“An alien col­lec­tivist (social­ist) phi­los­o­phy, much of which came from Europe, crashed onto the shores of our nation, bring­ing with it rad­i­cal changes in eco­nom­ics, pol­i­tics, and edu­ca­tion, funded — sur­pris­ingly enough — by sev­eral wealthy Amer­i­can fam­i­lies and their tax-exempt foun­da­tions. The goal of these wealthy fam­i­lies and their foun­da­tions — a seam­less non-competitive global sys­tem for com­merce and trade — when stripped of flow­ery expres­sions of con­cern for minori­ties, the less for­tu­nate, etc., rep­re­sented the ini­tial stage of what this author now refers to as the delib­er­ate dumb­ing down of Amer­ica. Sev­enty years later, the care­fully laid plans to change Amer­ica from a sov­er­eign, con­sti­tu­tional repub­lic with a free enter­prise eco­nomic base to just one of many nations in an inter­na­tional social­ist (col­lec­tivist) sys­tem (New World Order) are appar­ent. Only a dumbed down pop­u­la­tion, with no mem­ory of America’s roots as a pride­ful nation, could be expected to will­ingly suc­cumb to the global work­force train­ing planned by the Carnegie Cor­po­ra­tion and the John D. Rock­e­fellers, I and II.”

- US Depart­ment of Edu­ca­tion Senior Pol­icy Advi­sor Char­lotte Thom­son Iserbyt

Yes­ter­day I released an arti­cle, “Lack of Crit­i­cal Think­ing is Key to the Cor­rupt Sta­tus Quo Main­tain­ing Their Power”, on my blog and at Zero­Hedge and it gen­er­ated a lot of com­ments includ­ing those that stated they don’t believe in con­spir­a­cies or the exis­tence of a “big bad wolf” that delib­er­ately is “out to get us”. How­ever, for those of us famil­iar with the works of John Tay­lor Gatto, we know that there are lit­er­ally moun­tains of evi­dence that indict for­mer Pres­i­dents and cor­po­rate busi­ness­men with delib­er­ately steer­ing the global edu­ca­tion sys­tem towards the sin­gu­lar mis­sion of pro­duc­ing obe­di­ent fac­tory work­ers to serve the cor­po­rate indus­tri­al­ists dur­ing the Indus­trial Rev­o­lu­tion. Fur­ther­more, there are moun­tains of evi­dence, direct from the horse’s mouth, that their con­tin­ued mis­sion for the aca­d­e­mic sys­tem today is to pro­duce obe­di­ent ser­vants to the State and to kill any indi­vid­u­al­ism and crit­i­cal think­ing that may lead to an awak­ened state among the masses that would chal­lenge the moral author­ity, or rather lack thereof, of those in power.

John Tay­lor Gatto, one of the most well-known and out­spo­ken crit­ics of the pub­lic edu­ca­tion sys­tem, quit his 30-year teach­ing career in 1991, because con­fined within the sys­tem, Gatto believe he was hurt­ing chil­dren more than help­ing them. He stated the fol­low­ing as his rea­son for leav­ing insti­tu­tional academia:

“I feel ashamed that so many of us can­not imag­ine a bet­ter way to do things than lock­ing chil­dren up all day in cells instead of let­ting them grow up know­ing their fam­i­lies, min­gling with the world, assum­ing real oblig­a­tions, striv­ing to be inde­pen­dent and self-reliant and free...I don’t mean to be inflam­ma­tory, but it’s as if gov­ern­ment school­ing made peo­ple dumber, not brighter; made fam­i­lies weaker, not stronger...the train­ing field for these grotesque human qual­i­ties is the class­room. Schools train indi­vid­u­als to respond as a mass. Boys and girls are drilled in being bored, fright­ened, envi­ous, emo­tion­ally needy, and gen­er­ally incom­plete. A suc­cess­ful mass pro­duc­tion econ­omy requires such a clien­tele. A small busi­ness, small farm econ­omy like that of the Amish requires indi­vid­ual com­pe­tence, thought­ful­ness, com­pas­sion, and uni­ver­sal par­tic­i­pa­tion; our own requires a man­aged mass of lev­eled, spir­it­less, anx­ious, family-less, friend­less, god­less, and obe­di­ent peo­ple who believe the dif­fer­ence between Cheers and Sein­feld is a sub­ject worth argu­ing about. An exec­u­tive direc­tor of the National Edu­ca­tion Asso­ci­a­tion announced that his orga­ni­za­tion expected ‘to accom­plish by edu­ca­tion what dic­ta­tors in Europe are seek­ing to do by com­pul­sion and force.’ You can’t get much clearer than that. WWII drove the project under­ground, but hardly retarded its momen­tum. Fol­low­ing ces­sa­tion of global hos­til­i­ties, school became a major domes­tic bat­tle­ground for the sci­en­tific ratio­nal­iza­tion of social affairs through com­pul­sory indoctrination.”

