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/

Looking for A new Way fo Educating

American Schools Are Training Kids for a World That Doesn’t Exist

Architect and designer Neri Oxman sits in her “Gemini” chaise, which was 3D-printed by Stratasys using a Connex Multi-Material printer, CNC milled by SITU Fabrication and designed in collaboration Prof. W. Craig Carter (Dept. of Materials Science, MIT). The chaise is part of the interactive creative learning environment at the author’s Le Laboratoire in Cambridge, Mass. It uses cutting-edge materials and technologies to provide an unexpected insight into the experience of being in the womb.

Are Americans getting dumber?

Our math skills are falling. Our reading skills are weakening. Our children have become less literate than children in many developed countries. But the crisis in American education may be more than a matter of sliding rankings on world educational performance scales.

David Edwards is a professor at Harvard University and the founder of Le Laboratoire.

Our kids learn within a system of education devised for a world that increasingly does not exist.

To become a chef, a lawyer, a philosopher or an engineer, has always been a matter of learning what these professionals do, how and why they do it, and some set of general facts that more or less describe our societies and our selves. We pass from kindergarten through twelfth grade, from high school to college, from college to graduate and professional schools, ending our education at some predetermined stage to become the chef, or the engineer, equipped with a fair understanding of what being a chef, or an engineer, actually is and will be for a long time.

We “learn,” and after this we “do.” We go to school and then we go to work.

This approach does not map very well to personal and professional success in America today. Learning and doing have become inseparable in the face of conditions that invite us to discover.

Against this arresting background, an exciting new kind of learning is taking place in America.

Over the next twenty years the earth is predicted to add another two billion people. Having nearly exhausted nature’s ability to feed the planet, we now need to discover a new food system. The global climate will continue to change. To save our coastlines, and maintain acceptable living conditions for more than a billion people, we need to discover new science, engineering, design, and architectural methods, and pioneer economic models that sustain their implementation and maintenance. Microbiological threats will increase as our traditional techniques of anti-microbial defense lead to greater and greater resistances, and to thwart these we must discover new approaches to medical treatment, which we can afford, and implement in ways that incite compliance and good health. The many rich and varied human cultures of the earth will continue to mix, more rapidly than they ever have, through mass population movements and unprecedented information exchange, and to preserve social harmony we need to discover new cultural referents, practices, and environments of cultural exchange. In such conditions the futures of law, medicine, philosophy, engineering, and agriculture – with just about every other field – are to be rediscovered.

Americans need to learn how to discover.

Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a national disaster. The good news is, some people are working on it.

Against this arresting background, an exciting new kind of learning is taking place in America. Alternatively framed as maker classes, after-school innovation programs, and innovation prizes, these programs are frequently not framed as learning at all. Discovery environments are showing up as culture and entertainment, from online experiences to contemporary art installations and new kinds of culture labs. Perhaps inevitably, the process of discovery — from our confrontation with challenging ambiguous data, through our imaginative responses, to our iterative and error-prone paths of data synthesis and resolution — has turned into a focus of public fascination.

Discovery has always provoked interest, but how one discovers may today interest us even more. Educators, artists, designers, museum curators, scientists, engineers, entertainment designers and others are creatively responding to this new reality, and, together, they are redefining what it means to learn in America.

At Harvard University, where I teach, Peter Galison, in History of Science, asks his students make films, to understand science; Michael Chu, in business, brings students to low income regions to learn about social entrepreneurship; Michael Brenner, in Engineering and Applied Science, invites master chefs to help students discover the science of cooking; and Doris Sommer, in Romance Languages, teaches aesthetics by inviting students to effect social and political change through cultural agency. Similarly, in the course I teach, How to Create Things and Have Them Matter, students are asked to look, listen, and discover, using their own creative genius, while observing contemporary phenomena that matter today.

Because that’s what discoverers do.

Learning by an original and personal process of discovery is a trend on many US university campuses, like Stanford University, MIT, and Arizona State University. It also shows up in middle school, high school and after school programs, as in the programs supported by the ArtScience Prize, a more curricular intensive version of the plethora of innovation prizes that have sprung up in the last years around the world. Students and participants in these kinds of programs learn something even more valuable than discovering a fact for themselves, a common goal of “learning discovery” programs; they learn the thrill of discovering the undiscovered. Success brings not just a good grade, or the financial reward of a prize. It brings the satisfaction that one can realize dreams, and thrive, in a world framed by major dramatic questions. And this fans the kind of passion that propels an innovator along a long creative career.

