Iconohols

Because society will not pay for it. You are asking for caviar on a Peck's Paste budget. It won't happen. You want boutique education but pay production-line prices.

- V -

Your answer may have some validity , even after rectifying the accountancy blundering and corruption ala the school halls fiasco etc but i'm for total overhaul of the system including refinancing , semi-privatising and paying teachers much more ( the same for people that actually run the country too btw! ) , rewarding measurable exellence .Also allow young humans freedom of choice ..who says humans have to cram learn mostly useless information before theyre under 18 ? It's because it has little to do with real education and more to do with producing functioning serfs .
As we know most learning occurs when we are older when the brain fully forms and some real life experiences have been gained .

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "

Iconohols

School halls is one massive misallocation. The other is the student laptop idiocy. The first is a subsidization of the building industry. The second is purely political appearance ahead of pedogogical substance.

Paying teachers more will NOT improve matters. Trust me, we are not motivate by money.

Yes, society wants us to produce functioning serfs. That is the only way our species can organize itself into civilization. Lose the social pyramid and lose the pyramids (and medical, engineering, rule of law, and secular benefits.) Most humans are followers (serfs) and that is OK. Stop fighting it. Start fighting injustices to serfs. Just don't expect them to help you help them because they won't.

The vast majority of learning occurs in the first decade. All the rest is improving the skills already learned. That is why good mothers are more important than good teachers. Parenting is where money should go first, with education second.

Finally, in today's Sydney M owning Herald,Teachers crushed by expectations

Just2Good

Anyone can learn just about anything off the internet these days.

__________________
.
"The fox knows many things, but the hedgehog knows one big thing."

~ Isaiah Berlin ~

Iconoclast

Comment?

__________________
The individual is hopeless without the group.
The group is hopeless without its individuals.

Iconoclast

Good for you. [snigger]

Perhaps you would like to take legal advice from 14 year old home-schooled kid from Botswana. Perhaps you could get plane piloted by a bloke who has used a flight simulator for two years while absent from school. Maybe if you get really cranky with those dudes you could Youtube "fully sick kick-ass karate moves."

__________________
The individual is hopeless without the group.
The group is hopeless without its individuals.

Just2Good

So you are saying there is still a role for experience? Okay, I would concur with that.

__________________
.
"The fox knows many things, but the hedgehog knows one big thing."

~ Isaiah Berlin ~

Thomas Bishop

In the Federal Budget there is now an $800 rebate for some parents to be able to afford uniforms for their school children. Yet another welfare handout. Where will it all end? I know someone who has 4 children and pays for them herself through hard work and determination. Why does she bother when she has to support other peoples kids as well? Disgraceful. This country is going to become ruined in the long run.

Iconoclast

Yes, we pay taxes that end up clothing a few students who otherwise would have to be clothed by a charity. If the charity had to buy clothes, it would have to spend less in other areas such as shelters, food packages and financial counseling.

If you want to let the children of dead-beats fall further behind in education and opportunity, if you want to further the entrench generational poverty that leads to crimes that will effect you, if you want want to see your friends and family contract more communicable diseases, then, Thomas, you keep complaining about taxes and maybe populist politicians will deliver you a tax break that will cost you your life.

I am sickened by the selfishness of those voters who think that to have a few more dollars in their pocket is more important than society. Perhaps they should piss off to Sierra Leone where the level of social justice is on par with their own aspirations for social justice in Australia.

__________________
The individual is hopeless without the group.
The group is hopeless without its individuals.

- V -

» Government Front Group Vows to Abolish Critical Thinking Alex Jones' Infowars: There's a war on for your mind!

Marxist-founded Demos is terrified that schoolchildren are questioning the establishment

Paul Joseph Watson
Infowars.com
Tuesday, October 18, 2011

Government front group Demos, an integral part of the British establishment which was founded by Marxists, is terrified that children are using the Internet to question what they are taught in school, and has vowed to abolish any such critical thinking to reinforce the education system’s role as a tool of indoctrination.

A BBC News report reflects Demos’ panic at “conspiracy theories” (ie any critical thought that questions the official consensus) being brought into the classroom.




It’s a delicious irony that we’ve highlighted many times before and it underpins the entire education system. While complaining that children are not engaging in “critical thinking,” Demos, a government front group, is abolishing any notion of critical thinking by telling students that they should only believe what the government and the mainstream media tells them is true – the same establishment that has been caught proliferating lies time and time again.

