YOU Do Matter – Just Know WHO YOU Are

I Can’t Do It Alone, Can You Help Me? “Why the House is Collapsing Around Us”

Theme: 

“No man is an island, entire of itself; every man is a piece of the continent, a part of the main… any man’s death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” — John Donne, Devotions Upon Emergent Occasions, 1624

Four hundred years ago, a poet lying on what he believed was his deathbed understood something that our entire modern civilization has forgotten. John Donne looked out at the world from his sickroom and saw the truth: no one is an island. No one was ever meant to be. Interdependence—the harmonizing of positive energies between human beings—overcomes obstacles, many obstacles, that no individual could ever overcome alone. What do I mean? Take a look at one of the major underlying causes of so many of our problems today.

We have built an entire society on the myth of the solitary hero. And I use the word myth deliberately, because when you peel back the layers and look honestly at what our society is made of, you find it is made of myths, illusions, lies, deception, and manipulation. That is the architecture. That is the foundation. And until we see it clearly, we will keep wondering why the house is collapsing around us.

The Gospel of the Self-Made Individual

You can do it. Just do it. Be all that you can be. These slogans are everywhere, and they are all about the individual. It’s your ladder to climb, and the gold ring is at the top, and if you don’t reach it, well, that’s on you. Nobody mentions that the ladder was designed by someone else, that the rungs are greased, and that the gold ring, when you finally grasp it, turns out to be painted tin.

Twenty-four centuries ago, Plato gave us the most enduring image in all of Western philosophy: the allegory of the cave. Prisoners chained in darkness, watching shadows flicker on a stone wall, believing with absolute certainty that the shadows are reality itself. They give prizes to the prisoner who can name the shadows fastest. They build entire hierarchies of status around shadow-naming. And when one prisoner breaks free, climbs into the sunlight, and comes back to tell the others that everything they believe is an illusion, they do not thank him. They want to kill him.

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Allegory of the cave (CC BY-SA 4.0)

.SheepleThat is not an ancient story. That is this morning’s news. We are a civilization of shadow-watchers, giving each other awards for describing the illusions most eloquently—and destroying anyone who turns around and looks at the fire.

The Valedictorian’s Lament

Let me show you how the myth works on the people who believe in it most faithfully—the winners.

You’re brilliant. Look at your homework assignments, look at your scores. You’re valedictorian. You’re unique. And then that valedictorian goes off to college. Let’s say they earn a scholarship to an Ivy League school—Harvard, Yale, Princeton. They arrive, and suddenly they’re depressed. Calling home: Mom, I’ve got a problem. What’s that? Well, there are hundreds, if not thousands, of valedictorians here, 4.0 students. There are some smart kids here. How am I supposed to compete with that?

And Dad, you saved for years, and I got a scholarship to get in, and I’m watching students with four-point averages break down—some have even taken their own lives—because how do you compete against someone who is there because their father built the university a hundred-million-dollar building? And they’re not terribly bright, but they always seem to be getting As, and they never seem to do homework. How does that work?

It works because the meritocracy is one of the myths. It was never a level playing field. It is a stage set, built to look like one.

A Letter Home from Wall Street

Then our valedictorian graduates and gets the job on Wall Street, and he thinks: finally, I no longer have to compete. I can earn a good living, pay back the debt I owe, and move forward—relationships, family, friends, a home, an apartment, a co-op. Then he gets down there, and after his first week he sees there are 175,000 just like him, all of them also graduated at the top of their classes, magna cum laude, and he thinks: oh my God, this is a hundred times worse than school. Everyone is competing against everyone.

I thought if someone says come in early and leave late, I’d come in at six o’clock. There were people there at four, working the European and Far East markets. So I’m thinking, how do I get eight hours of sleep if I have to be here at five in the morning? At the end of the day, when the stockbrokers and the executives finally left their seats, they were ordering in, because they couldn’t get the exclusive tables at the packed restaurants downstairs—the ones where the senior partners hold court and have bragging rights that they can get into any restaurant in the city—and here you are, eating Chinese food out of a carton at your desk.

Mom, I don’t know how to do this. This is a rat race, and the only thing you end up with in a rat race is dead rats.

I don’t have the money to go out to restaurants, and already I find myself stressed all the time. My blood pressure is up. I’m constipated. I wake up in the middle of the night convinced I’m going to get fired because someone else is doing a better job and they’ll get promoted and I won’t. Yes, I have a decent salary—but I don’t have a decent life. I have no balance. I don’t have a relationship, because who wants to be with someone who works 18 hours a day? I haven’t been to a museum. I live in New York City and I have not seen a single one of the great places that people cross oceans to visit. I haven’t been to a nightclub. I haven’t gone dancing.

And I don’t have friends here, because these people are like great white sharks looking for a nosebleed in a swimming pool. They’re not friends—they’re competitors. They all want bragging rights about how hard they’re working and the bonus they’re getting. Everything is about the bonus. And you know what’s left out of the whole conversation, Mom? The clients. The brokers make money whether the client makes money or loses everything. I see people using cocaine in the restrooms—it’s everywhere. They tell me it’s natural energy. It isn’t. It’s addictive behavior. But then, so is the need for success. And I have no life.

A Mother’s Answer

The mother gives her son a simple answer, and it is worth more than his entire education.

Look, you’re a good kid. But maybe you should re-examine the life you’re choosing, because it’s not a life. It’s a permanent, indentured internship, sustained by the hope that one day you’ll be invited into that sacred circle of success. Until that day, you have no life. You’re going to lose your health, because you need sleep—we all need sleep. And you need relationships, healthy ones—not a partner you use as an unpaid therapist to absorb your complaints. It looks like nothing in your world is joyful or happy or healthy, and you’re expected to endure it all alone. That’s the design: winner-take-all, survival of the fittest, and all anyone down there can talk about is power, excess, and invitations to exclusive places.

It’s true—Taylor Swift just had her wedding, and a couple of the partners were invited, and the scuttlebutt around the office was about the wives spending thousands on unique designer gowns. But ask yourself: what does it say about a singer, whose visible attributes begin and end with celebrity, and a football player, that they need the whole world as spectators to their excess? We can rent Madison Square Garden for 20 or 30 million dollars and invite 20,000 of our dearest, closest friends. You don’t want that. If you go down that street—if your dream becomes an invitation to those special parties—you will discover that the people at the special parties are not special at all. You don’t want to live in that world: the massive overconsumption, the homes, the clothes, the jewelry, all because she can sing. How is that going to change anyone’s life? It isn’t. He plays football. How is that going to change anyone’s life? It doesn’t. What they contribute is ego, insecurity, and insincerity, like all those air-kissing fools in Hollywood and on Wall Street and in West Palm Beach and Washington and Chicago. Their whole life is a lie.

Your father was a playwright. He did very well. He provided you and me and your brothers and sisters with a good standard of living—but not an excessive one. We lived in the same home all those years, and we were happy. We did the things that normal people do with their lives, and we did them together. Around the dinner table at the end of a day of work, nobody complained—everybody was aspirational. Everybody wanted to do something, and you all had the guidance to pursue it in a way that didn’t corrupt you. Your father never allowed himself to think that one successful movie script entitled him—entitled us—to change our standard of living and surrender our quality of life, the life where we had time, joy, happiness, love, curiosity, creativity, and the freedom to travel and see other cultures. Had he bitten into that poisoned fruit, he would have had to sell his soul and write things he didn’t believe in for the paycheck. Do you know how many actors, how many thespians, how many people spend their lives working at something they do not like, surrounded by people who are not likable—people as selfish and conceited and limited as the work itself? Do you know that nearly half of all college graduates never read another serious book for the rest of their lives? They’re too busy trying to make it.

You grew up in a home where we already had made it, because we made quality of life our first priority—love and respect for each other, for our neighbors, for our friends. We had joy, and not because we had a new gown to show off, or jewelry to brag about, or a Lamborghini or a Ferrari in the driveway. We drove Fords and Buicks and Chevys, and we were happy. And here is the part I most want you to hear: we were happy for other people’s success. When was the last time you saw anyone genuinely happy for someone else’s success at your Ivy League university, or on Wall Street?