Discovery, as intriguing process, has become a powerful theme in contemporary culture and entertainment. In art and design galleries, and many museums, artists and designers, like Olafur Eliasson, Mark Dion, Martin Wattenberg, Neri Oxman and Mathieu Lehanneur, invite the public to explore contemporary complexities, as in artist Mark Dion’s recent collaborative work with the Alaskan SeaLife Center and Anchorage Museum on plastic fragments in the Pacific Ocean. Often they make visitors discovery participants, as in Martin Wattenberg’sApartment, where people enter words that turn into architectural forms, or sorts of memory palaces. In a more popular way, television discovery and reality programs, from Yukon Men to America’s Got Talent, present protagonists who face challenges, encounter failure, and succeed, iteratively and often partially, while online the offer is even more pervasive, with games of discovery and adventure immersing young people in the process of competing against natural and internal constraints.

All this has led to the rise of the culture lab.

Culture labs conduct or invite experiments in art and design to explore contemporary questions that seem hard or even impossible to address in more conventional science and engineering labs. Their history, as public learning forum, dates from the summer of 2007, when the Wellcome Collection opened in King’s Cross London, to invite the incurably curious to probe contemporary questions of body and mind through contemporary art and collected object installations. A few months later, in the fall 2007, Le Laboratoire opened in Paris, France, to explore frontiers of science through experimental projects in contemporary art and design, and translate experimental ideas from educational, through cultural, to social practice. And in the winter 2008 Science Gallery opened in downtown Dublin to bring contemporary science experimentation to the general public (and students of Imperial College) with installations in contemporary art and design. Other culture labs have opened since then, in Amsterdam, Kosovo, Madrid and other European, American, Asian, African and Latin American cities. In the USA, culture labs especially thrive on campuses, like MIT’s famous Media Lab, Harvard’s iLab, and the unique metaLAB, run by Jeffrey Schnapp within Harvard’s Berkman Center. These will now be joined by a public culture lab, Le Laboratoire Cambridge, which opens later this month near MIT and Harvard, bringing to America the European model with a program of public art and design exhibitions, innovation seminars, and future-of-food sensorial experiences.

The culture lab is the latest indication that learning is changing in America. It cannot happen too fast.

We may not be getting dumber in America. But we need to get smarter in ways that match the challenges we now face. The time is now to support the role of learning in the pursuit of discovery and to embrace the powerful agency of culture.

from:    http://www.wired.com/2014/10/on-learning-by-doing/

Common Core Content LAcking

Assault on Common Core Keeps Coming: Research Called Into Question, Content Found Lacking

Clarksdale High School students / AP

Clarksdale High School students / AP

BY:

As the school year begins, Common Core standards and tests are taking a beating in education research, while public support for the standards continues to plummet.

The standards have been promoted as “research and evidence-based.” National Review reports, however, that a Common Core validation committee member said, “It was pretty clear from the start that nobody thought there was sufficient evidence for any of the standards.”

While the expert depicted the process as “inclusive” of various opinions, they noted that this alone does not meet the bar to constitute “sufficient research evidence.”

This committee member was not alone in his observations. Two UC Santa Barbara professors, Lorraine M. McDonnell and M. Stephen Weatherford, argued in a 2013 paper that Common Core’s producers were well aware of their research’s shortcomings: “They chose to downplay them because they would complicate the agenda at a time when a policy window was opening but might not be open for long.”

Last week, Jason Richwine at National Review Online delved into a compendium of Common Research, and identified just two papers out of 60 that presented research on the standards’ effect on test scores. The studies were tenuous at best and openly admitted the narrow nature of their findings.

In addition to the research behind the supposed benefits of imposing nationwide standards, Common Core’s suggested content is also under scrutiny. Supporters argue that suggested content in Common Core is irrelevant, since the standards allow schools to choose their own curricula. But opponents contend that the new standards and the tests created for them will inevitably shape a national curriculum.

A new study, authored in part by Sandra Stotsky, one of the only validation committee members who refused to sign off on the standards, attacks Common Core’s approach to U.S. history.

Stotsky said that the Common Core program “dramatically reduces the amount of classic American literature and poetry students will read in favor of non-fiction or so-called ‘informational texts.’”

Common Core authors also call for reading historical documents out of context to encourage an unbiased reading. Stotsky’s study vigorously disagrees with this approach, which it characterizes as an attempt to “shoehorn little bits and pieces of decontextualized U.S. history texts.”

