Forbidden Education

By LUIS MIRANDA | THE REAL AGENDA | SEPTEMBER 29, 2012

If you often wonder what did the traditional educational system do for you, let me say that you are asking the wrong question.How about asking what did the traditional educational system prevented me from doing? or What did the traditional educational system prevented me from becoming? The current educational system was invented and imposed on society since the times of the industrial revolution, following the model created in Prussia.

The main goal of that educational system was to deplete human minds and to simply prepare people to become effective factory workers who completed tasks in the most expeditious way possible without costing much to the land or factory owner. It was designed in a way that  prepared people to be obedient servants; and it still does so today.

The school system is considered by teachers, academics and students an obsolete and outdated method of instruction, but what many of those teachers, academics or students don’t know or recognize, is that such characteristics were purposely embedded into the educational system.

Obsolescence and ineffectiveness are not consequences of an outdated educational system, but fundamental parts of a control scheme that meant to turn people into dumbed down, obedient cows who could be milked throughout their whole lives for the fruits of their labor. This fact is documented by Charlotte Iserbyt in her book Deliberate Dumbing Down of America.

All traditional public and private schools functioning under government-created policy are designed to teach people how to repeat concepts and ideas born in government which are not only useless, but also not prepared by actual teachers.

The film College Conspiracy does a great job exposing the negative results of the current educational system because it explains how it directly affects the lives of millions of people who are born into a defective form of education. However, a new documentary called Educación Prohibida — Forbidden Education — takes an even deeper look at the roots of the current educational system and provides a historical perspective on how the government-sponsored method of ‘educating’ us has been destroying minds for hundreds of years.

The film is narrated in Spanish but it also provides English and Portuguese subtitles. Please watch it below and pass it to as many people as possible.

 

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United Nations Will Pursue a Global Green Government at Rio+20 Summit

By ALEX NEWMAN | THE NEW AMERICAN | APRIL 27, 2012

A recently released United Nations report outlines the global body’s plan to foist a centrally planned “green” world order on all of humanity, making every level of government subservient to its “sustainable development” agenda. The upcoming Rio+20 sustainability conference in Brazil — held two decades after the first “Earth Summit” adopted Agenda 21 — will be used to solidify the foundation of the emerging planetary control system.

Under the guise of a “green economy” — expected to cost trillions of dollars per year, according to the report — the UN intends to make use of coercive power at all levels of governance to implement the plan. From local and national governments to regional and global entities, programs affecting every area of human life will be used to advance the controversial “sustainable development” agenda.

According to the UN report, entitled “Working towards a Balanced and Inclusive Green Economy: A United Nations System-wide Perspective,” everything must change to make humanity more sustainable. Lifestyles, opinions, education, health, consumption, production, agriculture, diet, law, taxation, industry, governance, and more: Literally everything must be re-shaped to conform with new international standards.

“Specifically, in a transition to a green economy, public policies will need to be used strategically to reorient consumption, investments, and other economic activities,” the document explains, touting the reduction of carbon emissions and new educational programs to teach humanity why it must become sustainable. “Transitioning to a green economy requires a fundamental shift in the way we think and act.”

The perfect opportunity to solidify the scheme is coming up in June at the UN sustainability summit. And UN bosses are determined not to waste it. “Agreement among UN entities on core elements of strategy, policy, and programmatic services in support of governments’ green economy initiatives will send a powerful signal to governments, businesses, and civil society of the determination of the UN system to ‘Deliver as One’ on a green economy transformation for sustainable development,” the report notes.

Green, From the Top Down:

The plan, of course, will be imposed from the top down. Regional, national, state, and even local governments will all be coaxed into participation. “At the international, sub-regional, and regional levels, there is a need for policy coherence and financial and technological cooperation,” the UN report states. Various enforcement tools will be used to ensure compliance.