I never see it, Mom. Everyone is angry when someone else succeeds. If it’s a woman, they tear her down. If it’s a man, they insist he couldn’t have done it honestly—he’s not smart enough, so he must have cheated. Lying is the standard vocabulary here. So you’re telling me I have to give up everything I worked so hard for? All those sacrifices—the trips I didn’t take because I was studying, the sports and intramurals I skipped, the nights I gave up to become the perfect son and the perfect student, the one everyone said would go far in life? Mom, as far as I’ve gotten is nowhere. I’m still on the first rung, and I’m looking around, and I don’t want to compete anymore. I can see the downside from here.

Then hear me, she says. You are a human being. You are not a brand. Your father is loved and respected by his peers because he never sold out. He never joined the special, unique group that collects big paychecks for writing garbage. All of his work is still remembered with fondness. Remember the summer you took the month of August and went down to an Amish farm? You spent a month there, eating their food, living their rhythm, humbling yourself. You came back and told me it was magnificent—just being around a cow you could hug, seeing the unconditional love in an animal’s eyes. You felt at peace. So why don’t you look for where the peace is, instead of where the bigger paycheck and the bigger bonus are? The people you work with are running on negative energy, and negative energy always burns its vessel. They will all end up in the same place: without friends, because nobody wants to spend a life beside someone who can only brag about himself and obsess over what he owns—the Kardashian model of existence, human beings straining to become brands. So it’s your choice.

The Shadows on the Wall

Now, what is the lesson in all of this? Everything in that story is accurate, but notice something: we never recognize the problem until it reaches its conclusion, until there is a crisis with drama attached. Only then do we look back. The prisoners in Plato’s cave never question the shadows while the show is running. It takes a catastrophe to turn their heads.

Image source

Take the last catastrophe. It has now been more than six years since COVID began, and when we look back honestly, we think: my goodness, consider all the lies we were told. Consider the deception. The scientists, the bankers, the billionaires who bought in were handed indemnification—they could not be sued even if people died. And yet the average American, wanting to be a good citizen, lined up and said: I’ll take whatever you’re giving me; I’m sure it’s not harmful. And then, years later, they found out.

Think for a moment about what individuals accomplish when they work collectively on the dark side of their being—when the thing they build together is a deception. By my assessment, and by the accounting of the independent researchers whose work I trust, we did not have a true pandemic that justified what followed; we should never have had those vaccines rushed out, or remdesivir pushed as the protocol. But people trusted, because they did not have the resources to challenge what they were told. The few who did challenge it—a few doctors, a few scientists, a few journalists, a few activists and nurses—were attacked. All of them. They were smeared, deplatformed, destroyed. And others, lesser in character, watched and said: I don’t want to open that door and find a bulldozer coming at me from the other side. So the cave stayed quiet, and the shadow-play went on.

Consider the toll as I read the evidence: tens of millions harmed worldwide, and by the estimates I find credible, hundreds of thousands of Americans—more than 600,000—who did not have to die. We had study after study documenting myocarditis, pericarditis, Guillain-Barré syndrome, and deaths following the injections. The PCR tests themselves—the very instrument that manufactured the emergency—produced false positives at staggering rates; the reviews I have examined suggest the great majority of positive results were wrong, which means millions were falsely diagnosed and placed on protocols that could harm or kill them. All these people trusted. And when the truth began to surface, not a single person stepped forward to take responsibility. Just like at a Wall Street firm, just like at any major corporation—everyone points the finger at someone else. When was the last time anyone in corporate America was held accountable for their sins and omissions? They pay a fee, and they move on. How fair is that?

We have truth on our side, said Anthony Fauci. No—you had power on your side, and a compliant media, and an indemnified industry, and that is not the same thing as truth. When science becomes orthodox, it ceases to be science. It stops questioning itself. It no longer challenges the improbability of what we are commanded to accept as absolute.

Absolutism is a danger. Exceptionalism is a danger. And the mind that wants to open but is afraid of the consequences whispers to itself: I’m not sure I can handle what I might see, so I’ll keep my eyes closed. But do you think anything negative stops existing because you’ve closed your eyes to it—whether it’s the warming climate, or racism, or the slaughter in Gaza? No. It is still there. Open your eyes, and suddenly there is an energy burst, because you have seen the truth—and once you have seen it and experienced it, how do you close your eyes again and pretend you didn’t? The truth is that deception exists, and it has been institutionalized, commodified, and weaponized, and now it is a utility for those who profit from it—just as, on Wall Street, there are whole industries that profit from someone else’s loss.

The Betrayal of the Good Citizen

And the lies are not confined to medicine. Look at our educational system. Look at how much we spend on the average student. Just recently it was reported that some 900 public schools in New York City are failing—failing—to educate the children inside them. Why? What are they learning? Or rather, why aren’t they learning? Look at the agendas that crowded out education itself—the ideological curricula, the identity politics—and then look at the lack of genuine support. The answer is always the same: make it bigger, make it more expensive, and somehow the child is supposed to learn. Then we discover it doesn’t work, and nobody is accountable for that either.

You went to a good school—all your schools were good—and you were told that this would deliver you into a major corporation where you would have security. To the contrary: what you found were large rewards reserved for the people willing to sacrifice their entire existence to make the people above them richer. Does that make any sense to you?

And this pattern is old. Look back at the 1970s and early 1980s, when the Federal Reserve under Paul Volcker drove interest rates toward 22 percent, and farmers—men and women who worked seven days a week growing our food—could not make their mortgage payments and lost their land. Some of those farms had been in the same family for over a hundred years. Gone. Who tried to save them? Nobody. Who said, let’s give them a break—after all, they feed us? No one. And in the same era, corporate America discovered outsourcing, and over the following decades tens of millions of American jobs were shipped away. The company that had anchored a town for generations became nothing but a brand, purchased for pennies on the dollar, its products manufactured overseas. What about my job? I worked here 30 years. It’s gone—and I have no skills to work anywhere else. Then your city becomes the Rust Belt, and you go to the coffee shop every morning and sit with your fellow workers and talk about how you were betrayed. Has anyone ever paid the cost of betraying people for financial gain? The answer is no. And they won’t.

That is what happens when you decide to be a good citizen who plays by the rules and trusts everyone—when you hand over your power at the ballot box and your power in the marketplace and never stop, turn around, and ask: what are the consequences? Because if we looked ahead before we committed ourselves, we would see that the consequences of these arrangements are always against us. Never for us.

What the Grandfathers Knew

Now let me take a step back, because there is another inheritance, and I received it from my grandfather. He told me this: in the 1930s, people worked together. There were no social safety nets to catch the homeless and the jobless. Men traveled as so-called hobos on freight trains around the country, hoping the next stop would offer some work so they could send a little money home. More often than not the work wasn’t there—until Roosevelt created the national programs that gave them something to build. But here is what my grandfather wanted me to understand: they worked together. They formed collectives. Hundreds of people, all unemployed, all with skills, would gather up what others threw away—a broken radio, a broken lamp—and together they would fix them, and sell them, and share what came in. It was the we. It was the interconnectivity of people who understood how important connecting and harmonizing with other human beings is to society and to life itself.

You, my son, grew up in a different generation—the generation of the me. Don’t leave anything on the table. Survival of the fittest. Look at the brutality we now celebrate in our sports, where we expect even a basketball game to look like a hockey brawl. Since when was that athleticism? Look at the superstar athletes making millions, and the entourage of strangers that instantly materializes on their arms. People too young and too unformed to make proper decisions, told that as long as someone is putting a check in their hand, it’s all about me, not we. And notice: the superstar who will not play as part of the team usually watches the team fail even as his own numbers soar. The me wins the statistics and loses the season.

