialists and financiers how a standardised population trained to follow orders without significant thought can be made to function as a money tree.  Before the middle of the 19th Century, there were no systems of public education.  One could only be educated by Jesuits, if you had the money.

It was indeed a revolutionary idea when public education, which became compulsory for everybody in many parts of the world, came into being.  At the time, many people said it was not possible for working class kids to benefit from education, as the social and econmic infra structure was not capable of supporting an all academic base.  And thus, there still exists even to this day, a whole set of assumptions about social set and capacities, which was driven by the economic imperative of the time, whilst at the same time, running right through this was an intellectual model of the mind, which was essentially the so called “Enlightenment Era” view of intelligence, which consisted of a capacity of deductive reasoning, a knowledge of classical literature, and what we have come to think of as “academic ability”.  This is deeply engrained into the culture of public education.  This is where we get the classic mislabelling of the two streams of people, being “academing”, and “non-academic”, being “smart” people, or “not smart” people, and as a result, many brilliant people think that they are not smart, because the are being labelled and judged against an archaic view of the mind.  We are far more a complex a human being than to be labelled under two limiting catagories.

The problems lies in the fact that they are trying to meet the future by trying to do what they did in the past, and along the way, they are alienating millions of kids who dont see any purpose in going to school.  When I went to school,  I was kept there by the belief that if you worked hard and did well, you would get to go to University and you would get a well paid job.  Kids nowdays do not believe that anymore, and they have every right not to.  An education is not a guarentee of a job. In fact less than 10% of college graduates end up in their chosen profession.  Many are fored to seek employment doing something that “pays the bills”, rather than being something they have chosen out of choice.

The reason education has always been pushed as the solutions to all the problems in South Africa, is because we have been led to believe that education raises the standard of living, which is sheer and utter poverty for many South Africans.  It is right to assume then that we are always trying to raise the standard in education, because we would also raise the standard of living for the mass, because it makes sense to do so.  Nobody wants it to get worse and go the opposite direction as there is no logical argument to suggest why it is beneficial to go backward.  We are ever evolving and should always be aiming to go grow and expand our potential, but this simply does not happen with our current system of education, which is all about creating certain types to fulfil predetermined roles.

ATTENTION DEFICIT DISORDER – THE FICTITIOUS EPIDEMIC

Millions of children who struggle to pay attention in class are being routinely drugged and unecessarily medicated. Attention Deficit Disorder has been catagorised as a disorder amongst children that requires the administration of drugs such as Ritalin.

Wikipedia says the following about Ritalin:

Methylphenidate (Ritalin, MPH, MPD) is a psychostimulant drug approved for treatment of attention-deficit hyperactivity disorder, postural orthostatic tachycardia syndrom and narcolepsy. It may also be prescribed for off-label use in treatment-resistant cases of lethargy, depression, neural insult and obesity. Methylphenidate belongs to the piperdine class of compounds and increases the levels of dopamine and norepinephrine in the brain through reuptake inhibition of the monoamine transporters. Methylphenidate possesses structural similarities to amphetamine and its pharmacological effects are more similar to those of cocaine.

Whether or not Attention Deficit Disorder (ADHD) this is an actually existing disorder, or whether this is just a collective thought form created in order to create a reason for drugging our children into submission, is still a matter that is very much up for debate in the public spectrum, yet without the firm establishment of a confirmed disorder, there are so many kids on drugs like Ritalin, that one would think that ADHD is an epidemic disease, which in reality, probably does not even exist.