Global “justice” to enforce obedience must be powerful for the scheme to succeed. “The success of regulatory approaches hinges on the certainty of policies as well as the quality and credibility of regulatory institutions and their compliance mechanisms, including justice systems,” the report explains. “Effective compliance mechanisms should be put in place in order to achieve the desired outcomes.”

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The Student Debt Bubble

By BRIAN KOENIG | THE NEW AMERICAN | MARCH 13 2012

As more and more young people graduate from college with mounds of unresolved loan debt, financial experts and bankruptcy attorneys are calling the progressively worsening dilemma the “next debt bomb.” According to a new survey conducted by the National Association of Consumer Bankruptcy Attorneys (NACBA), 81 percent of bankruptcy lawyers report that the number of prospective clients with student loan debt has increased “significantly” or “somewhat” in the past few years.

The organization even compared the purported student loan debt “crisis” with the collapse of the housing industry:

With student loan debt now topping U.S. credit card debt and few or no options available for distressed borrowers (including unwary parents who co-signed loans and now face the loss of nest eggs, retirement homes and other assets), America faces the very real possibility of another major economic threat on a par with the devastating home mortgage crisis, according to a new survey and report published today [Feb. 7] by the National Association of Consumer Bankruptcy Attorneys (NACBA).

Moreover, the survey reported:

  • Nearly two out of five bankruptcy attorneys (39 percent) have seen potential student loan client cases jump 25-50 percent in the last three to four years. About a quarter of bankruptcy attorneys (23 percent) have seen such cases jump by 50 percent to more than 100 percent.
  • Most bankruptcy attorneys (95 percent) report that few student loan debtors are seen as having any chance of obtaining a discharge as a result of undue hardship.
  • More than four out of five bankruptcy attorneys (82 percent) see the limited availability of student loan discharge in bankruptcy as “a big problem” barring a fresh start for clients.
  • Nearly two out of three bankruptcy attorneys (65 percent) say that student loan provider debt collections have become “much more” or “somewhat more” aggressive in the last 18 months.

Most of those clients, the association affirmed, were unable to meet the federal hardship criteria required to exempt their student loans through bankruptcy proceedings. Consequently, many loan co-signers, who are often parents or guardians, are required to cover the payments. Head of the NACBA William Brewer asserted, “This could very well be the next debt bomb for the U.S. economy.”

“Obviously, in the short term, student loan defaults are not going to have the same ripple effect through the economy that mortgage defaults did,” Brewer added. “My concern is that the long-term effect may be even graver, because people who need student loans to try to get a higher education or retraining” will be reluctant to apply for them.

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The World Bank’s 28 year-old Depopulation Plan

by Luis R. Miranda
The Real Agenda
February 14, 2012

Plans to drastically reduce the world’s population aren’t new. Many organizations and members of the oligarchy have manifested their intention to promote and carry out plans to dramatically reduce — between 80% and 90% — the number of humans that inhabit the Earth. Last week, we presented proof of now the United Nations and well-known philanthropists divest and invest billions of dollars to support campaigns that threaten the lives of millions of people every year. According to the cited sources and documentation in our article UN Pushes for a Global Tax to Finance its Global Socialist System, the UN alone, and in many cases its alliances with rich corporatists or partner organizations spend their budgets implementing programs in third world nations to avoid human reproduction and the development of those nations. In many cases, the application of eugenics or population control programs are a condition to receiving financial aid.

But the UN is not the only corporate-controlled organization that pushes for population reduction. Together with the UN are the World Health Organization, the IMF, and the World Bank, among others. In the case of the World Bank, the record reveals that some of the most recent initiatives date to 1984, when a report was written and presented to the controllers of the Bank. Among other things, it suggests the immediate start of population reduction policies in order to maintain economic growth; mainly for the developed nations. The document titled “World Development Report 1984″, also includes analysis and commentary about issues such as the Recovery or Relapse in the World Economy, Population Change and Development, Population Data Supplement and World Development Indicators. Notice how three of the 4 most important topics have to do directly with population.