Civilizations That Learned the Secret

Here is what they never teach that valedictorian in all his years of schooling: throughout history, whole civilizations have existed peacefully and honorably—and thrived—because they learned the importance of the we.

Go down to the Valley of Mexico, to the ruins of Teotihuacan, once one of the largest cities on the face of the earth. More than one hundred thousand people lived there. And when the archaeologists dug, they found something that confounded them: no palaces. No throne rooms. No monuments carved with the boasts of kings. Instead they found block after block of spacious, well-built apartment compounds—quality housing, plastered and painted, for ordinary families. A city of a hundred thousand that apparently did not believe anyone needed to have more than everyone else in order to have joy and happiness in life. We never hear about that. We are taught to look for the civilizations that left pyramids to tyrants and palaces to god-kings, as if grandiosity were the measure of greatness. But that is not what defines a civilization. Living and working in harmony, with quality of life and joy for everyone—that is worth studying.

And Teotihuacan was not alone. Five thousand years ago, in the Indus Valley, the cities of Harappa and Mohenjo-daro flourished for centuries—meticulously planned streets, covered drains, wells, and baths available not just to an elite but to ordinary households. Archaeologists found no grand palaces there either, no colossal royal tombs, and remarkably little evidence of warfare. A great civilization, prosperous and long-lived, that appears to have poured its wealth into the shared life of its people rather than into the vanity of its rulers. Go back further still, nine thousand years, to Çatalhöyük in Anatolia—thousands of people living in houses so equal in size and furnishing that scholars struggle to find the chief, because there may not have been one. And on this continent, the Haudenosaunee—the Iroquois Confederacy—bound five, then six, nations together under the Great Law of Peace, deliberating in councils that asked how each decision would fall upon the seventh generation to come. Their confederacy so impressed the colonists that echoes of it appear in the American founders’ own debates about union. In southern Africa, this wisdom has a name that survives to this day: ubuntu—I am because we are. A person is a person through other persons.

Now set beside those civilizations the monuments of the me, and listen to the poet Shelley:

“My name is Ozymandias, King of Kings;

Look on my Works, ye Mighty, and despair!”

Nothing beside remains. Round the decay

Of that colossal Wreck, boundless and bare

The lone and level sands stretch far away.

That is the final audit of every empire of ego: a shattered statue and a boast that the desert swallowed. The pharaohs built pyramids with the whip; the quiet cities built water systems for their neighbors. Guess whose achievement still instructs us in how to live.

I saw the living remnant of this older wisdom myself. In India they have farmers’ markets so vast that if you took the largest markets of Dallas, New York, Los Angeles, San Francisco, and Washington and put them together, they would be dwarfed by a single Indian market. Two or three hundred small vendors setting out their wares—twenty of them offering different curries alone, others with grains and pulses and legumes, cashews of a size you have never seen in the United States, exotic fruits and vegetables in pyramids of color. And they were at peace. They were poor, but they were at peace, because they had family, they had connectivity, and it was strong. You would take your potatoes to your neighbor: how many potatoes do you need? A bushel. And how many lentils do you need? Enough for two days, for my family. And they would exchange it—fair exchange, I give you this and you give me that. And this was generational. For hundreds of years this sharing went on.

Then along came the Green Revolution and destroyed it. You don’t need 200 different vendors, they said. We’ll take your land, give you one engineered strain of rice, sell you the pesticides and the machinery that go with it, and you won’t have to grow anything else. And suddenly the diversity was gone, the exchange was gone, the independence was gone—and the economy and health of millions of small farmers were sacrificed for the benefit of a handful of corporations. People who had fed each other for centuries now frequently went hungry.

It was the same lesson in every village that ever worked: people excelled in more than one thing, and each person shared the gift of what they had mastered. The baker had someone in before dawn so there would be fresh bread for the town. The one who understood the apothecary’s art went looking for the right herbs and seasonings and spices when a neighbor fell sick. You went to them—but they were your neighbors, they were your friends. Trust, built on the simple covenant: I have a talent and I will share it with you; you have a talent and you will share it with me. That covenant is what has kept civilizations together, families together, happiness and love of life together, throughout all of history.

The Orchestra and the Philosophers

Together we form an orchestra—each of us mastering a single instrument, but working together we make music none of us could make alone, especially if someone who understands how to harmonize the whole, one of our elders, stands as the conductor. That is a metaphor, but the greatest philosophers meant it literally. Seneca, the Stoic, wrote that all that you behold is one—we are the parts of one great body, and Nature made us kin. Marcus Aurelius, an emperor with more power than any Wall Street partner will ever hold, reminded himself daily: what is not good for the hive is not good for the bee. Aristotle taught that the human being is by nature a social animal, and that the one who lives outside the common life is either a beast or a god. Socrates and Plato spent their lives in dialogue—in dialogue, mind you, not in monologue—because they knew truth itself is something we can only approach together. The ancients knew the importance of the we. They knew the importance of the intergenerational exchange of energy and wisdom.

Right now, son, you are in a place where you cannot integrate your values, because your values are not compatible with the values of the people around you. If they are interested only in making as much money as they can, seizing the biggest bonus they can, sacrificing as much of their lives as they can to the company, then that environment will seep into you—epigenetically, energetically, it will adversely affect you. They are not aware of it in the moment, but their karma will come, because you pay a price for every wrong decision in life. You just don’t know when you will pay it, or to what degree it will manifest. But we do know what happens when people empty their lives of their toxic energies—toxic people, toxic environments, toxic work—and start over, asking: what do I want my life to be? Even at an older age: what do I want from this moment forward, and what tools do I need?

That means stopping at the inflection point. Going to a quiet place and asking yourself: the tools I was given granted me certain talents, but I am not sure I want to spend them this way. My heart told me I should do A, but my family and my peers told me I should do B. So I became a good son and a good citizen—but I never became good to my own desires, my own needs, my own ambitions and sense of meaning. That is the recipe for psychic stress: smiling on the outside, miserable on the inside. And it matters enormously what environment you work in, what people surround you, what compromises they have normalized—especially when they stand above you as policymakers and opinion leaders, and you are expected to go along.

Bottom Up, Not Top Down

If you really want to solve problems, you cannot solve them from the top down. You have to solve them from the bottom up. The simple reality is that no one on Wall Street is going to change. No one in any governmental agency is going to change. No one is going to reform the bureaucracy and the technocracy that run the scientific community, the medical community, the financial community, the energy community, the food and agriculture community. Nothing at the top is going to change unless something cataclysmic forces it, and cataclysms are rare. The people inside those institutions will keep being rewarded simply for belonging to a system that is, in and of itself, palpably—almost indescribably—negative. They will keep announcing that they have truth on their side, and as long as the rewards keep flowing, everyone inside will nod along: yes, yes, I’m a part of that.

The poet Yeats saw where this leads a century ago: things fall apart; the centre cannot hold. The centre cannot hold because the centre is hollow—it is made of the myths, the illusions, the lies, the deception, and the manipulation we have been examining all along. These institutions have to collapse under the weight of their own hubris and corruption, and in part they already are. The question—the only question that matters—is what takes their place. And that is where the optimism for the future lives.

So work together, in small groups. Work on a project that excites you, that gives you meaning. Work so that we can make changes at the personal level, the community level, because we are not going to make good changes at the corporate level, the government level, or the media level—those are too far captured. Think about what is coming: artificial intelligence, automation, downsizing. When those waves break, the people at the top will not suffer. They never do. We will. Which is exactly why the most important thing we can do at this time, amid the failure of all these institutions, is to stop facing the future alone.

The We Counts

The American civilization is only 250 years old, and it is collapsing in part—the institutions hollowed out, the trust squandered, the good citizens betrayed one lie at a time. And people look at all of it and say: what can I do? I’m just one person.