Meanwhile, one historic anti-Common Core vote has been reversed: A Florida school board revoked its decision to opt out of Common Core-aligned testing Tuesday. After the initial decision to dump the tests, school officials lashed out at the vote and insisted it would wreak havoc on the school system.

Anti-Common Core parents at both the original vote and at Tuesday’s meeting attended dressed in red to signify their protest. After the testing was reinstated, one parent declared, “8:30 in the morning, I’m looking at a room full of red. They will not be deterred.”

Since 45 states adopted the standards in 2011, enticed by the promise of federal Race to the Top funds, five states with conservative governors have repealed the standards or instituted a review of them.

from:    http://freebeacon.com/issues/assault-on-common-core-keeps-coming-research-called-into-question-content-found-lacking/

Common Core Ed, Math, and Dumbing Down

You Won’t Believe The Method That Common Core Is Using To Teach Our Kids Subtraction

Common Core Subtraction

The dumbing down of America is accelerating.  A massive federal takeover of education known as “Common Core” is attempting to impose nationwide academic standards on public schools throughout the entire country.  Thanks to the backing of billionaire Bill Gates, endless promotion by the U.S. Department of Education, and financial bribes to state governments by the Obama administration, 45 states and Washington, D.C. have already agreed to implement the full Common Core standards in their schools.  Unfortunately, these “standards” are doing to public education what Obamacare is doing to our health care system – absolutely ruining it.  Just look at how basic math instruction has changed.  Posted below is a comparison between the “old method” of subtraction and the “new method” of subtraction being taught in many of our schools.  When I first came across this on Facebook, I thought that it was a joke…

Common Core Subtraction

I thought that there was no possible way that this could be real.  I really thought that this must have come from some sort of parody website.

But it is actually true.

Here is another example of this.  The following is an incredibly bizarre Common Core math problem and the response by one very frustrated parent that has gone viral all over the Internet recently…

Common Core Math Problem

The frustration being experienced by that parent is quite understandable.  When I first looked at that math question, I could almost feel myself getting dumber while I read it.

Is this kind of “math” really preparing our kids for the real world?

I think not.

But these are the kinds of questions that textbook writers come up with as they attempt to implement the standards of Common Core

The question appears to be aiming for several of the main Common Core math standards for second grade:

1) A requirement that students understand place value, for instance, that “100 can be thought of as a bundle of ten tens — called a ‘hundred.’”

2) That students be able to “add and subtract within 1000, using concrete models or drawings and strategies based on place value … and relate the strategy to a written method.” Also that they “understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.”

3) That they can “explain why addition and subtraction strategies work, using place value and the properties of operations.”

4) And that they can “represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.”

Here is another example of some Common Core math…

Common Core Math

What?

Are you kidding me?

Why make things so convoluted?

Are they actually trying to make our kids hate math more than they already do?

And old terms such as “add” and “subtract” are out.  As you can see from the “Common Core – Parent Cheat Sheet” posted below, our kids are now learning how to “increase” and “decrease”…

Common Core Letter

And of course Common Core is not just messing with math.

Just check out the 4th grade homework assignment posted below…

Common Core 4th Grade Assignment

If you cannot read what it says in the picture, here is a transcript of the text…

Ruby sat on the bed she shared with her husband holding a hairclip. There was something mysterious and powerful about the cheaply manufactured neon clip that she was fondling suspiciously. She didn’t recognize the hairclip. It was too big to be their daughter’s, and Ruby was sure that it wasn’t hers. She hadn’t had friends over in weeks, but here was this hairclip, little and green with a few long black hair strands caught in it. Ruby ran her fingers through her own blonde hair. She had just been vacuuming when she noticed this small, bright green object under the bed. Now their life would never be the same. She would wait here until Mike returned home.

Why is Ruby so affected by the hairclip?

How has the hairclip affected Ruby’s relationship?

From where did the hairclip most likely come?

Why in the world are 4th grade students being taught lessons about husbands cheating on their wives?

Is this appropriate?

Unfortunately, this kind of inappropriate material can be found throughout Common Core-based textbooks all over the country.