The 300-page report from 1984 was the seventh of its kind, meaning that the World Bank’s elite’s thoughts on how to reduce or manage the world’s population was at least that old. We know today that the actual plan to reduce the population to around 500 million people is much older than that, and that this plan has been channeled through several other organizations whose work is to create policies that support the move to get rid off billions of people. Along with these organizations, the elites have partnered with their own corporations to implement policies in fields such as education, resource management, war (civil and otherwise), peace, financial aid, development, commerce, trade and so on, to enforce those policies. In essence, the corporate oligarchy has always controlled all sides.

The report is very clear from the beginning as to how important depopulation is in their plans to control the masses. “What governments and their people do today to influence our demographic future, will set the terms for the development strategy well into the next century. Failure to act now to slow growth is likely to mean a lower quality of life for millions of people.” Note that the World Banks’ strategy is one for the long term. Depopulation policies are being applied and will continue to be applied progressively, not at once. That is exactly what the elites have been doing for decades. They have been using slow-kill weapons such as chemical products in the food supply and other products we consume on a daily basis, but whose effects are only seen years later (fluoride, GMO’s, pesticides, herbicides, BPA, vaccines and others).

The report continues trying to reinforce a fallacy: That poverty and hunger are a consequence of overpopulation. As we have reported in numerous occasions, poverty and hunger have little to do with overpopulation, but have everything to do with monopolistic practices, price speculation, war and political corruption. “The experience of the past decade shows that education, health, and other development measures that raise parents’ hopes for their children, along with widespread access to family planning services, create a powerful combination in reducing fertility.” This last two words describe the main goal of the World Bank. But let’s review the complete quote and re-format it to reflect what the Bank really means. Indoctrination through the current educational system, eugenics through the use of highly toxic medicines along with the promotion of abortion results in reduced fertility.

The humanity hating statements start on page 50 of the report. “Lower GDP growth makes it more difficult for countries to finance programs in education and family planning, for example –that reduce population growth.” This statement is very important, because education or indoctrination through the public education system in developed and not developed countries together with the so-called family planning practices are two of the most effective tools to carry out eugenics today. In many countries, children are taught to hate humanity and that the most important thing is the well-being of animals, insects and mother nature or GAIA. Some NGO’s have even published articles or produced PSA’s that promote the salvation of insects and animals above humans and that humans and animals are equal. Legislation being worked out in Congresses around the world intend to officially consider humans as equals to animals and to have the United Nations as official spokesperson of the voiceless animals. All of this, of course, to save the planet. But in reality the sought outcome is to equal humans to animals in order to rip our humanity from us. If people are like animals, then people are not people, but animals. With this, the elites can legally argue that it is time to end with all the inherent rights we have as people, because we are not longer people. No more right to life, no right to freedom and the pursuit of happiness, etc.

Neither does poverty or hunger have anything to do with overpopulation, nor there is an overpopulation problem, as the World Bank says in its report. The report goes on to ask whether governments should promote and apply campaigns to reduce fertility and therefore reduce their population. The answer, the text reads, requires an understanding of high fertility and population growth. ” It is the poor with little education and poor health and family planning services who have many children, yet it is also the poor who lose out as rapid population growth hampers development.” This statement is very revealing, as many of the policies for sterilization and population control implemented for the past 50 years are pointed to the poor in both wealthy and developing countries.

The World Bank’s then goes to say that one of the main reasons why poor people choose to have many children is because they want to secure help when they become old; someone to take care of them. The report also cites other reasons such as income, infant mortality, family encouragement of high fertility and limited information about contraceptives, which the report says “are safe”. Of course, this last claim is not true. But that is a discussion for another article.

What the report fails to say is that the real cause of high fertility in poor countries is the welfare-state. Although in many countries some of the reasons cited by the 1984 report may be applicable, the reason why most people have several children in poor and rich countries is because there are socialist programs in place that promote free care and services for those who cannot pay for it. The reason why those people cannot pay for care and health services is because they don’t have jobs to earn a living and depend on their governments to provide care for themselves and their children.