I’m saying: stop being one person. We were never meant to be one person. Walt Whitman, our own great poet of democracy, opened his masterpiece with a line our age has forgotten how to read: “For every atom belonging to me as good belongs to you.” That is not sentiment. That is the operating manual of every civilization that ever thrived—the quiet city in the Valley of Mexico, the water-carriers of the Indus, the longhouse councils of the Haudenosaunee, the market villages of India, the collectives of the 1930s, the family around the playwright’s dinner table. They all knew what the shadow-watchers in the cave do not: that no one is an island, that the bell tolls for all of us, and that the only wealth that has ever endured is the wealth we create together.

We were meant to work together. The we counts. The me is only a supporter of the we.

from:    https://www.globalresearch.ca/i-cant-do-it-alone-can-you-help-me/5932953

Education and Steered Intelligence

(The Midwestern Doctor writes very long and detailed articles.  I am presenting just a few paragraphs from the beginning of this discussion.  Check out the link for the rest of the article.  Quite Enlightening!)

Balanced Intelligence and Knowledge

How Education Trains You to Miss What is Right in Front of You

Story at a Glance:

•Many important types of intelligence besides “intellectual intelligence exist.” Without them, we cannot connect to our deeper wisdom and are easily lead astray. Likewise, if our intelligence remains unbalanced, our knowledge will almost always be patchy and incomplete.

•A century ago, American education was hijacked by oligarchs like Rockefeller who replaced cultivating critical thinking and deep knowledge with training widespread compliance.

•Education trains us to have a very linear form of intelligence which often misses critical details because it lacks the ability to see the broader picture. This for instance characterizes many problems in medicine.

•Those trained to have excessive left brain thinking are often challenging to have a dialog with because they are both aggressive in asserting their ideology and simultaneously incapable of seeing anything which does not prove they are right.

•This article will discuss the importance of balanced intelligence and strategies for cultivating it.

Throughout history, many different types of intelligence have been recognized (e.g., physical intelligence and coordination or emotional intelligence). In contrast, our society worships a very specific type of intellectual intelligence that as far as I know has never previously been so highly valued by a society.

In my own experience, I’ve lost count of how many people I’ve interacted with who I know are much smarter than me, yet when I compare and contrast our ability to get things done, to correctly interpret data we are exposed to, help patients, or live a happy life, I come out far ahead of them. Likewise, I’ve lost count of how smart people I’ve met who simply don’t “get it” and frequently are misled by something quite obvious.

Years ago, when I discussed these experiences with a spiritual teacher (as I was frustrated with how easily many of my medical colleagues were being misled) and was told to stop getting upset because “intelligence does not equate to being resistant to mind control.”

Modern Education

I’ve long noticed that the educational system builds up a very specific type of intelligence and reciprocally destroys the other ones (e.g., I found the more I was “educated” the more I lost the ability to think and access the deeper capacities of my mind). Because of this, at each level of my education, I was initially an enthusiastic A student, but then become disillusioned, switched to self-study, and in many cases barely passed my classes.

Note: discovering how to bio-hack the sleep cycle to rapidly memorizing large volumes of information was what essentially allowed me to largely boycott the educational system but simultaneously get through it.

That skill set was immensely valuable during my medical training as it allowed me to devote myself to learning what would help my patients rather than be swallowed by the allopathic model. Likewise, both college and medical school followed a similar script. They only wanted you to replicate exactly what your teacher had shown you and harshly reprimanded ever presenting an independent approach to the problem.

Note: numerous medical school deans and residency directors I’ve spoken have lamented that the newer crops of medical school graduates lack the critical thinking which is needed for them to effectively function as doctors during medical residency—yet they simultaneously fail to recognize how their own actions are removing critical thinking from their trainees.

Ultimately, I was driven by a deep yearning for as much knowledge as possible. Since you’ll never have enough time to study everything, I gradually realized:

1. It’s critical to recognize during the knowledge accumulation process when you’ve hit a point of diminishing returns and aren’t learning much more of value regardless of the effort you are putting in. Many however become attached to what they know and simply spend all of their resources reaffirming their existing knowledge base with extraneous details.

2. In contrast, it’s also important to recognize which things actually have a depth and value to them that justifies spending years, if not decades developing mastery in them. Note: doing this often requires adopting a broad focus that allows you to see and accept the contradictions within the subject so you can gradually unravel the mystery behind it.

3. If you can eventually grasp the fundamental processes that ultimately underlie something, that knowledge can often make it possible to rapidly understand many seeming unrelated phenomena because while many things on the surface appear different, at their heart they are often the same.

4. People often assume that if they follow the path society lays out for them that everything will “work out,” when in reality it often does not. For example in medicine, many of my classmates chose specialities they fell into or simply for the money—and most of them are now miserable because their heart was not in what they ultimately had to do professionally. Likewise, many I know blindly took the COVID vaccines without questioning them because the medical system they believed in told them to—and quite a few of them suffer every day from that decision.

The Transformation of Modern Education

Over the last century, there’s been a systematic dismantling of the educational system as its focus shifted from creating an empowered electorate to producing subservient citizens who only existed to fill their pre-designated societal roles. To illustrate:

•In 1903 John D. Rockefeller founded the General Education Board, which over the decades (with Carnegie’s foundation) gave billions to schools around the country until in 1973, the Department of Education was created. These foundations reshaped American Education, transforming it from a locally managed process to a rigid and mandatory centrally controlled one.
Note: The director of Rockefeller’s “charity” admitted their goal was to have this new model of education train the populace to be compliant slaves who lacked critical thinking.

•In the 1960s, one of my relatives was given documents by a group that preceded the World Economic Forum which detailed a global plan to impoverish America so that everyone would willing submit to low paying and backbreaking corporate jobs to get by (e.g., consider Corporate America’s recent vaccine mandates), hence ensuring the American people would be compliant and do whatever the ruling clash wished. I learned about this as a child and have been astonished to see each part of the plan, such as removing critical thinking from American education gradually come to pass.

•Individuals at elite schools the ruling class sends their children to have repeatedly shared with me that the educational process there is very different (e.g., it fosters critical thinking).

•Award-winning teacher, John Gatto, extensively wrote about how American education had been transformed so that when children were in the prime of their life to learn and develop their own identities, they were instead locked into a rigid and sterile environment which disconnected them from all the interactions and experiences of life that allowed them to develop their own identities and become highly functional members of society. Ivan Illich made the salient observation that once people are “taught” within a rigid framework, they lose much of their inherent capacity to “learn.”

Note: one of my favorite math teachers in college once shared with me that his Ivy League students frequently complained to administrators about his teaching style which encouraged us to derive solutions to problems rather than giving us steps to memorize.

I believe these points explain why we keep spending more money (and years of schooling) on education, yet have worse and worse outcomes (not unlike modern medicine). Likewise, much of my success as a student came from a desire to develop my mind and the recognition the schooling processes was frequently counterproductive to that—ultimately leading me to seek out the style of education I much later learned pioneers like Gatto and Illich had also advocated for.

Note: vaccines also provide a critical facet of this picture as the microstrokes and autoimmunity they create frequently create neurological injuries. In turn, suppressed data shows vaccination has profoundly altered the minds of America (e.g., the particularly dangerous DTwP vaccine was released, a wave of misbehavior, developmental delay and violence rippled through the country as each vaccinated generation grew up), forcing the educational system to completely restructure itself. Sadly, this happened so long ago those changes have now been normalized and forgotten.

Counterproductive Cognitive Algorithms

Two approaches are often used to solve problems:

•“Right Brain” thinking—Engage the creative capacities of the brain (and unconsciousness), be able to see the broad picture in front of you, and then be able to arrive at an innovative solution to the problem you are facing. This allows immense insights to be gained, but simultaneously, those predisposed to it often struggle to address the practical day to day needs we face

•“Left Brain” thinking—Memorize a series of lists, hyperfocus on a few reductionistic details, and then forcefully execute a chain of logic or algorithm which utilizes those lists to come up with a solution. This is effective at getting necessary things done but frequently locks the user into being unable to see critical details outside of their framework.

