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Modern Education: Failure is Success – Part II

by | Jan 30, 2010 | Archived Material, January 2010

In Part I we left off discussing the Caste System and some of the rules associated with this system along with consequences for violating these rules. Let’s continue our study of the “Modern Education System” shall we…

How does one keep control of a population segment that outnumbers the ruling class, by approximately one-hundred to one? Education, my good man. Teach them for free, and teach them only those things which benefit the ruling class. Does this sound familiar?  It should since the entire British-India system was imported into the Americas….right along with the colonists….i.e. YOUR ANCESTORS.

And this became and still is the motto: “Don’t, under any circumstance, teach people to acquire knowledge on their own.”  Teach them that all knowledge is the propriety of the state, and the ruling class or government exists to give them a purpose, the purpose of service.

Teaching a student that all knowledge is absolute, and giving him that truth on a silver platter shuts down the faculty of thought. Why think when the answer has (supposedly) already been given?  This is a common trick used among cult leaders.  A weak mind always believes a good sounding story, especially if it is passed off skillfully as 100% truth.

In modern education, middle and lower class students are taught exactly what they need to know to get a good job, become a productive member of society and retire at 65 years of age,…broke and waiting to die. It’s no accident that “retirement age” is the age range at which production falls off considerably. This is when the man or woman is no longer productive is no longer valuable to western society.  In more ancient cultures, there was no concept of re-tire-ment….people remained productive throughout life.  Is it any wonder that people in “affluent countries” die, on average, within 2 years after they re-tire; when in other cultures like the Hunzas, the average life expectancy is over 100?

In the book, The Count of Monte Cristo by Alexander Dumas; there is old friar or church man who is imprisoned with the main character of the book, Edmond Dantes.  The old friar begins to discuss learning and knowledge with Dantes. The friar informs Dantes that learning mathematics, physics, history, and language are the foundation of human knowledge. This means that once anyone learns the basics, they now have what they need to begin real education.

He goes on to say, “There are the learned and then there are the knowing.  Memorization makes one, philosophy the other.”(1)

So what’s your philosophy?  What is your belief about life and living on this planet?  Did you come here to be dumbed-down and entertained, or are you here to make a difference?  Did you come to Earth to survive or to thrive?  Have you been “caste down” or have you adopted the mindset of thinkers like Mark Twain who said; “I never let my schooling interfere with my education?”

These type questions are the root of philosophy.  There is a modern quote that sums up the modern education system that today affects all other systems.  The quote states: “those who don’t know, are at the mercy of liars.”

It has been said that one should always seek out truth, but avoid those who claim to have found it. This, it would seem, is good advice. Is it possible to know absolutely that something is true? Most say “yes,” but think critically about the statement.

For instance, it is considered by experts on the subject of nutrition that saturated fat causes heart disease. More recently, that notion has been challenged by new information. Do a google search for “the French Paradox” to look into this notion further. The French, who are very fond of foods that many Americans consider vices, live longer, healthier lives than Americans can hope to live. Yet, you still have experts in this country telling you to avoid the French diet.

So who are these subject matter, experts? They are the people who attended schools that teach what the truth is, then give a piece of paper stating that the recipients of this paper know the truth. They are the learned, but not the knowing. The school, as an entity, may or may not actually know the truth. But to admit that it doesn’t, or to change the truth to something else later is to invalidate the paper which it supplies to the people it educated as subject matter experts. It becomes a snake eating it’s own tail.

The truth depends on, or is only arrived at by, a legitimate deduction from all the facts which are truly material.

-Coleridge.

Continue to Part III

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