Those promoting Common Core have gone to great lengths to make it appear that teachers, parents and students are embracing these new standards, but as Alex Newman recently detailed, that is not the case at all.  In fact, there has been a huge backlash against Common Core even in bastions of liberalism such as New York…

While the Big Business front group has been producing ads purporting to show that “teachers” support the standards, that lie is easily put to rest by witnessing the revolt among teachers in New York, where the Common Core roll-out has advanced faster than in other states. There, the board of the state teachers union voted unanimously against Common Core as it has been implemented so far. New York State Assemblyman Al Graf, a member of the Assembly Education Committee with a degree in education, even told The New American that the controversial standards represent “state-sponsored child abuse.” Even the governor in the establishment stronghold has been forced to retreat slightly on Common Core in the face of the public uprising. Opponents of the education takeover say this is just the start.

We live at a time when Americans have already become incredibly dumbed down.

Do we really want to sink even lower?

Posted below is stunning video of an Illinois Curriculum Director explaining that under Common Core, it is okay for children to say that “three times four equals eleven” as long as they can give the reasons for their answer…

What will our country look like if this insanity is allowed to continue?

At this point, only 43 percent of all Americans aged 18 to 24 can correctly point out the state of Ohio on a map of the United States.

How much dumber can we get and still survive as a nation?

About the author: Michael T. Snyder is a former Washington D.C. attorney who now publishes The Truth. His new thriller entitled “The Beginning Of The End” is now available on Amazon.com.

from:    http://thetruthwins.com/archives/you-wont-believe-the-method-that-common-core-is-using-to-teach-our-kids-subtraction

MARCOS TORRES

The dumbing down of elementary school children has reached epidemic proportions. They can no longer make any informed decisions due to the quantity of misinformation, falsities and deliberate use of distraction, all while imposing academic standards not even fit for a primate.

 

One of most significant issues facing youths in this era is the deteriorating education system which does not respond to their needs. Couple that with a system that now stresses collecting useless knowledge without any understanding its value and you have a recipe for disaster for new generations.

 

For future generations to learn what society has become, why we have the problems we do in the world, and why adults never progress beyond many of their mistakes, it will be necessary to move out of the current educational paradigm and into a new one. This will involve a systematic deprogramming and deschooling of all children in developed nations.

 

Current curriculums focus on psychologically conditioning children to fail. They form educational clutter and complexities which are completely unnecessary to the developing mind. They force kids to adhere to a curricula that quashes their natural inclination to and ask questions especially pertaining to logic. Their knowledge is being constructed to have no value in the real world.

 

A massive federal takeover of education known as “Common Core” is attempting to impose nationwide academic standards on public schools throughout the entire country.

 

Thanks to the backing of billionaire Bill Gates, endless promotion by the U.S. Department of Education, and financial bribes to state governments by the Obama administration, 45 states and Washington, D.C. have already agreed to implement the full Common Core standards in their schools. Common core has nothing to do with education, but more psychological programing and obedience, while refuting any logic.
Read more at http://www.realfarmacy.com/you-wont-believe-the-way-theyre-teaching/#ejKfMlDJLAfS80kX.99

MARCOS TORRES

The dumbing down of elementary school children has reached epidemic proportions. They can no longer make any informed decisions due to the quantity of misinformation, falsities and deliberate use of distraction, all while imposing academic standards not even fit for a primate.

 

One of most significant issues facing youths in this era is the deteriorating education system which does not respond to their needs. Couple that with a system that now stresses collecting useless knowledge without any understanding its value and you have a recipe for disaster for new generations.

 

For future generations to learn what society has become, why we have the problems we do in the world, and why adults never progress beyond many of their mistakes, it will be necessary to move out of the current educational paradigm and into a new one. This will involve a systematic deprogramming and deschooling of all children in developed nations.

 

Current curriculums focus on psychologically conditioning children to fail. They form educational clutter and complexities which are completely unnecessary to the developing mind. They force kids to adhere to a curricula that quashes their natural inclination to and ask questions especially pertaining to logic. Their knowledge is being constructed to have no value in the real world.

 

A massive federal takeover of education known as “Common Core” is attempting to impose nationwide academic standards on public schools throughout the entire country.