To read the rest, go to:    https://www.midwesterndoctor.com/p/balanced-intelligence-and-knowledge?publication_id=748806&post_id=148944183&isFreemail=true&r=19iztd&triedRedirect=true&utm_source=substack&utm_medium=email

What Is Going On In the Schools?

STOP Funding School Drag Shows

The mother in this video said she hopes her plea for help goes viral — here you go! I cannot believe that this needs to be said, but American public schools need to stop funding drag shows. The mother in the video above proved her point. She would not have been allowed in the school wearing the same outfit that a man dressed as a woman was permitted to wear while dancing in front of young children.

"Does this outfit make you turn your head? Does this outfit seem appropriate for anybody here to see? This is what the man dressed like in front of our kids. So if this makes your head spin — if this pisses you off in any way, shape, or form — it should. Because I’m embarrassed to stand here in the outfit that I am in today, but I have a point to prove — that this outfit should not be ever accepted in our schools anywhere."

Worse, the school failed even to do a background check on the exotic dancer. A simple search, as the mother pointed out, showed that the dancer had very questionable pictures online with blood smeared across their face. Kids are told to leave school for wearing shorts that are too short or even sandals. Why are primarily left-leaning American public school boards normalizing this alternative lifestyle and sexualizing children?

Hundreds of thousands in taxpayer dollars have gone toward placing crossdressers in schools, often without parental consent. There is no educational basis behind these crude shows. It is wrong. The goal is to normalize the woke agenda. Women no longer exist as there is now a full spectrum for gender, and children too young to tie their shoes properly can now make life-altering decisions on a whim without parental consent. This is not a conspiracy theory. The far left is increasingly bringing cross-dressers and drag queens into schools to teach (i.e., groom) very young children about sexuality. This has gone too far.

from:    https://www.armstrongeconomics.com/armstrongeconomics101/politically-correct/stop-funding-school-drag-shows/

“Equitable Math” Does Not Add Up

Michael Burry Slams “Out Of Touch, Rich White Man” Bill Gates

by Tyler Durden
Tuesday, Mar 02, 2021 – 4:11

Less than two weeks ago, we reported on the fact that The Bill & Melinda Gates Foundation is bankrolling an activist educational group that believes math is racist and that arriving at an objective answer is an example of “white supremacy.”

Yes, really.

Specifically, as Summit News noted at the time, a conglomerate of 25 educational organizations called A Pathway to Equitable Math Instruction asserts that asking students to find the correct answer is an “inherently racist practice.”

The organization’s website lists the Bill & Melinda Gates Foundation as its only donor.

“In fact, over the past decade, the Bill & Melinda Gates Foundation has awarded over of $140 million to a variety of groups associated with Pathway. Their “antiracist resources” are at the epicenter of a new training course for teachers offered by the Oregon Department of Education throughout the state,” reports National File.

“Three of the most prominent organizations receiving grant money from the Gates’ are The Education Trust, Teach Plus, and WestEd, all non-profit 501c organizations.”

A guidebook for teachers produced by Pathway called ‘Dismantling Racism in Mathematics Instruction’ ludicrously claims that mathematics “is used to uphold capitalist, imperialist, and racist views.”

Teachers are instructed to blame non-white students getting answers wrong on “white supremacist practices,” which are truly to blame for the “underachievement” of minorities.

This liberal, progressive insanity appears to have triggered Michael “Big Short” Burry who unleashed his usual acerbic, and entirely accurate, wit on Gates and the entire concept of math being racist…

“Math is a form of #whitesupremacy? Where I’m from, whites are the dummies in math. South and East Asians apparently didn’t get the message whites use math to #suppress them. Would be a #LOL moment at the local high school, at whites’ expense. “

Burry went on:

“Apparently an old rich white man is behind this. I’m really starting to think old white people are out of touch. Wait, I already knew that…”

The outspoken market savant concluded:

I am of a generation that I know junior people who worked with Gates. Brilliant, exacting, and intimidating. Could and would pick apart and embarrass anyone in the room who was not prepared. Open conflict was his weapon. The right answer was never wrong.

Ending with the all too telling hashtag: #formenotforthee

from:   https://www.zerohedge.com/political/michael-burry-slams-out-touch-rich-white-man-bill-gates?utm_campaign=&utm_content=Zerohedge%3A+The+Durden+Dispatch&utm_medium=email&utm_source=zh_newsletter

Common Core & The “Amairikuhn Edgykayshun” system

April 30, 2020 By Joseph P. Farrell

Many people spotted this article and passed it along, and I’d like to thank you for  doing so. When co-author Gary Lawrence and I wrote our book Rotten to the (Common) Core, one of the things that Mr. Lawrence kept stressing to me was the deleterious effects of standardized testing, which would only get worse – much worse – under Common Core (and let it be recalled, for the record, that Billious Hates was one of its sponsors).  The reason it would get much worse, he emphasized, was its reliance on adaptive computerized standard tests. The result would be “teaching to the test, on steroids”, reduction of teachers to proxies for the testing company, and a dramatic erosion of academic standards in the name of a standardized curriculum.

He didn’t need to convince me, because in my own short stint of college teaching, I could readily see the “results” of America’s obsession with all things technological, including standardized tests “graded” and “scored” by computers. Students overwhelmingly were unable to think, unable to write, and most of all, wanted to know “the answer”, when what I wanted to know was why they were thinking what they were thinking. In a nutshell, there simply is no substitute for the human interaction element of pedagogy, and there is no substitute for the ability to write out answers and argue a case. I recall even in my geometry and algebra classes in school, when teachers were still permitted to teach their subject disciplines, that they were always interested in “seeing our work,” the steps we used in a geometric proof or the working out of a quadratic equation. The process of reasoning getting to the answer was as important as the correct answer itself.

Regurgitating an answer for a computerized test is not education, it’s indoctrination.

With that in mind, consider now the results of Common Core:

Study Finds ‘Historic’ Drop In Math, Reading Scores Since Adoption Of Common Core

What intrigues me with this article is that the results are even worse than I or Mr. Lawrence were imagining when we wrote our book:

Reading and math scores in the US have suffered ‘historic’ declines since most states implemented the Common Core curriculum standard six years ago, according to a new study from the Pioneer Institute.

While Common Core was promoted as improving the international competitiveness of U.S. students in math, our international standing has remained low while the skills of average and lower performing American students have dropped in both math and reading. –Pioneer Institute

The study notes that in the years leading up to common core, fourth and eight-grade reading and math scores on the National Assessment of Educational Progress (NAEP) were rising gradually (2003-2013). After Common Core was implemented, scores for both grades have fallen – with eighth grade falling nearly as fast as it had been rising.

One of the components of the Rotten to the Common Core “system” was computerized books. There too, the USSA has paid a heavy price, adopting a technology just as studies were being done about the reading retention between an actual physical book, and an ebook read on a computer screen or ipad. For most people, those studies concluded that the physical book somehow correlated with retention of knowledge. (Personally, I can vouch for that; I do little research reading computer screens, and when I do, I seem to get much less out of it.)

What caught my eye here, however, was this:

“Several of us allied with Pioneer Institute have been pointing out, ever since it was introduced, the deeply flawed educational assumptions that permeate the Common Core and the many ways in which it is at odds with curriculum standards in top-achieving countries,” said the institute in a statement.

According to the report lower scores as a result of Common Core were predicted a decade ago.