I pre­cisely stated in my arti­cle yes­ter­day, “Refuse to accept some­thing as fact just because an author­ity fig­ure, whether a pro­fes­sor, the Vat­i­can, or politi­cian, told you to believe it, and auto­mat­i­cally many amongst the sheep will accuse one of pan­der­ing to con­spir­acy the­o­ries, even when one can present many facts that sup­port one’s oppo­si­tion view much more strongly than the widely accepted view” in the hopes that peo­ple would read this line and digest his­tor­i­cal facts before dis­miss­ing the main points of my arti­cle. Yet, from read­ing the com­ments posted below my arti­cle yes­ter­day, it seems as though some may have dis­missed my argu­ment before even exam­in­ing the facts.

Mr. O.A. Nel­son, retired edu­ca­tor, recounted a Decem­ber 1928 meet­ing in which he spoke to the Amer­i­can Asso­ci­a­tion for the Advance­ment of Sci­ence. His rec­ol­lec­tion of the meet­ing below addresses some of the com­ments posted on my arti­cle from yes­ter­day regard­ing the impor­tance of sciences.

"We were 13 at the meet­ing. Two things caused Dr. Ziegler, who was Chair­man of the Edu­ca­tional Com­mit­tee of the Coun­cil on For­eign Rela­tions, to ask me to attend...my talk on the teach­ing of func­tional physics in high school, and the fact that I was a mem­ber of Pro­gres­sive Edu­ca­tors of Amer­ica, which was noth­ing but a Com­mu­nist front. I thought the word ‘pro­gres­sive’ meant progress for bet­ter schools. Eleven of those attend­ing the meet­ing were lead­ers in edu­ca­tion. Drs. John Dewey and Edward Thorndike, from Colum­bia Uni­ver­sity, were there, and the oth­ers were of equal rank. I checked later and found that all were paid mem­bers of the Com­mu­nity Party of Rus­sia. I was clas­si­fied as a mem­ber of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! we spent one hour and forty-five min­utes dis­cussing the so-called ‘Mod­ern Math.’ At one point I objected because there was too much mem­ory work, and math is rea­son­ing; not mem­ory. Dr. Ziegler turned to me and said, ‘Nel­son, wake up! That is what we want… a math that the pupils can­not apply to life sit­u­a­tions when they get out of school!’ That math was not intro­duced until much later, as those present thought it was too rad­i­cal a change. A milder course by Dr. Brech­ner was sub­sti­tuted but it was also worth­less, as far as under­stand­ing math was con­cerned. The rad­i­cal change was intro­duced in 1952. It was the one we are using now. So, if pupils come out of high school now, not know­ing any math, don’t blame them. The results are sup­posed to be worthless."

While I agree that sci­ences are crit­i­cal for learn­ing and also crit­i­cal for the devel­op­ment of rea­son­ing skills, Dr. Ziegler’s com­ments reveal that men like him, men that helped shape our aca­d­e­mic sys­tem, clearly did not want sci­ences to be taught in a man­ner that would improve crit­i­cal think­ing and rea­son­ing skills, but instead, in a man­ner that was com­pletely inap­plic­a­ble to real life situations.

It is not a coin­ci­dence that after I grad­u­ated from uni­ver­sity, I often would com­ment to my friends, “You know what, there is not one thing I learned in school that I apply in life today.” In fact, the inap­plic­a­bil­ity of school­ing in life reaches far back from even my uni­ver­sity days. When I was 14, I had already com­pleted two years of advanced cal­cu­lus, and believed in a typ­i­cal teenager bout of self-delusion, that I was some sort of math­e­mat­i­cal genius. But in real­ity, out­side of the praise of my teach­ers, what was the point of my math­e­mat­i­cal "progress" back then? Yes, it enabled me to score a per­fect score on the math por­tion of the SATs and then gain entrance into an Ivy League uni­ver­sity. How­ever, in ret­ro­spect and in com­plete absur­dity, I can­not think of one instance since my edu­ca­tional career ended that I have ever applied, in real life, any­thing that I learned dur­ing my years of math­e­mat­i­cal school­ing. It is as if the pur­pose of my insti­tu­tional math­e­mat­i­cal train­ing was solely to enable me to gain a higher score on a stan­dard­ized test, a ridicu­lous pur­pose if there ever was one. And today? Because all I did was mem­o­rize advanced math­e­mat­i­cal for­mu­las back then, I have long since for­got­ten them all, and noth­ing is applic­a­ble to my life today just as Dr. Ziegler of the CFR had desired.

In great irony, it was the very inap­plic­a­bil­ity of edu­ca­tion that allowed me to excel through the sys­tem. The advan­tage I held over all my peers was that I had a pho­to­graphic mem­ory. I recall even as early as the 6th grade when I could read a pas­sage about the Civil War a sin­gle time and remem­ber exactly how many sol­diers died from each side in each bat­tle and on what spe­cific date in his­tory. Because the aca­d­e­mic sys­tem stressed rote mem­ory and regur­gi­ta­tion with­out any true learn­ing, my pho­to­graphic mem­ory served me exceed­ingly well and my teach­ers labeled me as “gifted” and heaped extra atten­tion upon me, even though I never really began to learn how to crit­i­cally think until I read books on my own out­side of the aca­d­e­mic sys­tem and after I had already grad­u­ated from university.