If there is a strong reason why poor people decide to have more than 2 children, which is near the optimum average of 2.1 per family, is because there is an incentive to keep having more. But this is just an unintended consequence of public policies. The real issue is that governments use welfare to keep people dependent, as supposed to help them be self-sufficient and independent. So the Bank not only lies about the real cause of high fertility, but it also supports government intervention to maintain the welfare-state.

Further down on the report, it says that collectivism should be the model to follow, because government control of population fertility has ”longer time horizons than its individual constituents, and the government can weigh better the interests of the future generations against of those of current citizens.” This couldn’t be further from the truth, as most countries where governments intervene heavily in all aspects of life are places where — due to people’s dependence of government — its citizens don’t get to enjoy their lives freely. The report blames the family as a unit, for the government’s lack of action. Governments must, says the report, invest more on the poor.” With this, the World Bank reinforces public perception that it does support socialist policies and the welfare-state as models to govern a dumbed-down, poor and dependent population. “Health and education costs of children are heavily subsidized by the public sector as are roads, communications and other public services that boost jobs and income.” This could not be further from the truth. No socialist program could ever spur economic growth and higher incomes better and more effectively than entrepreneurship in the private sector. What government-sponsored programs do, besides keeping people dependent, is to limit the people’s opportunities as it doesn’t offer incentives to detach themselves from the ever existent government nipple. Also, it is important to remember where government funds come from. In most countries, money is taken from the middle class to give it to the poor in exchange for nothing. The middle class effectively subsidizes poverty. Unfortunately, most of the income stolen from the middle class does not even make it to the poor. It stays inside the government corruptocrazy to finance the its out-of-control spending.

Although the report does not recognize it explicitly, it is visible in many of the claims made in it, that history shows how population growth and decline has always been (except under situations like war or major natural disasters) “automatically” controlled by human progress and how it never needed government intervention. It is not a coincidence that war is one of tools of choice the globalists use to keep the poor countries from developing. That is what is stated on the White House Memorandum 200 prepared by Mr. henry Kissinger.

How does the World Bank implement population control

On page 160, the report states clearly how governments and private institutions can coerce their populations into becoming infertile. “ensuring that people have only the children they want, might not be enough to bring private and socially desired fertility into balance. Economic and social policies are indispensable. Eliminating subsidies to large families, offering financial incentives for smaller families, imposing disincentives for larger families…” The report praises the quota system imposed to the chinese by its government and the fact that China “gives permission” to its citizens to have or not to have children.  ”The system quotas and the accompanying pressure to have an abortion when a woman becomes pregnant without permission, are an additional policy step over and above the system of incentives and disincentives.” In other words, governments should implement any and all measures available to prevent people from having children and cause them to become infertile, including poverty and starvation, bribery, violently killing babies right out of the mothers’ wombs and imposing penalties on people who do not attend to government population control policies.

In addition to imposing sterilization policies and methods as well as bribing people so they don’t have children, the World Bank’s report also suggests that offering low interest rate loans to communities and schools can be a good incentive to keep population growth down and to reduce fertility. “Incentives that offer schools, low interest loans, or a tubewell to communities where contraceptive use is high, also directly link lower fertility to increased welfare.

But all of these suggestions seem mild when it comes to enforcing sterilization policies. The 1984 report also adds that “Male and female sterilization and IUDs can be made more readily available through mobile facilities (such as sterilization vans in Thailand) or periodic “camps” (such as vasectomy and tubectomy-camps in India and IUD “safaris” in Indonesia).”

“Population policy has a long lead time; other development policies must adapt in the meantime. Inaction today forecloses options tomorrow, in overall development strategy and in future population policy. Worst of all, inaction today could mean that more drastic steps, less compatible with individual choice and freedom, will seem necessary tomorrow to slow population growth.”

The authors also promote the creation of concentration camps where people can be taken to be sterilized.