In reality, it is the very fact that students are increasingly engaging in “critical thinking,” ie questioning the official version of events, that has the likes of Demos so petrified.

Having been caught lying and covering-up all manner of scandals, from the WMD farce, to Climategate, to the death of Dr. David Kelly, the British establishment and its sycophantic media cheerleaders like the BBC are losing credibility fast, that’s why young people are turning to alternative sources of information to try and get the truth, something deemed intolerable by the system.

While young people are being intimidated out of critical thinking, they are simultaneously being bombarded with the likes of Al Gore’s An Inconvenient Truth, which was sent by the government to British schools in 2007, a documentary found by a British high court judge to contain nine significant errors while making claims in “the context of alarmism and exaggeration.”

It seems believing in “conspiracy theories” is only acceptable for the likes of Demos and the British government if those “conspiracy theories” are generated by and supportive of the state.

Indeed, a University Professor in the United Kingdom recently conducted a comparative analysis of a BBC documentary on 7/7 “conspiracy theories” and an independent documentary in which the official story behind the London bombings is questioned. The Professor concluded that the documentary produced by “conspiracy theorists” was more accurate and more likely to be a truthful representation of the events of 7/7, but don’t expect the government to recommend it be included on the curriculum any time soon.

Other government front groups have also launched state-funded projects to “demolish conspiracy theories” about events like 9/11, or in other words ‘abolish’ any critical thinking about the event and reinforce official propaganda through the school curriculum.



Demos is a front for the insidious Common Purpose network, a group that Lt Cdr Brian Gerrish has exposed as playing a fundamental role in the advancement of Britain’s role in the new world order. Julia Middleton, Chief Executive of Common Purpose, sits on Demos’ advisory council.

The group has waged war on “conspiracy theories,” particularly the suggestion that 7/7 and 9/11 involved state complicity, and has urged the government to “fight back” by infiltrating conspiracy websites to spread state propaganda. Demos has also characterized people who question the official fable of 7/7 and 9/11 as extremists and terrorist recruiters.

The strategy mirrors that advocated by White House information czar Cass Sunstein, who in a 2008 white paper similarly called for conspiracy websites to be infiltrated and undermined in order to dilute their influence. In the same report, Sunstein also called for taxing conspiracy theories (any viewpoint that differs with the official version) and outright banning free speech of which the authorities disapprove.

Demos was founded in 1993 by marxists Martin Jacques and Geoff Mulgan, and was closely affiliated with Tony Blair’s Labour government. Mulgan went on to work inside Downing Street in 1997. Current British Prime Minister David Cameron also works closely with Demos and has given speeches at the group’s events.

Demos has routinely acted as a platform for elitists who wish to drastically alter society, eliminate freedoms, and sacrifice British sovereignty in pursuit of global government. On August 9, 2006, British Home Secretary Dr John Reid, another former marxist, gave a speech at a Demos conference stating that Britons “may have to modify their notion of freedom”, claiming that freedom is “misused and abused by terrorists.”

Demos is partnered with numerous other globalist organizations from government and industry, including IBM, The Carnegie United Kingdom Trust, and Shell International. The organization’s logo includes an all-seeing eye within its design.

Although the group poses as an independent think tank, Demos is little more than a public relations firm for the British government and security services. Its efforts to demonize conspiracy theories in order to “increase trust in the government,” as its own report states, is a transparent ploy to do the bidding of its masters, by demonizing anyone who challenges a corrupt, lying state and its nefarious activities as an extremist and a potential domestic terrorist, while infiltrating schools and acting as thought police to ring-fence what ideas children can and cannot entertain.

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "

- V -

» ‘Critical Thinking’ Expert Can’t Think for Himself? Alex Jones' Infowars: There's a war on for your mind!

Alex debates Demos spokesperson Jamie Bartlett who works with schoolchildren to warn them about misinformation on the Internet.

Aaron Dykes
Infowars.com
October 22, 2011

Demos spokesperson Jamie Bartlett tells Alex that his work in teaching schoolchildren to be more ‘critical’ of potential misinformation on the Internet has been mischaracterized. Barlett insists that critical thinking is key before trusting any source– and obviously this is vital… but at the same time, this gentleman makes clear that he’s quite convinced there’s no fire to the numerous smoke signals surrounding 9/11, 7/7 and many other “conspiracy theories.” Instead, he defers in many instances to the experts who’ve often uncritically regurgitated official explanations, insisting that he doesn’t feel qualified to explain (or perhaps allow himself to admit to) inconsistent evidence for himself. How can we ever know the truth when official mouthpieces and self-appointed experts shut out other qualified voices (take Architects & Engineers for 9/11 Truth as a prime example)?