But what if sci­ences were taught in a man­ner that devel­oped crit­i­cal think­ing and rea­son­ing skills? How much eas­ier today would it be today to actu­ally con­vince peo­ple of the fact that the global mon­e­tary and Cen­tral Bank­ing sys­tem is a crim­i­nal, immoral sys­tem delib­er­ately designed by cor­po­rate thieves to harm peo­ple instead of help peo­ple? How much eas­ier would it be to con­vince peo­ple of State run false flag pro­pa­ganda such as the bogus enemy engage­ment of the USS Mad­dox in the Gulf of Tonkin at the time it hap­pened instead of 40 years later? How much eas­ier would it be to con­vince peo­ple that the two-party sys­tem in Amer­ica is just an illu­sion to con peo­ple into believ­ing they have a choice when no real choice is ever offered to peo­ple in elec­tions? Of course, the answer is that it would be infi­nitely easier.

The lack of devel­oped crit­i­cal think­ing skills in the insti­tu­tional aca­d­e­mic sys­tem is also the rea­son why peo­ple con­tinue to falsely believe the pro­pa­ganda of banker shills that a gold stan­dard helped cause the Great Depres­sion and why it is so dif­fi­cult to con­vince West­ern­ers of the value of gold and sil­ver but infi­nitely eas­ier to con­vince Asians of the value of gold and sil­ver. The stark dichotomy is due sim­ply to the fact that peo­ple believe what the State tells them to believe. Logic, rea­son­ing, and crit­i­cal think­ing are all meals on the menu of threats to the power of the sta­tus quo. And this is why the goal of aca­d­e­mic edu­ca­tion by the elites is to strip away rea­son­ing skills from sub­jects such as math that inher­ently rely on rea­son­ing. This is also the rea­son why insti­tu­tional acad­e­mia will never change and that those that wish for it to change find that they can­not work within the sys­tem but have to leave it. My friend, Alyssa Gon­za­les, decided that oper­at­ing out­side of the sys­tem and serv­ing as a found­ing teacher of her own school, Los Feliz Char­ter School for the Arts, was the best solu­tion to be able to encour­age, instead of sup­press, the devel­op­ment of crit­i­cal think­ing and rea­son­ing skills of young chil­dren. If you live in Los Ange­les, please visit her school and sup­port Ms. Gonzales’s efforts, described at their web­site as the following:

"In con­trast to cur­ricu­lum found in a tra­di­tional pub­lic school set­ting which stresses teach­ing and learn­ing in the areas that can be most eas­ily assessed by stan­dard­ized test­ing mea­sures, arts-integrated cur­ricu­lum devel­ops the whole child: kines­thetic, musi­cal, spa­tial, inter­per­sonal, intrap­er­sonal and nat­ural intel­li­gences. At LFCSA, we chal­lenge chil­dren to con­struct their own mean­ing from com­plex ideas and con­cepts. Acknowl­edg­ing that stu­dents learn and demon­strate what they know in a vari­ety of ways, our instruc­tion allows chil­dren to see, hear, and express accord­ing to their indi­vid­ual learn­ing styles."

In sup­port of spread­ing aware­ness of the true intent of cor­po­rate busi­ness­men that have “donated” bil­lions of dol­lars to shape the cur­ric­ula of the most “pres­ti­gious” schools in the world today, here is a video titled “The Dark Secrets of Pub­lic Edu­ca­tion”. Cer­tainly, this video deserves a thou­sand times more views than the cur­rent 9,900 views it has thus far received. If you would like for our com­mu­ni­ties to be more thought­ful, more open-minded, and more co-operative in the future instead of obe­di­ent to the pow­ers that be, please send this arti­cle and video to every­one you know so we can fos­ter a more hon­est and open debate about the State’s goals of insti­tu­tional acad­e­mia. Thank you.

About the author: JS Kim is the Founder and Chief Invest­ment Strate­gist for Smart­Knowl­edgeU, a fiercely inde­pen­dent invest­ment research and con­sult­ing firm with a mis­sion of help­ing to stomp out Wall Street fraud and to rein­sti­tute sound mon­e­tary prin­ci­ples and sound money world­wide. We sin­cerely appre­ci­ate all of you that con­tinue to “like” our Face­book fan page and "fol­low us" on Twit­ter. Through these medi­ums, we will keep all of you aware of some major cam­paigns we will be launch­ing in early 2012 to raise global aware­ness of mon­e­tary truth and our pro­posed solu­tions to insti­tute sound money that CAN serve as a viable and imple­mentable solu­tion to the finan­cial ills heaped upon us by the global bank­ing cartel.

Read more from the author/contributor here.

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