As we have informed before, the World Bank’s policies and suggestions to reduce population are in complete accordance with those of other organizations, philanthropists, NGO’s and well-known personalities who donate their monies to reduce the human population. Those include the UN, the Rockefeller Foundation, Ford Foundation, World Health Organization and IMF. So the next time your country receives aid from a foreign foundation, an NGO, the World Bank or the IMF, remember: this aid comes at the cost of human lives.


Educational System Prepares Children for Serfdom

by John Kozy
Global Research
February  1, 2012

Educational systems now train workers to fulfill the needs of companies. A society in which people exist for the sake of companies is a society enslaved. But there’s a deep problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone’s life. Schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Value systems are never evaluated; alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other. Education as vocational training reduces everything to ideology, our devotion to which causes us to reject the stark reality that stares us in the face, because our ideologies color the realities we see and people never get wiser than those of previous generations. People have become nothing but the monkeys of hurdy gurdy grinders, tethered to grinders’ organs with tin cups in hands to be filled for the benefit of the grinders. And this is the species we refer to as sapient. What a delusion!

For many years, I have been troubled by what I saw as the results of what passes for education in America and perhaps elsewhere too. Why is it, do you suppose, that one generation does not seem to get any smarter than the previous one? Oh, it may know more of this or that, but what it “knows” does not translate into smarts. In other words, why don’t people ever seem to get wiser? Why do they repeat the same mistakes over and over?

For centuries, an education was thought to be comprised of considerably more than one providing the skills and requirements needed to carry on a trade or profession. For instance, consider this passage:

“Education is not the same as training. Plato made the distinction between techne (skill) and episteme (knowledge). Becoming an educated person goes beyond the acquisition of a technical skill. It requires an understanding of one’s place in the world—cultural as well as natural—in pursuit of a productive and meaningful life. And it requires historical perspective so that one does not just live, as Edmund Burke said, like ‘the flies of a summer,’ born one day and gone the next, but as part of that ‘social contract’ that binds our generation to those who have come before and to those who are yet to be born.

An education that achieves those goals must include the study of what Matthew Arnold called ‘the best that has been known and said.’ It must comprehend the whole—the human world and its history, our own culture and those very different from ours. . . .”

This idea of an educated person was often summarized in the phrases, a Renaissance man, and un homme du monde. But these expressions are hardly heard any more. Educated people no longer exist. We are nothing but the monkeys of hurdy gurdy grinders, tethered to grinders’ organs with tin cups in hands to be filled for the benefit of the grinders.

“Governor Rick Snyder wants to tie retraining programs to companies’ needs . . . and encourage more Michigan residents to earn math and science degrees under an initiative aimed at making workers more competitive in the global marketplace.”

The hurdy gurdy grinder’s monkey exists for the sake of the organ grinder; Governor Snyder wants Michigan’s residents to educate themselves for the sake of companies. Workers are to fulfill companies’ needs rather than vice versa. President Obama has said similar things.

But there’s something wrong, something terribly wrong, with this picture. A society in which people exist for the sake of some non-human entity is a society enslaved. And this picture gets even more horrid with the realization that workers are expected to pay to acquire the required skills. Students are being asked to pay for the privilege of becoming serfs.

Living things in the natural world exist as ends in themselves. Everything they do is done for their own benefit or the benefit of their offspring. Horses in the wild do not acquire skills in order to perform tasks that benefit other horses. When a human being acquires a horse and trains it to perform a skill for the person’s benefit, the person provides for all the natural needs of his horse. Horses don’t come begging to be trained to be ridden. What kind of perversion is the requirement that people should beg to be trained to be serfs?

But neither a hurdy gurdy grinder’s monkey or a riding horse are educated; they are trained. There is no such thing as a Renaissance monkey!