We are living in the most intensely stimulating period in known history.  Children are being beseiged with information, from every conceivable direction and platform, including computer, to smart phones and tablets, to hundreds of television channels, to computer games.  How boring it is to have to stare and an uninspiring teacher and a chalk board, where there are far more interesting things going on in the world.  What is being done now is, childen are being penalised for getting distracted.  This punishment is drugging them with poisons that can have a long term impact on the mind and body.  With all due respect, we can’t blame these kids if they get distracted, as education is extremely boring.  We are taught the biggest pile of lies and bull shit that have absolutely no practical baring in reality, and then we are expected to memorise and regurgitate this non sense in standardised testing and examinations.  Furthermore, children in a classroom are educated in a competitive way, because of the limiting sylabus, the only way to track progress is through a competitive process.  When I was in school, we were told our position in class at the end of each school term.  I only ever once came in second position in class, as my highest position.  The stigma attached to children who came last in class followed them onto the play ground and in other social areas.  Positioning in class is largely determined by a teacher, and if that teacher does not like you, it does not matter how clever you are, you will not get a first position in class, and thus you position in class has nothing to do with your potential, rather how well you conform to the teacher and syllabus.

It is no co incidence that the increase of ADHD has happened along side the growth of competitive education and standardised testing and exams.  Kids are being given Ritalin and all manner of things, which are actually quite dangerous drugs, if you look at what is in them, as well as the side effects and long term effects.  All this is done in an effort to get children focused and calm them down.

The Arts (although not exclusively the Arts) are the victims of this mentality, as creativity and expression are affected by this constant drugging of children, who as a result, never develope true creative potential.  The Arts especially adresses the idea of aesthetic experience.  An aesthetic experience is one where your senses are operating at their peak, when you are resonating in the moment or creating as a fully alive individual.  Anaesthetic, is when you shut your senses off and deaden yourself to what is happening, and alot of these drugs are Anaesthetics.  We are getting our children through education by anesthetising them. …What we really should be doing, is not putting them to sleep, but waking them up to what they have inside of themselves.

Our system of education is modeled on the interests of industrialism, and on the image of it.  An example of this is how schools are organised similar to factory lines, complete with ringing bells, separate facilities, specialised into separate subjects.  Children are still educated by batches, as we put them through the system by age group, much like a batch number and expiry date marks the age of a product.  Why is there this assumption that the most important thing kids have in common is how old they are?  It is like the most important thing about them is their date of manufacture.  There are always kids of the same age who are much better than other kids at the same disciplines, or at different times of the day, or better in small groups, or better in larger groups, or perhaps they enjoy being on their own.  The simple fact is, if you are interested in creating a model of education that will create a better world, you dont start from the “production line” mentality.  Our current education is about creating conformity.  We are so much more than walking libraries robotically trained to blurt out facts that were drilled into us at school.

We are all very special, so are we not deserving of something better?

Imagine what life would be like if we used our minds for animation, rather than memorisation, for creativity, rather than futile activity.  The purpose of existance is certainly not to get a degree, so that we can get a job, so that we can consume and consume and consume, and is so doing, we drive the machine that in effect, powers the Hidden Empire.

Even though I grew up in South Africa, I went through a typical institutionalised education, where rules and regulations existed in part for the sake of creating an Institutional Identity .  Stringent rules were enforced along with an highly impractical, strict school uniform that did not suit the tropical climate.  Even the word ‘uniform’ suggests that there is only ever “one form”, and forms of diversity were not allowed. Weekly inspections of our uniforms were held and anybody with even a slight deviation would be repremanded, with repeated offenses resulting in detention after school on a Friday afternoon, where the offending detainee would be forced to write the school rules over and over again.

The School Rules where the framework upon which my institutionalised school was built, and thus, contravening them was treated as a serious offence.  Upon entering the school, we were given a copy of the rules which we had to sign, along with our parents, before the school would accept you as a student, which reality meant that you promise to do what the ‘educational’ (and I use this term very losely) institutions say, and accept their word as law.

Even before you know what it is you will be taught, you are told not to question it, and the stripping down of personal identity by uniforming the students, is a similar tactic that is used in mental institutions… irrespective of what type of institution, the methodology is the same.

And… as we were forced to go to school – if not by parents, then by law – we had no choice but to allow our minds be subjected to routine, calculated institutional brainwashing.