Bartlett was, however, very courteous in trying to set the record straight from his perspective and this is not meant to convey a personal attack. Yet the fact that his group seeks to steer impressionable minds away from such alternative information is very troubling and dangerous. There is an agenda to undermine such unofficial accounts. Take for example White House Information Czar Cass Sunstein, who has openly advocated infiltrating and undermining conspiracy theories in attempt to counter information that doesn’t fit establishment positions.

This write-up reflects the author’s reaction to this exclusive Infowars Nightly News interview. Judge for yourself. See the BBC’s coverage of Demo’s classroom activities here.

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "

antichrist

Aaron Dykes
Infowars.com
October 22, 2011

is this guy an offspring of Dykes on Bikes?

- V -

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "

- V -

How the Public Schools Keep Your Child a Prisoner of the State by Karen De Coster

Karen De Coster
LewRockwell.com
January 31, 2012

Public education, in its current state, is based on the idea that government is the “parent” best equipped to provide children with the values and wisdom required to grow into intelligent, functional adults. To echo what former first lady Hillary Clinton professed, these public school champions believe “it takes a village” to cultivate a society of competent human beings.

As Hebrew University historian Martin van Crevald points out in his book, The Rise and Decline of the State, nineteenth-century state worshippers who wanted to impose a love of big government ideals upon the youth popularized the archetype for state-directed education. Additionally, there was an overall appetite for discipline of the “unruly” masses that reinforced the campaign to take education out of the hands of individuals. After all, the self-educated masses might resist government decrees, and this kind of disarray would be undesirable in the move toward building a powerful, controlling state apparatus. Prussia’s Frederick William I and France’s Napoleon discerned this, as did a legion of other despotic rulers throughout the 18th and 19th centuries. In a recent article published on the American Daily Herald “Dumberer and Dumberest,” Glenn Horowitz writes:

If you’re not familiar with it, the Prussian system was a teaching methodology designed to stamp out good little worker bees assembly-line fashion, trained to be complacent with their station in life and compliant with every demand of the State. An elite of those better educated but still proven unquestioningly loyal to the State were promoted to lead the proletariat, rewarded with elevated status and material success commensurate with their skills and the zeal they demonstrate in supporting the system. It specifically avoided developing creativity and independent thought, reasoning these were skills the worker classes didn’t need in their roles as mass produced labor.

Modern education is built upon a foundation set forth by tyrants. What is most disquieting about the public education mindset is that those who believe most strongly in it are convinced that there are no other suitable alternatives to the compulsory schooling provided via the public domain. The egalitarian core belief of these public education proponents is that society is responsible for obtaining, maintaining, and paying for the process of equally developing young minds.


Since the laws of the modern state that control the educational system lean heavily toward equality, federal compulsory schooling is necessarily a bias against the best and brightest of America’s children. Federalized education sustains the philosophy that schools have the obligation to treat all students as pure equals – equal in intelligence, work ethic, performance, and desire.

Such nonsense is refuted by H. George Resch in his article "Equality vs. Equity" on the Separation of School and State website. Mr. Resch contends that compulsory, government-controlled education is trying to achieve ends that are not possible due to the fact that general equality is not only impossible to define, but that biological, environmental, and cultural differences among us are so vast that a compulsory, standardized public education poses difficulties that cannot be overcome, and certainly not by a government-run school system.

It's obvious that public schooling is neither beneficial to most students, nor is it efficient. Education is an acquired good, a good that has to meet the needs of the consumers or else face rejection in the free market. Accordingly, there is a necessity for unique, private educational institutions that cater to the urgencies of the marketplace, or home schools that provide a quality environment for each student's direct needs.

In a blog titled "Farmville USA," writer Skip Oliva presents the idea that public schooling is organized along the same principles as factory farming.

Public schooling is based on the same organizational principles as factory farming. They are both modern procedures designed to replace ancient methods of child-rearing and rural farming, respectively. Both rely on a core principle of confinement. In factory farming, animals are generally kept indoors in confined pens for duration of their lives. If we’re talking about male cattle raised for veal, they are literally confined to a small box and denied any exercise whatsoever. With public schooling, children are confined indoors for the majority of daylight hours and, in lower grades, generally restricted to a single classroom. They are expected to sit quietly at desks – analogous to a factory animal cage – with only limited exercise approved for limited, scheduled intervals. Animals and children alike are deprived of the ability to fulfill their natural desire to exercise and explore their outdoor environments.