Education in America, and perhaps other places too, is as fractured as shattered glass. The federal agency called the Department of Education’s only power is the ability to cajole schools mainly by offering them money. There are public and private schools, and the public ones are governed by local school boards, the members of which are not even required to be able to read or write. State school boards exist to have some influence over local boards, but again, the power of the states is limited. Education in America is a local affair. The people on these school boards are the ones that control what is and how it is taught. For instance, creationism is often given equal standing with evolution. Students are often required to engage in practices that are clearly unconstitutional. All of this is done to suit the views of school board members, not society or even students.

Teachers are certified by subject matter. Perfectly good mathematics teachers may not be able to write literate essays. English teachers are not required to understand even elementary algebra. The schools do not employ hommes de monde. And what is true in the primary and secondary schools is also true in colleges and universities. Les spécialistes rule the classroom. Trained monkeys all!

Now vocational training works, of course, if people know what industries need workers and if workers want those jobs. But often, especially in times of crisis, this knowledge doesn’t exist. Yet there’s a deeper problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone’s life.

Although the United States is often referred to as a multicultural melting pot, most highly developed nations today have multicultural populations. Different cultures embody different values. Those values often clash and erupt in violent behavior. If people understood these cultural differences, these clashes could be ameliorated. But schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Various value systems are never evaluated, and alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other.

Education as vocational training reduces everything to ideology. Religion is an ideology and no one ever questions a person’s right to her/his own. Economics, although often touted as a science, is an ideology. Part of free marked economic theory is the belief that when an established industry falters and declines, some new industry will come forth and employ the newly unemployed. But nothing in economics can compel that to happen. This belief is akin to the belief in a Second Coming. It is purely ideological. Even science has become an ideology. People believe, for instance, that science will discover solutions to all of our problems. But again, there is nothing in science that compels that. It is perfectly possible that, as human beings destroy their environment, science will be unable to correct the damage and that life on this planet will perish. Worse, ideologies contribute to human stupidity; our devotion to them causes us to reject the stark realities that stare us in the face. (See here and here.)

So what is required if we are to make one generation smarter than the previous one? We need to educate Renaissance men who comprehend the whole human world, its history, our own culture, and those very different from ours. Vocational training will never produce such people.

John F. Kennedy was glorified when he said, “Ask not what your country can do for you, but ask what you can do for your country.” Shouldn’t he have been vilified? Do countries exist to benefit their peoples or do their peoples exist to benefit their countries? What good is a country that requires the sacrifice of its people?

Since the Enlightenment, it is generally agreed that legitimate governments are those that govern with the consent of their peoples. Does anyone really believe that people would consent to living in a nation that made it clear that the lives of most citizens would be fated to live for the benefit of the few who control the nation’s institutions? Isn’t that exactly what slavery is?

Analytical thinking, even when valid, can lead people down invalid roads, because analysis alone tends to overly simplify questions. When used to answer the question, What must be done to put unemployed people to work?, it leads to attempts to make education equivalent to vocational training. But when put into practice, it results in people who lack the ability to understand their value systems and evaluate them properly. They end up being hurdy gurdy monkeys or, as Arnold put it, the flies of a summer, born one day and gone the next. If a nation’s institutions do not exist to benefit its citizens, the institutions, not the people, are faulty.

In Classical Greece it was known that the unexamined human life is not worth living. Vocational training never presents people with opportunities to examine one’s life; so people end up relying entirely on ideologies which have no intellectual basis and are often absurdly false, but “falsehoods are not only evil in themselves, they infect the soul with evil.”

If human beings wish to endure, their ideologies must be subjected to serious criticism; otherwise, no generation will ever be smarter than its predecessors and continuing to refer to ourselves as sapient is a sheer delusion.

John Kozy is a retired professor of philosophy and logic who writes on social, political, and economic issues. After serving in the U.S. Army during the Korean War, he spent 20 years as a university professor and another 20 years working as a writer. He has published a textbook in formal logic commercially, in academic journals and a small number of commercial magazines, and has written a number of guest editorials for newspapers. His on-line pieces can be found on http://www.jkozy.com/ and he can be emailed from that site’s homepage.

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