The first six years of a child’s life establishes,  to a large extent, how they identify themselves and how they relate to the world around them going forward in life.  It is also at this age when they start schooling, that they seem to loose their natural spiritual connection with the world around them that they are inherantly born with.  Certain naturally inquisitive instincts are deliberately toned down by the limiting syllabus and the way that it is taught in schools which stimulates only the left brain, as we are taught to repeat what we are told, and not to think we know the answers during test time.  Through teaching in a way that only stimulates the left brain, the process of compartmentalisation is created, which is leant by being taught to label things and communicate them in written form according to their label.  When compartmentalised structures take root in the mind, they create separatist identities for all things, in so doing, we loose the ability to connect the dots and relate things to each other, as these compartments of information are sectioned off in our brain, which is why it has taken so long for us to see the bigger picture that pertains to our present reality.

The other important aspect of eduation that goes unquestioned by the great majority of people out there, is the Educational Institution’s appointment of teachers.  Having lived in several countries and seen how almost anybody can become a teacher, it makes me realise that parents put their children in the hands of individuals that may be qualified by the state, but have no place impacting on vulnerable minds.

A  great teacher can be the difference to many children on a pass or fail mark in a less interesting subject.  If one takes a subject at school they enjoy, but have a bad teacher, the child will loose interest in the subject and learn not to like it anymore.  This was the case with my History teacher.  I specifically chose History as a subject because of my great life long facination of how we got to this point.  I had always enjoyed it as a subject at school and achieved reasonably good grades.  In fact, I was not allowed to take both Art and History as subjects at school, so I wrongly chose History, even though Art would have been the logical choice, given that I had painted for exhibitions at the age of 11, thus I sacrificed one passion for another.  I found History extremely facinating, that is, up until my tenth year when I was taught by the most uninspiring, miserable woman, who always stank of alcohol and stale cigarettes.  She would sit at her desk, looking hung over and teach to us from an over head projector also stationed on her desk, which reflected onto a big white screen, hardly ever rising to her feet, except when it came time for a cigarette break.  This uninspiring history teacher would then make us copy the notes from the  projection screen while she popped out for a puff.  This was by far the most uninspiring way to be taught, needless to say, I fell asleep in class often due to lack of inspiration for the subject, which sadly, had always been incredibly interesting to me.  My grades in this subject dropped dramatically, affecting my final results and my overall average.

On the other end of the spectrum, if a child takes a subject at school that they dislike, but have a truely inspirational teacher, the classes and the subject will become interesting and inpiring.  Such was the case when I took Biology as a subject.  It was probably my least favourite subject up until I got Miss Bartel as my Biology teacher.  She had such a lovely way about her that I enjoyed spending time listening to her explain the world on a cellular and atomic level.  I took such interest in her lessons that I can clearly remember many of them even to this day.

And then there are the teachers who out change your life.  One of my favourite films of all time is without a doubt, Dead Poet’s Society.  I totally identified with the impact that the part played by Robin Williams as the charasmatic English teacher Mr. Keating, had on his students. It was not unlike my own experience with my eleventh year English teacher.  This film came out at around the same time as I was priviledged enough to have Mrs Busey as my English Literature and Language teacher.

Not everyone is lucky enough to be gifted with such an inspiring teacher, who by their very passion and enthusiasm for what they teach, infuse you with that same passion and enthusiasm.  I worked harder in her class than in all others, and I found within, a love language, for poetry, literature and story, and developed a passion for writing.  Mrs Busey effectively altered the course of my life and went on to be the same inspiration to my brother many years later when she taught him, and I am sure hundreds of other children that came after.  Sadly for most of our children, the position of teacher is a underpaid and thus, under appreciated job in society, which is why many more people who are worthy and could be that inspiration, never become teachers and often it is a job for people who can not do anything else.  And as a result, children are taught an uninspiring required syllabus, put in place by the established instituions that govern education.  One of my favourite minds on the subject, David Icke, often refers to teachers, lecturers, professors and all such like passers on of supposed knowledge and education, as the “Repeaters”, for the following reasons:

The teaching colleges repeat what the government has told them to repeat to teachers, the teachers then repeat what these teaching colleges tell them to repeat to children.  And the same process is repeated for tertiary educational institutions.  The people we entrust to shape the minds of children, use a system of repeaters to pass on controlling information.  The information that is going to be taught to your children is decided at the highest level, then cascaded down through a series of repeaters. When children sit exams, they then have to repeat what they have been taught.  They are not allowed to think for themselves, or use possible answers, they need to repeat exactly what they have been taught. If they repeat what they have been taught well enough, they get good grades and perhaps a place at a good university.  The same process happens here again, and dependant on the student’s ability to repeat back information in the form of  exams, depends whether they stand good chances of getting a great job or engaging on a fruitful career.  All this depends on the ability within people to repeat what they have been told by people who are not in possession of the truth.

Just to clarify, repetition is one of the key elements brain washing and mind control, which I will cover later.

Being from Durban, a place where Gandhi spent some time, I have always found him to be the closest thing South Africa has ever known to a teacher.  When Ghandi was asked what he thought about westernized education, he commented that he believed education was good and that it was about time the west had some, because clearly what we are taught in western educational circles, is not education.  Having the power to shape the minds of children is an incredible power.  Teachers can really make a difference in a childs life, as can a good education, not to be mistaken with indoctrination, which is what we currently have.

Afterall, teachers are employed and paid by the establishment, they teach what they are taught to teach, they do not think for themselves and then teach those thoughts.  If a teacher went off on their own and decided to teach a child something that the government controlled education department  has put in place as compulsory syllabus, they would not last very long in there jobs.

I mean no disrespect to any teaching professional when I say this, but if you do not think for yourself, and teach what you have been taught to teach, then surely you are nothing more than a mindless repeater?

What is inspiring about that?

Furthermore, why would anybody aspire to that?

As it is, children nowdays learn more than the establishment care for them to know from uncontrolled media sources, which is one of the true beauties and also most dreaded features of the internet, the sheer and unlimited access and availability of information.  The very way education educates is becoming irrelevant, because as we evolve, we are beginning to realise that knowledge is power and control of knowledge is control of power.

Education is all about producing a person for a job, and certainly covers many irrelevant subjects and does not focus maximising our true potential.  People do not know alot about many different subjects because we are not taught about many different things.  In my last few years of High School, I had six subjects…

How can the vastness and complexity of the world be divided into six subjects?

It can’t, and that is the point:

We do not have a broad enough perspective of the world to understand the bigger picture, and that is done on purpose.  You could not get people to go to war if they knew alot about the world, and how we are all connected.

The more you educate yourself, the more perspective you gain, and the more you realise that we are living a matrix of lies.  In South Africa, when we finish High School, it is even said that we “matri”culate, which is by very definition the successful process of having been successfuly indoctrinated into the Matrix.

Education is mostly form and written context based.  People are not taught how to solve problems or think in the fouth dimension.  They do not yet know how to work with what is already there, as they are not given the tools and guidance on how to manage our emotions and engage critical thinking.  Getting good grades at school, depends on how well you can repeat back what you have been ‘told’ or taught.  We are supposed to believe that everything we are taught in school is fact, but if you don’t understand it because it does not make sense, and thus you are unable to repeat it back during exam time, you get poor grades.  Getting an education has nothing to do with understanding the way the world works, and everything to do with how well you can repeat things, ie. How well you allow yourself to be conditioned into a certain mind set in order to created the norms and structures in society.  Free thinkers are branded as loosers or rebels and are told that they will amount to nothing…

We could encourage the best qualities of youthfulness, of curiosity, inventfulness, resiliance, the capacity for surprising insights, simply by being more flexible about times and curriculum within the schooling system.  Kids need to be given the automony they need in order to develope into truly independant adults who are willing to take a risk every now and then.  We are all expected to be the same.  We are trained to be afraid of the same things, we are all trained to lust after money and covent material possessions, we are all trained in school to aim to pass every standardized test, and those that think differently, or are creative and deviate from the norm because they see light through a different lense, are treated as worthless in the scheme of public education, and are often punished, either by the school, or with bad grades.  This is often compounded by parents who ignorantly believe that the system is beneficial for their child, and who feel that by enforcing the protocol of achievment of good grades, often in mentally, emotionally and even physically abusive ways, they are doing what is right.  Right for who?  Right for the child, or right for a system of banal mediocraty and enslavement?

