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Thread: John Taylor Gatto

  1. #11
    Craftsman balsaboy's Avatar
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    I thought I'd throw this one in as a teaser of sorts for anyone interested.
    A little deeper explantion of education.
    Last edited by balsaboy; 08-19-2013 at 11:12 PM.
    "Those who can make you believe absurdities can make you commit atrocities." Voltaire

  2. #12
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    Quote Originally Posted by webbotmember View Post
    Thanks WBM.

    Here's a re-post of the six purposes of the kings and Queens educational system. Written by an OP named Mulliganstew
    on Alien Scientist.

    "It was from James Bryant Conant -- president of Harvard for twenty years, WWI poison-gas specialist, WWII executive of the atomic-bomb project, high commissioner of the American zone in Germany after WWII, and truly one of the most influential figures of the twentieth century -- that I first got wind of the real purposes of American schooling. Without Conant, we would probably not have the same style and degree of standardized testing that we enjoy today, nor would we be blessed with gargantuan high schools that warehouse 2,000 to 4,000 students at a time, like the famous Columbine High School in Littleton, Colorado. Shortly after I retired from teaching I picked up Conant's 1959 book-length essay, The Child, the Parent and the State, and was more than a little intrigued to see him mention in passing that the modern schools we attend were the result of a "revolution" engineered between 1905 and 1930. A revolution? He declines to elaborate, but he does direct the curious and the uninformed to Alexander Inglis's 1918 book, Principles of Secondary Education, in which "one saw this revolution through the eyes of a revolutionary."

    Inglis, for whom an honor lecture in education at Harvard is named, makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table. Modern, industrialized, compulsory schooling was to make a sort of surgical intervention into the prospective unity of these underclasses. Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrate into a dangerous whole.
    Inglis breaks down the purpose -- the actual purpose -- of modern schooling into six basic functions, any one of which is enough to curl the hair of those innocent enough to believe the three traditional goals of education listed earlier:

    1. The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, do, foolish and boring things.

    2. The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

    3. The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.
    4. The differentiating function. Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits -- and not one step further. So much for making kids their personal best.

    5. The selective function. This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit -- with poor grades, remedial placement, and other punishments -- clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

    6. The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.
    Last edited by balsaboy; 09-01-2013 at 08:54 PM.
    "Those who can make you believe absurdities can make you commit atrocities." Voltaire

  3. #13
    Craftsman balsaboy's Avatar
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    Walter Veith is the next guy to listen to. Walter is a Christian, but I found this lecture revealing and factual.

    Two teachers, two different men, and secrets revealed?
    I kind of liked the jutapositions, yet each covers the purpose
    of education in terms of a broader agenda.
    Sort of gives new meaning to moloch.

    Hmm.....Damn interesting.
    Takes some time, but what he has to show is a do not miss.

    Last edited by balsaboy; 11-11-2013 at 04:26 AM.
    "Those who can make you believe absurdities can make you commit atrocities." Voltaire

  4. #14
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    Quote Originally Posted by webbotmember View Post
    Here you are, balsa
    Da book
    https://antioligarch.files.wordpress...nstruction.pdf

    Weapons of Mass Instruction
    Oh...well yes, good deal WBM. Thanks.

    Yea, I got that one from the library. It's OK, I don't remember as much of it as the PDF is showing me now. I wouldn't want to put down anything Gatto has to say, but the book to read is the, "The Underground History of American Education." It's taken me a while to absorb and consolidate what I've learned. I'm a slow learner and a slow reader. I don't actually believe in speed reading, though I have no doubt it has a lot of uses and practical applications.

    That Prussian Education system is really a factory education system. Pioneered by Fredrick the Great after the Prussian Army was defeated by the French. This model was intended to produce robotic tools for warfare. Should I repeat that? It lend's itself perfectly with the other goals and objectives of the self proclaimed overlords of that epoch, those being the Imperial Thrones of European Aristocracy.

    In my opinion, these houses of self proclaimed nobility became a major pain in the butt for the major religions as the unwitting and sometimes inbred aristocracy began to use religion for a proxy enemy to sustain their grip on power.

    Jew's were often a favorite source for distraction. In Russia Pogroms sometimes effectively eliminated entire villages, but as you are aware it wasn't just the Jews, it was the Catholics, and then it was the Protestants, but it was always somebody doing some shit that made life crappy, at least that's what the Aristocracy began marketing.

    What this means is that these self proclaimed rulers forgot who had given them power because it certainly wasn't the people on the whole. No, it was the organized religions. It's what we have going on right now once you get down to the brass tacks.

    So what I mean is that power had to be restored. These organized religions have always been like gangs, sometimes fighting among themselves, but mainly doing so via the proxy use of their appointed aristocratic rulers that these same religious organizations blessed and gave legitimate power to by giving them their blessing. This didn't take a whole lot, considering that almost no one could read or write at all.

    So the point is that these aristocrats got full of themselves and the religions must have had a massive pow-wow. They invented political parties, the idea of politics was an off shoot of the same sort of mind controlling indoctrination's imparted by the religions themselves, but this was done via a proxy so as to remove the religious leadership from the threat which was intentionally directed at the old world order of the imperial thrones.

    The old world of the imperial thrones are still around, hanging in the wings as it were. You can find them. They are organized. Oh God how they would love to come back to power. Might actually work out for me personally, being descended from the Holy Roman Empire, and the house of Hohenzollern. Here's where I'm supposed to living. Ruling over all you people, having you all kiss my royal ass. Yes, I quite see the attraction, but ya know, climbing up that damn hill would be a bitch at my age. http://www.almanachdegotha.org/id253.html

    Last edited by balsaboy; 10-09-2016 at 06:45 AM.
    "Those who can make you believe absurdities can make you commit atrocities." Voltaire

  5. #15

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    Yeah, that was pretty much our experience with the public schools. We pulled our son out and homeschooled him. You can do quite well for your children with a local homeschool group--Home-schooled children seem to do far better in college, and better in life than what you see coming out of the publics these days
    There was an old person of Tring,
    Who, when somebody asked her to sing,
    Replied, "Isn't it odd?
    I can never tell 'God
    Save the Weasel' from 'Pop Goes the King!'

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