“Nearly a decade after states adopted Common Core, the empirical evidence makes it clear that these national standards have yielded underwhelming results for students,” said Pioneer Executive Director Jim Stergios. “The proponents of this expensive, legally questionable policy initiative have much to answer for”

“It’s time for federal law to change to allow states as well as local school districts to try a broader range of approaches to reform,” Rebarber added. “With a more bottom-up approach, more school systems will have the opportunity to choose curricula consistent with our international competitors and many decades of research on effective classroom teaching”

It’s precisely those “progressive”  assumptions that were the focus of our book, and that some teachers have been warning about for years, for ultimately those assumptions stem from the “stimulus-response” psychology of German psychologist Wilhelm Wundt in the 19th century, and his influence spread far and wide, with Russian psychologist Pavlov (of bell and salivating dog fame), and American “educators” John Dewey, Thorndike and many others falling under his spell. And that means at the rotten core of Common Core there’s a philosophy that humans are nothing but cattle and consumers, a ball of chemical reactions disguised as emotions and thoughts. A mechanism, with a heartbeat. That philosophy is behind all computerized standardized tests, and I do mean, all, without exception. The stimulus is the question; the response is selecting the “correct” answer. Learn by rote, don’t think. Stimulus: “Who killed John Kennedy?”  Response: Answer C: “Lee Harvey Oswald.” No room to question, no acknowledgement that that case has massive problems. Just memorize, repeat. Next question. Memorize. Repeat. Next question… An endless cycle of boredom, of having to “pass” tests designed to ensure you agree with “the narrative.” No wonder our students are not only failing, but bored. In the end, the Amairikuhn edgykayshun system is nothing but a form of mind control technology. A soft form of it, to be sure, but a form of it nonetheless. And if you think I may be exaggerating in that assumption, check out our book, where we expose the curious relationship between the Clowns In America’s MK Ultra program of mind control and standardized tests.

And those types of assumptions, like it or not, form the basic assumptions of most of the entrenched “progressive” “elite” that fill the federal “education” bureaucracy. Those assumptions empower them because they keep the “products” – there’s that assumption again – of the “education” “system” indoctrinated and subservient. Expecting that they, or the federal bureaucracy will relinquish that power is whistling in the wind.

But here’s a thought: civil disobedience maybe should begin in the school “systems”…

See you on the flip side…

from:    https://gizadeathstar.com/2020/04/common-core-the-results-are-in-and-predictably-theyre-bad/

And Now, A = B- or Even F

AMAIRIKUHN EDGYKAYSHUN’S ENSTUPIDATION CONTINUES

AMAIRIKUHN EDGYKAYSHUN’S ENSTUPIDATION CONTINUES

By now, if you’re a regular reader here, you know I have to occasionally rant about the state of Amairikuhn Edgykayshun. But today I’m not going to rant, because the article that V.T. sent along (and my thanks!) is more properly greeted with tears than anger. The statistics it cites are sobering reading:

How Dumb Have We Become? Chinese Students Are 4 Grade Levels Ahead Of U.S. Students In Math

Amairikuhn edgykayshun is a microcosm of the country as a (w)hole: nothing works; the system is not designed to reflect the vast majority of people, or for that matter, any sort of traditional culture as might have thus far survived. The progressive movement that began first in education in the nineteenth century, and then later captured large swaths of both political parties, is triumphant. It has completed its march through the institutions, and captured the academy. And the result, in the latter, is abject failure, and Amairikuh is completely “enstupidated”; consider just these entries from the article:

#1 One recent survey found that 74 percent of Americans don’t even know how many amendments are in the Bill of Rights.

#2 An earlier survey discovered that 37 percent of Americans cannot name a single right protected by the First Amendment.

#3 Shockingly, only 26 percent of Americans can name all three branches of government.

#4 During the 2016 election, more than 40 percent of Americans did not know who was running for vice-president from either of the major parties.

#5 North Carolina is considering passing a law which would “mean only scores lower than 39 percent would qualify for an F grade” in North Carolina public schools.

#6 30 years ago, the United States awarded more high school diplomas than anyone in the world. Today, we have fallen to 36th place.

#7 According to the Pentagon, 71 percent of our young adults are ineligible to serve in the U.S. military because they are either too dumb, too fat or have a criminal background.

#18 Today, the average college freshman in the United States reads at a 7th grade level.

I can attest to similar experiences. And forgive me if I’ve mentioned these personal experiences before in my “edykayshunal rants,” but they bear repeating. Back when I was teaching college in the late 1990s, I once began a Modern European History examination with a question that ran something like this: “Name five provisions of the Treaty of Versailles and discuss their implications.” One student – an “edgykayshun” student incidentally – answered that question by beginning “The treaty of Versigh…”  Yes. It’s that bad, and students are that stupid and oblivious. And that was the 1990s, so I can readily believe the points in this article. And it’s worth mentioning that during my time teaching in college, I learned many things from my students, namely, that Ulysses Grant commanded the Army of Northern Virginia, that Germany won World War One (in 1914, no less!), and that, as one snowflake put it on her examination, “Hitler had some personal issues,” and with that bit of pop psychology, all the crimes of the Nazi regime were “explained.”

Perhaps I was simply a bad professor, but I don’t think so.

One reason I don’t think so is that as an adjunct, I was not allowed to pick my own textbooks in some cases. This was done by the tenured faculty at the main campuses of the institutions I taught for. In one case, the textbook I was required to use for Russian History actually referred to Stalin as a “great statesman,” with but passing glosses on the Stalinist purges, and an almost total mangling of the effects of collectivization. More recently, Diana West, in her important book The Red Thread: A Search for Ideological Drivers Inside the Anti-Trump Conspiracy, noted that Nellie Ohr, when reviewing a book about Stalin, wrote the following:

The opening of Ohr’s review of the … book, written while she was teaching Russian history at Vassar in 1995, is worth quoting, not for what it tells us about the book, but what it tells us about the reviewer. Ohr writes:

“To introduce students to the Stalin era can be a frustrating task. To convey the terror and excitement of the period, one can assign a memoir of a prison camp victim or an observer such as John Scott or Maurice Hindus.” (West, op. cit., p. 9)

There it is… it was exciting, a ride on the Stalinroller coaster at Six Flags Over Novosibirsk.

So what’s to be done? If you’re a parent, and have children being victimized by this abominable system – and there are no other words for it than those – one place to start would be to research your local colleges of education, read their texts, find out how much time future teachers spend in education classes versus learning the actual subjects they want to teach. Attend a few of those teacher “continuing education” seminars, or a few education classes, and find out for yourself just how looney and loopy those classes really are. Talk with teachers who think that all that claptrap is… well, claptrap, and have brainstorming and strategy sessions in what to do about it.

And if you’re a teacher who is fed up with the childish games being played in methodology or pedagogy courses, or have an anecdote on the latest silliness you had to undergo at your last “continuing education” seminars, please share them in the comments, or if you have a mind, write a guest blog about it.

See you on the flip side…

from:   https://gizadeathstar.com/2019/12/amairikuhn-edgykayshuns-enstupidation-continues/

Oh, and a comment from that blog states:

LyndaG says

A local article shows Florida is even worse than NC.
The proposed grading scale for North Carolina public schools
• A: 100 to 85 percent
• B: 84 to 70 percent
• C: 69 to 55 percent
• D: 54 to 40 percent
• F: Anything below 40 percent

Florida’s school grading scale
• A = 62% of points or greater
• B = 54% to 61% of points
• C = 41% to 53% of points
• D = 32% to 40% of points
• F = 31% of points or less
https://www.wtsp.com/article/news/local/verify/verify-no-nc-isnt-making-40-a-passing-grade-for-students/67-eef220a7-8877-413b-869c-cc57a89acc28

Twists of the Mind

The 9 Types of Intelligence Which Make Us All Human

Intelligence 1Phillip Schneider, Staff

Waking Times

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” – Albert Einstein

Think about when you were younger and would sit in class just wondering about the world you live in. Maybe you were thinking about the big questions in life. Who are we? Why are we here? Or maybe you were thinking about a book you were reading or a conversation you had with your friends. Maybe you were reflecting on the day or just absorbing the rhythm and melody of your favorite song.

Although you might have thought that you were simply daydreaming, this may be a key sign of intelligence.

Metaphorically speaking, most people view the intellect as nothing more than a basin, albeit a leaky one, waiting to be filled with the ideas of others. On the contrary, the true intellect is more personal. It is a unique gift that must be self-discovered for an individual to truly flourish.