CREATIVITY AND DIVERGENT THINKING

Creativity is the process of having original ideas that have value.  Divergent thinking is an essential capacity in order to be creative.  Divergent thinking is the ability to see lots of possible ways of interpretting a question, and possible answers to a question.  This is the ability to think laterally, in which one can  see convergent ways not linear, where the possiblity is multi dimentional.  Just before children enter school, they are at their most creative, and that creativity is indoctrinated out of them as they go through their education.  In fact, test were done where children at pre school level were given a test for divergent thinking.  It  turned out that 98% of the children tested scored at genius level for divergent thinking.  They retested the same children five years later, ages 8 to 10, and the score was 50%.  These same kids were tested five years after that it dropped to 10%.  One would think that as we get older and get “more educated”, that our capacity for divergent thinking should increase, when in reality it does not, it decreases.  What is very evident is, we all have this capacity for creativity and divergent thinking, but it deteriorates as we get older and we are educated and indoctrinated into mediocrity and conformity.

Studies in America have shown that university and college students from top universities have a higher intelligence quotient, or I.Q., before they enter tertiary education, compared with when they leave.  The I.Q. actually drops at university level, which means, that supposedly ‘higher’ education is actually making the average person dumber.  The true ingenious deceipt becomes that much more sickening when you look at the amount of money parents have to fork out for their kids to give them what they perceive is a decent education.  What is even sadder, is those who voluntarily enter into debt, choosing student loans, and / or working part time whilst trying to get “educated”.

The question beckons, why is there the need to make everyone’s perspective and thus experience the same with institutionalisation and paralysing forms of education?

Our societies biggest concern should be the mental development of each and every one of the children on this planet, and thus, motivate each person to their highest potential.  Because the smarter your kids are, the more they contribute to the overall global intellegence and the better the world will be.  Everyone becomes a contributor and we can all work towards contributing on a higher level.  They will contribute more constructively because everything learnt will be applied to making society better and making the beautiful planet that is our home, a more peaceful and sustainable place to live.

A wondeful form of mis-education or social manipulation, is the implementation of  certain traditions based or religion.  It is mentally paralysing and somewhat cruel to tell children tails or unrealistic facts and exaggerated claims and expect them to believe it and not question it.  This constitutes the perpetual deliberate paralysing of the brain as we are taught to ignore logic and instinct in favour of far fetched tales with no logical basis in reality.

With all do respect, telling children that rain deer can fly, is effectively telling them lies, and is as believable as is telling them that a rabbit delivers chocolate eggs.

And yes, we do tell them that!

We absolutely need to seek a system of education that encourages critical thought.  If children start to buy into the lies and manipulation from a young age without question, they always will, and thus virtually guarentee to committing themselves to being mind slaves for the established institutions for the rest of their lives.  The greatest skill that needs to be taught to our children and our society today, is the ability to think critically, and the ability to make up their own minds, and not be subject the the environmental and hereditary prejudices that we ignorantly accept.  The worst thing we can ever do to our childen, is to tell them not to question.  Many parents and teachers reinforce this, sometimes abusively, in order to “control” a child.  But the reality is that truth comes from within and can not be denied.  It is the inherent natural instinct of all of us to become aligned with our inner truths, and thus, we need to give children the freedom make up their own minds about what they believe, instead of being told what to believe.