 

Thanks to the backing of billionaire Bill Gates, endless promotion by the U.S. Department of Education, and financial bribes to state governments by the Obama administration, 45 states and Washington, D.C. have already agreed to implement the full Common Core standards in their schools. Common core has nothing to do with education, but more psychological programing and obedience, while refuting any logic.
Read more at http://www.realfarmacy.com/you-wont-believe-the-way-theyre-teaching/#ejKfMlDJLAfS80kX.99

No More Critical Thought in Texas

 Check this out, an article by Danny Weil:

Texas GOP Declares: “No More Teaching of ‘Critical Thinking Skills’ in Texas Public Schools”

Saturday, 07 July 2012 08:03 By Danny Weil, Truthout | News Analysis

Texas Textbooks.Textbooks, which are assigned and shared, in a classroom at Hutto High School in Hutto, Texas, April 5, 2012. (Photo: Ben Sklar / The New York Times)

from the article:     “The Republican Party of Texas has issued their 2012 political platform and has come out and blatantly opposed critical thinking in public schools throughout the state. If you wonder what took them so long to actually state that publicly, it is really a matter of timing. With irrationality now the norm and an election hovering over the 2012 horizon, the timing of the Republican GOP announcement against “critical thinking” instruction couldn’t be better.  It helps gin up their anti-intellectual base.

The Texas GOP’s declarative position against critical thinking in public schools, or any schools, for that matter, is now an official part of their political platform. It is public record in the Republican Party of Texas 2012 platform. With regard to critical thinking, the Republican Party of Texas document states: “Knowledge-Based Education – We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority.” (page 20, Republican Party of Texas, 2012).

Yes, challenging beliefs or claims is considered insubordinate, immoral and could lead to rebellion, disobedience or perhaps worse: revolution. For the Republican Party and their followers, thinking is subversive, imagination is a sin and the Republican Party in Texas and elsewhere is working to codify this into public policy. The plutocrats can’t have a working-class citizenry that is asking questions of those in power, be they parents or bosses; instead, the people must be taught the ideology of what is morally acceptable, what rules and regulations to follow. and even more importantly, how to accept and internalize hierarchical authoritarianism. Critical thinking is a direct challenge to the “leaders” and their claims on authority, and any opposition to vertical arrangements is ethically unacceptable to those in power.”

And there is much more in the article.  To read the full article, go to:

http://truth-out.org/news/item/10144-texas-gop-declares-no-more-teaching-of-critical-thinking-skills-in-texas-public-schools

Mind Control Modalities

Ten Methods of Modern Mind Control

5th July 2012

Nicholas West – Activist Post

The more one researches mind control, the more one will come to the conclusion that there is a coordinated script that has been in place for a very long time with the goal to turn the human race into non-thinking automatons.

For as long as man has pursued power over the masses, mind control has been orchestrated by those who study human behavior in order to bend large populations to the will of a small “elite” group.

Today, we have entered a phase where mind control has taken on a physical, scientific dimension that threatens to become a permanent state if we do not become aware of the tools at the disposal of the technocratic dictatorship unfolding on a worldwide scale.

Modern mind control is both technological and psychological. Tests show that simply by exposing the methods of mind control, the effects can be reduced or eliminated, at least for mind control advertising and propaganda. More difficult to counter are the physical intrusions, which the military-industrial complex continues to develop and improve upon.

1. Education – This is the most obvious, yet still remains the most insidious. It has always been a would-be dictator’s ultimate fantasy to “educate” naturally impressionable children, thus it has been a central component to Communist and Fascist tyrannies throughout history. No one has been more instrumental in exposing the agenda of modern education than Charlotte Iserbyt — one can begin research into this area by downloading a free PDF of her book, The Deliberate Dumbing Down of America, which lays bare the role of Globalist foundations in shaping a future intended to produce servile drones lorded over by a fully educated, aware elite class.

2. Advertising and Propaganda – Edward Bernays has been cited as the inventor of the consumerist culture that was designed primarily to target people’s self-image (or lack thereof) in order to turn a want into a need. This was initially envisioned for products such as cigarettes, for example. However, Bernays also noted in his 1928 book, Propaganda, that “propaganda is the executive arm of the invisible government.” This can be seen most clearly in the modern police state and the growing citizen snitch culture, wrapped up in the pseudo-patriotic War on Terror. The increasing consolidation of media has enabled the entire corporate structure to merge with government, which now utilizes the concept of propaganda placement.  Media; print, movies, television, and cable news can now work seamlessly to integrate an overall message which seems to have the ring of truth because it comes from so many sources, simultaneously. When one becomes attuned to identifying the main “message,” one will see this imprinting everywhere. And this is not even to mention subliminal messaging.

3. Predictive Programming – Many still deny that predictive programming is real.  I would invite anyone to examine the range of documentation put together by Alan Watt and come to any other conclusion. Predictive programming has its origins in predominately elitist Hollywood, where the big screen can offer a big vision of where society is headed. Just look back at the books and movies which you thought were far-fetched, or “science fiction” and take a close look around at society today. For a detailed breakdown of specific examples, Vigilant Citizen is a great resource that will probably make you look at “entertainment” in a completely different light.