In 1983, a developmental psychologist from Harvard University, Howard Earl Gardner, proposed a theory that will make you question the way you view intelligence, as well as the structure of our education system. He hypothesizes that intellect comes in nine different types, and that each person best expresses their own unique intelligence. However, we all possess each type on some level and can develop our skills in each category.

1. Musical-Rhythmic and Harmonic

The first type of intelligence is musicality, or the ability to recognize various tones, rhythms, notes and harmonies. These people tend to be the best musicians and can have a genius ability to compose music, play instruments or sing.

“Music expresses that which cannot be said and on which it is impossible to be silent.”Victor Hugo

2. Visual-Spatial

Visual or spatial intelligence is the ability to visualize two or three-dimensional images with the mind’s eye. Those with spatial intelligence tend to be very successful in any area that requires this type of thinking, such as the artist or architect who can plan out works in their head, and then manifest them in three-dimensional reality.

“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” – Albert Einstein

3. Verbal-Linguistic

The third type is linguistic intelligence. This type does best when dealing with words and language. Writers, story-tellers, poets, and translators all fall into this category. The ability to remember events associated with different dates on a timeline is also common for the linguistic type of intellect.

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” – Tony Robbins

4. Logical-Mathematical

Fourth is the intelligence of reason, also known as logical or mathematical intelligence. This is the intelligence that deals with numbers, facts, and statistics. It is the type of mind that can be spectacular at picking apart the details of a problem, but not so great at seeing the bigger picture. Logic and critical-thinking are very important staples of the left brain and anyone with a strong logic-type intellect could be very successful with a career in computer science or engineering.

“As a human being, one has been endowed with just enough intelligence to be able to see clearly how utterly inadequate that intelligence is when confronted with what exists. – Albert Einstein

5. Body-Kinesthetic

In other words, motor skills. This is the type of intelligence that can control the body’s motions and reactions. Athletes, dancers, actors and soldiers all express this type of intelligence as do musicians because of their ability to handle instruments with precision.

“One must still have chaos in oneself to be able to give birth to a dancing star.” – Friedrich Nietzsche

6. Interpersonal

The interpersonal intellectual understands the emotions, motivations and thoughts of others. High social skills are present, as well as a great ability to work in groups or as part of a team. Inter-personals find it easy to communicate and empathize with others, sometimes making them misunderstood as extroverts or superficial.

“Friendship… is not something you learn in school. But if you haven’t learned the meaning of friendship, you really haven’t learned anything.”Muhammad Ali

7. Intrapersonal

The intrapersonal is the reflective type who can best relate to himself or herself. This type of intelligence deals with the ability to understand ones own uniqueness, strengths and weaknesses.

“The better you know yourself, the better your relationship with the rest of the world.” – Toni Collette

8. Naturalistic

The naturalist is able to communicate on some level with the life-force of Earth. The recognition of flora and fauna, and the intuition to understand the natural world are expressions of the naturalistic intellect. Hunters, gatherers, and farmers fall into this category along with botanists and chefs. It is a sensitive intelligence type often with great cognitive ability to memorize plant species, rock, and mountain types. Naturalists best understand man’s role in the greater ecosystem of the planet.

“Look deep into nature, and then you will understand everything better.”  – Albert Einstein

9. Existential

Existential intelligence, also known as spiritual intelligence, is the rarest. It encapsulates everything we do not see or hear, but is instead in tune with the knowledge of existence. It is the spiritualist, astrologer, and the psychic. This intelligence type understands that there is more to reality than what we can see and usually seeks fulfillment in alternative practices such as meditation or yoga, which others don’t always understand.

“The most beautiful experience we can have is the mysterious. It is the fundamental emotion that stands at the cradle of true art and true science. Whoever does not know it and can no longer wonder, no longer marvel, is as good as dead, and his eyes are dimmed.” – Albert Einstein

Is the education system holding children back from proper development?

Is it possible that our current educational paradigm is not allowing children to develop their own intellectual abilities? It could be that the intense focus on math, science, and literature is actually stunting growth in many of the next generation’s children instead of helping each child become everything they can be. Perhaps the next generation of kids would be more in tune with their own unique gifts if the education system opened up to the concept of multiple intelligences and allowed for a more holistic approach to learning instead of always demanding intellectual conformity.

from:    http://www.wakingtimes.com/2016/06/10/9-types-intelligence-which-make-us-all-human/

The Conspiracy of Education

8 Ways School is Making Children Stupid and Depressed

BY SOFO ARCHON

children-playing-in-field

School is supposed to help children grow into mature, conscious, responsible, intelligent adults, who have mastered the art of living, and who can contribute their gifts to the world.

School as we know it, however, couldn’t be further from that. In fact, school, as it exists in most places across the planet, helps only to stunt children’s intelligence and fill them with stress and worries, which results in the chaotic world that we experience all around us.

Here are eight ways school is making children stupid and depressed:

1. It teaches children to conform

At school, children are taught to obey orders and blindly follow what they are being told. Children are told what to do, no matter if they like it or not. They are told to sit for hours upon hours at a desk without complaining, doing nothing other than memorizing information that most probably they will never need in their lives. They are told when to talk, when to move, even when to pee. By and by, children learn to stop trusting their inner voice and conform to what authority wants from them, which makes them suppressed, depressed, and unfulfilled.

2. It teaches children what to think, not how to think

School does not teach children how to develop their capacity to think logically so that they can reach to their own conclusions when presented with information. On the contrary, children are forced to believe in things they are being taught, no matter whether they are true or not, or whether they sprout out of their own understanding or not. Hence their critical thinking is prevented from improving, and as a result children are turned into stupid automatons.

3. It teaches children to be uncreative

Children’s imagination is wild, but school suppresses it. Children can be incredibly creative, but the Arts are almost nonexistent in most schools around the world, since a career path in the Arts is usually not considered as profitable. Instead of allowing children to explore their selves by spontaneously expressing their innermost thoughts and feelings through painting, music, theater, and so on, they are confined in four walls, learning boring things that don’t matter to them and don’t help cultivate their mind, heart, and spirit.

4. It teaches children to fear failure

Mistakes help us grow into wiser beings, but school is teaching children to fear failure, as if it is some kind of evil they need to avoid. Children at school are told to study solely in order to pass exams, and those who fail at exams are looked down upon, sometimes even mocked at, as if they are failures themselves. Therefore children learn to do their best in order to avoid making mistakes, which only prevents them from trying to achieve new things later on in life, lest they will encounter any possible failure.

5. It teaches children to think play is bad

Children find tremendous joy in playing, having fun, laughing, doing things for no reason or goal other than play itself. Play makes their heart pulsate with happiness and turns their life into a celebration. Slowly slowly, however, as children are growing up, they are taught that play is not good, since it’s not something productive, and that they should consider it simply as a waste of time. They are taught to be serious, uptight, worried about future ends, which is only making them depressed, not allowing them to let go and relax into the present moment, savoring all the beauties life has to offer.

6. It teaches children to avoid listening to their heart

Unlike adults, children are in touch with their heart. But after years of social conditioning, when they finally turn into adults themselves, they have created thick barriers between themselves and their heart, not paying attention to its voice anymore. This conditioning takes place mainly at school, where almost every day children are forced to do things they hate doing, that they find boring and futile, and which they are taught society will reward them for. As a consequence, they develop the habit of not trusting and following their inner voice and lose touch with what their heart is beating for.

7. It teaches children to associate money with success

Another way school is making children dumb and depressed is by having them confuse monetary gain with successful living. At school, children learn that the primary goal in life is to earn a good salary, and are being told to sacrifice almost one third of their lives learning and doing things just so they can get a degree that will allow them to find a job later in life and most probably work as corporate slaves. Thus children stop pursuing their passions that would give true purpose and meaning to their lives, and instead do dull things that only burden their psyche, and which merely achieve to help them survive but not truly live.