When I left school, I honestly had no idea what i wanted to do with my life, as I saw every subject I had taken was about excelling and not learning, and thus I had not learned what I needed to know in order to fulfil my purpose here.  I was forced to make a choice about what I wanted to study, in a hopes to lead me on to a further career.  I had trouble imagining myself in any of the pigeon hole options with which I was presented.  We live in a world that is dominated by fear of what other people may think, and as a result, our uniqueness is suppressed.  I always felt incredibly out of place at school,  because I was always “very different”, and I did not fit the system as well as others.  But now I see that it was not me that was the problem, but rather a system that is designed to enslave us rather than setting us free, and instinctually inside of me, I always new I had to fight it.  School for me was nothing more than a 12 year forced government training program that tried to break me inside.  Those who actually survive the conformity programming of schooling, are indeed a rare breed.

Until we abolish mandatory schooling, your child will be bought up as a slave, so that he can accept becoming a slave in adulthood.

And now as I saw my baby brother going through his college years, I struggled to find the will to wish him well for exams, because I know the reality all to well.  When he graduated, this is exactly what I told him:

Having received you University Degree, you are among the 6.7 percent          of the world’s most educated elite. If your education has been a good one, you are likely to have more questions than answers. If your education has been mediocre, you are likely to think you have more answers than questions.

Did you have a chance at University to ponder these questions?:

What does it mean to be human?

Why are we here on Earth?

What are the greatest goals one can pursue in life?

What are the keys to a happy and fulfilled life?

You may have been taught many things during your college years, but did you actually learn anyting of value?

If you didn’t, it’s not too late.

For example, was there a course on surviving natural disaster?

If not, you may not be prepared to make a difference in ending the great dangers to humanity in the 21st century.

Do you know how many nuclear weapons there are in the world?

Do you know which countries possess them?

Do you know what nuclear weapons do to cities?

Do you know whether these weapons are legal or illegal under international law?

Do you know whether they could end civilization and the human species?

Do you know about the Nuremberg Principles, those that were derived from the tribunals at Nuremberg that held the Nazi leaders to account after World War II?

Do you know that these principles apply not just to Nazi leaders, but to all leaders who commit heinous crimes under international law?

Do you know what those crimes are?

Have you studied the Universal Declaration of Human Rights?

Do you know to whom these rights apply?

Do you know that these rights encompass economic and social rights as well as political and civil rights?

Do you know that we all live on a single fragile planet and that we humans are the caretakers and stewards of this planet, not only for ourselves, but for future generations yet unborn?

Do you realize that you are about to enter a world of vast inequalities?

Do you understand that throughout the world there are more than a billion people who are malnourished and go to bed hungry every night?

Can you comprehend that in our world there are still 50,000 children who die daily of starvation and preventable diseases?

Does your education lead you to believe that money will buy happiness?

It may buy fancy material things, and even status, but it is unlikely that it will buy happiness or fulfillment in life. Caring for others and living with compassion, commitment and courage offers a far surer path to a fulfilled and happy life.

Graduating from college is a commencement, not an ending. It is a commencement into responsibility for one’s society and one’s world. Exercising this responsibility is a daily task, a necessary and never-ending task. It is a task that will require further education, outside the college classroom, but inside the multiversity of life.

The world needs to change. We cannot continue to teeter on the precipice of nuclear and ecological disasters. We cannot continue to exist divided into those who live in abundance and those who live in scarcity. We cannot allow the greed of the few to overwhelm the need of the many. We cannot continue to exploit the planet’s finite resources, in effect, stealing from the future. We cannot continue to draw lines on the planet and separate ourselves into warring factions.

For the world to change, new peace leaders and change makers will be needed. The first and most important questions you must ask yourself in your new role as graduates are these:

Will I be one of the peace leaders and change makers, devoting myself to building a better world?

Or, will I choose to be detached and complacent in the face of the 21st century’s social, economic, political and military threats to humanity?

As the little prince, in Antoine de Saint-Exupéry’s book by that name, stated so clearly, “It’s a matter of discipline…. When you’ve finished washing and dressing each morning, you must tend your planet.”

Look around. Our beautiful planet needs a lot of tending.

Peace Love Unity Respect

Mel Ve

www.freedomcentral.info