4. Sports, Politics, Religion – Some might take offense at seeing religion, or even politics, put alongside sports as a method of mind control. The central theme is the same throughout: divide and conquer. The techniques are quite simple: short circuit the natural tendency of people to cooperate for their survival, and teach them to form teams bent on domination and winning. Sports has always had a role as a key distraction that corrals tribal tendencies into a non-important event, which in modern America has reached ridiculous proportions where protests will break out over a sport celebrity leaving their city, but essential human issues such as liberty are giggled away as inconsequential. Political discourse is strictly in a left-right paradigm of easily controlled opposition, while religion is the backdrop of nearly every war throughout history.

5. Food, Water, and Air – Additives, toxins, and other food poisons literally alter brain chemistry to create docility and apathy. Fluoride in drinking water has been proven to lower IQ; Aspartame and MSG are excitotoxins which excite brain cells until they die; and easy access to the fast food that contains these poisons generally has created a population that lacks focus and motivation for any type of active lifestyle. Most of the modern world is perfectly groomed for passive receptiveness — and acceptance — of the dictatorial elite.  And if you choose to diligently watch your diet, they are fully prepared to spray the population from the above.

6. Drugs – This can be any addictive substance, but the mission of mind controllers is to be sure you are addicted to something. One major arm of the modern mind control agenda is psychiatry, which aims to define all people by their disorders, as opposed to their human potential. This was foreshadowed in books such as Brave New World. Today, it has been taken to even further extremes as a medical tyranny has taken hold where nearly everyone has some sort of disorder — particularly those who question authority. The use of nerve drugs in the military has led to record numbers of suicides. Worst of all, the modern drug state now has over 25% of U.S. children on mind-numbing medication.

7. Military testing – The military has a long history as the testing ground for mind control. The military mind is perhaps the most malleable, as those who pursue life in the military generally resonate to the structures of hierarchy, control, and the need for unchallenged obedience to a mission. For the increasing number of military personal questioning their indoctrination, a recent story highlighted DARPA’s plans for transcranial mind control helmets that will keep them focused.

8. Electromagnetic spectrum  – An electromagnetic soup envelops us all, charged by modern devices of convenience which have been shown to have a direct impact on brain function.  In a tacit admission of what is possible, one researcher has been working with a “god helmet” to induce visions by altering the electromagnetic field of the brain. Our modern soup has us passively bathed by potentially mind-altering waves, while a wide range of possibilities such as cell phone towers is now available to the would-be mind controller for more direct intervention.

9. Television, Computer, and “flicker rate”– It’s bad enough that what is “programmed” on your TV (accessed via remote “control”) is engineered; it is all made easier by literally lulling you to sleep, making it a psycho-social weapon.  Flicker rate tests show that alpha brain waves are altered, producing a type of hypnosis — which doesn’t portend well for the latest revelation that lights can transmit coded Internet data by “flickering faster than the eye can see.” The computer’s flicker rate is less, but through video games, social networks, and a basic structure which overloads the brain with information, the rapid pace of modern communication induces an ADHD state. A study of video games revealed that extended play can result in lower blood flow to the brain, sapping emotional control. Furthermore, role-playing games of lifelike war and police state scenarios serve to desensitize a connection to reality. One look at the WikiLeaks video Collateral Murder should be familiar to anyone who has seen a game like Call of Duty.

10. Nanobots – From science fiction horror, directly to the modern brain; the nanobots are on the way. Direct brain modification already has been packaged as “neuroengineering.” A  Wired article from early 2009 highlighted that direct brain manipulation via fiber optics is a bit messy, but once installed “it could make someone happy with the press of a button.”  Nanobots take the process to an automated level, rewiring the brain molecule by molecule.  Worse, these mini droids can self-replicate, forcing one to wonder how this genie would ever get back in the bottle once unleashed. Expected date of arrival?  Early 2020s.

A concerted effort is underway to manage and predict human behavior so that the social scientists and the dictatorial elite can control the masses and protect themselves from the fallout of a fully awake free humanity. Only by waking up to their attempts to put us to sleep do we stand a chance of preserving our free will.

Article Source – Activist Post

from:    http://wakeup-world.com/2012/07/05/ten-methods-of-modern-mind-control/