8. It teaches children to sacrifice today for the sake of tomorrow

The present moment is all that we have. The future, just like the past, doesn’t exist, and if we give it too much attention, we will not be able enjoy the here and now. Most people, however, don’t enjoy the present moment, but are always trying to achieve a future end or goal, thinking that once they achieve it, they will be fulfilled and happy. This mentality has been mainly imbued in them via schooling. At school, children are made to believe that sacrificing today by studying hard and following orders will reward them tomorrow by bringing them joy and freedom. Hence children learn to always be focused on the future, which is making them waste their lives and is filling them with regrets that results in immense anguish in their psyche.

 

 

from:    http://theunboundedspirit.com/school-children/

The Common Threat of Common Core

Renowned Scholar Warns Common Core Education Dumbing Down Kids

Common Core

Alex Pietrowski, Staff
Waking Times

Educators and parents in the United States are becoming increasingly frustrated by the Common Core States Initiative program, which was deployed in June 2010 as part of President Obama’s Race-To-The-Top (RTTT) program. During the following four years, public schools throughout the states were enticed to integrate the Common Core program as the Federal Government dangled $4.3 billion in funds to reward schools for satisfying certain federally determined performance on standardized tests, with the funds only going to schools which implemented Common Core.

The US federal Government has stated that their goal with Common Core was to make all students “college-and-career-ready”. Sounds great in theory, but Peter Wood, president of the National Association of Scholars, thinks that the Common Core program is actually resulting in colleges being flooded with students unprepared to do college level work. He believes that:

“Common Core pretended that it was going to be raising standards, but what it did, in fact, is put enormous pressure on colleges, many of which are now succumbing to that pressure, to lower their standards.”

In other words, the actual effect of Common Core is the further dumbing down of America’s children.

Among other things, with the Common Core program in place, students are guaranteed entry into state college without the need to take any remedial courses, as long as they pass the Common Core standardized tests.

With standardized testing and federal programs like Common Core, which focuses mostly on math and english , there is little that teachers are allowed to bring to the learning experience, and creative teaching styles are trivialized and pushed out of the classroom altogether. It’s as though U.S. public school have now been entirely co-opted, stolen even, from communities, and no one at any level in the actual school building has a say in what students do during the school day.

What effect will this have on the ingenuity and creativity that is to come from America’s future generations?

“Common Core is described by proponents as a utopian education for the 21st century with primary, almost exclusive, emphasis from grades K-12 on mathematics and English language arts through “disruptive innovation” using the latest in “educational technological advancements”. In reality, as you will read below, it is a critical step towards the stated goals of the wealthy elite to uniformly ‘mono-mind’ the global educational system, create a 24/7/365 community at our public schools, and to develop a “from-cradle-to-work-force-ready” individual.” ~ Jamie Lee

Below is an interview with Wood, who is also the co-author of Drilling through the Core: Why Common Core is Bad for America, during which he shares his opinions.

common core

More about the corporations who’ve funded the RTTT program and have had the biggest hand in writing the Common Core standards can be found here: Common Core – The Business Side of the New Modern Global Education System.

FROM:  http://www.wakingtimes.com/2016/03/10/renowned-scholar-warns-common-core-education-dumbing-down-kids/

Re-Thinking Education

After A Decade Of Education, Why Are Our Kids So Uneducated?

Why After A Decade Of Education Are Our Kids So Uneducated

13th August 2015

By Phillip J. Watt

Guest Writer for Wake Up World

What skills, qualities and information do we need to live an honourable, healthy and happy life? And of those skills and qualities, which are provided and nurtured through the school system? The answer is almost none of them.

It’s clear that we need to redesign our education model.

It is up to the parents, mentors, peers and other societal influences to fill these gaps, but we all know this doesn’t regularly occur. If the guides and teachers in a child’s life don’t have the knowledge and skills to properly inform and take care of themselves, then how can they be expected to share it with others? They literally can’t. To break this cycle, we need an effective safety net to provide the skills and information that our children need to develop into awakened, functional and well-rounded adults, not just well-behaved employees of “The System”.

The education system in western society is not geared towards providing what’s best for each child. Primarily it is designed to produce citizens who contribute to, and consume from, the interdependent global economy. It’s like a factory assembly line; it helps us find which mundane 9-5 job we are best “suited” to, as we grow into stressed out and discontented adults.

It is in this sense that we are indoctrinated through our schooling to uncritically accept the socio-economic system that we are born into, regardless if it means ill-health and discontentment for the individual, and even our society as a whole. The model is simply attempting to shape new generations of children into conforming to the old ways, without recognizing the uniqueness of each child — or that we are undertaking a huge paradigm shift into a new era of human consciousness.

However, it’s not just the systemic box that we’re squashing out children into; our kids are being lied to in many ways. There is also little focus on real education, such as equipping them with the creative, personal, emotional, social and other life skills to properly survive and thrive in today’s challenging society. For example, emotional and social skills are a “different way of being smart” and are extremely important for kids to learn at a young age, so why aren’t they a primary focus? It just doesn’t make sense. Instead, our kids are being medicated with antipsychotics at alarming rates, mostly because their behaviours don’t fit the mould we’re forcing them into. Adding to this problem, up to 40 percent of U.S. schools are now cutting back on recess — the time when children get to go outside and be children!

It all seems too crazy to be true, yet there are some regions and countries doing something about this mess. For example, meditation has been introduced into some schools, having a remarkable impact on the learning and social development of students. In addition, countries like Finland have taken an entirely different approach to educating their kids, proving that less is more.

Ultimately, there are positive changes happening and even though they might not yet be perfected, they’re still not being taken seriously by political and community change agents. Given that our society is evolving on so many levels, we need an education system to reflect those changes; particularly as technological automation is also expected to eliminate many manual jobs from the workforce in the near future.

The Way Forward? A New Six Dimension Model of Education

An interview with Will Stanton

Will is a young Australian writer, researcher, activist and teacher who has worked in a number of primary schools, including a government school in Kathmandu, Nepal. His book, Education Revolution, exposes the challenges and shortfalls of the current system from an insider perspective, and proposes an entirely new model of education; one that frees children from indoctrination and nurtures their innate potential as unique, loving and creative human beings.

In the following interview, Will explores the Six Dimension model he created for a new educational paradigm of our future. He believes teachers are the current system’s best asset, but are underpaid and overworked and are generally faced with a restrictive system that inhibits the highest potential being realised by each child, and each teacher. He also discusses the decreasing investment in education by our governments, as well as ways this funding barrier can be transcended — by moving to new ways of organising our society, economically, socially and politically.

The Verdict

Education is much, much more than conventional subjects and the occasional personal education class. Clearly there are valuable skills and information to be taken from the current system we educate our children in, so a proportion of it should be incorporated into the way we move forward. Yet we have to accept the reality; both culturally and politically, our education model is not only failing our kids’ health and wellbeing, it’s also perpetuating a system of social order that is lethal for our collective and planetary future. We cannot continue to train children in the “old ways”, which clearly are not working for our society or our environment.

Many parents are dissatisfied with the current system, which has translated into an increase in home schooling, and even unschooling practices. This is one way in which an individual family can break the grip of an out-of-date and unsophisticated education system and equip their kids with the kind of education they truly need.

Our children are our future; they need to be educated on the toxic realities of our society, to learn not to repeat or conform to the status quo, and to engage in creating the kind of conscious society they deserve. In addition, the philosophical and societal shifts that we are awakening to need to be deeply embedded into the educational structure, so that we can collectively begin to transcend the dysfunction of our world and create a bright future for both our global society and our natural environment.

Please note: This article is part of the ‘Redesigning Society’ interview series, which you can view in full on The Conscious Society YouTube Channel. This series presents a range of expert perspectives on the current state of societal affairs, as well as the collective changes we desperately need both philosophically and practically. Details of upcoming and past guests and topics can be viewed here.

from:    http://wakeup-world.com/2015/08/13/after-a-decade-of-education-why-are-our-kids-so-uneducated/