The confinement of children on the part of authoritarian figures who demand mandatory attendance illustrates how the federal public school system has become a security garrison with satellite detainment facilities. Moreover, yanking children from their parents and assimilating them into dumbed-down, draconian learning pools based on age and collectivizing their learning experience in a quasi-prison environment hasn't worked, and it will never be ideal for the vast majority of the children. Skip Oliva continues:

There is also the issue of socialization. Many farmed animals, including cows, pigs and rabbits, are naturally sociable and psychologically require healthy contact with other members of their species, particularly with their mothers during adolescence. Factory farming largely ignores those relationships. Young cattle are often denied any maternal contact, in order to preserve the mother’s milk for human consumption. Animals are often caged or together in inadequate indoor facilities which promote the spread of disease, aggressive fighting and even cannibalism. Similarly, when children are confined in large classrooms, they are more exposed to communicable diseases and subject to anti-social behaviors such as bullying.


Of course, proponents of schooling claim socialization is a primary benefit, especially compared with continued instruction from a parent (aka "homeschooling"). Yet as is true with most high-order mammals, human children require an extended period of exclusive access to a parent, ideally the mother, who serves as a model for proper social behavior. Children of the same age are inadequate substitutes. They cannot model behaviors that they themselves have not learned. Nor is a teacher in a position to do so, as one person is incapable of developing the necessary relationship of trust with several dozen children during normal "business" hours.

The reality of public schools in America is that they resemble prisons, holding children captive and subjecting them to monitoring, authoritarian supervision, arbitrary rules, prescribed conformity, coerced abstinence, zero tolerance insanity, irrational fears, invasion of privacy, prison-like security, unlawful searches, mind-controlling drugs, and the police state. John Taylor Gatto, in his essay, "Some Reflections on the Equivalencies Between Forced Schooling and Prison," noted that America’s public schools and its penal system are alike because within each environment an individual’s movements, thoughts, and associations are regarded with great suspicion and are therefore controlled. Gatto explains:

Almost all Americans have had an intense school experience which occupied their entire youth, an experience during which they were drilled thoroughly in the culture and economy of the well-schooled greater society, in which individuals have been rendered helpless to do much of anything except watch television or punch buttons on a keypad.

Before you begin to blame the childish for being that way and join the chorus of those defending the general imprisonment of adults and the schooling by force of children because there isn't any other way to handle the mob, you want to at least consider the possibility that we've been trained in childishness and helplessness for a reason. And that reason is that helpless people are easy to manage. Helpless people can be counted upon to act as their own jailers because they are so inadequate to complex reality they are afraid of new experience. They're like animals whose spirits have been broken. Helpless people take orders well, they don't have minds of their own, they are predictable, they won't surprise corporations or governments with resistance to the newest product craze, the newest genetic patent – or by armed revolution. Helpless people can be counted on to despise independent citizens and hence they act as a fifth column in opposition to social change in the direction of personal sovereignty.


In 2009, a compelling documentary was produced that focuses on the control and containment that is the government’s compulsory school system: The War on Kids. This documentary has not received the attention it deserves, but every parent who has a child that has received a sentence of thirteen (or more) years in the compulsory schooling environment should watch this film.

Note in Part 2 where the filmmaker visually shows how so many of the public schools look exactly like prisons. Some of the footage you will see throughout the film is staggering, and some of the interviews with public school bureaucrats are remarkably creepy. Here is the website for the movie, and this is the general information presented for the film (it is shown in six parts on TagTélé).

In 95 minutes, THE WAR ON KIDS exposes the many ways the public school system has failed children and our future by robbing students of all freedoms due largely to irrational fears. Children are subjected to endure prison-like security, arbitrary punishments, and pharmacological abuse through the forced prescription of dangerous drugs. Even with these measures, schools not only fail to educate students, but the drive to teach has become secondary to the need to control children. Not only do school fall short of their mission to educate, but they erode the country’s democratic foundation and often resemble prisons.

School children are interviewed, as are high school teachers and administrators, and prison security guards, plus renowned educators and authors including:

Henry Giroux: Author of Stealing Innocence Corporate Culture's War on Children

Mike A. Males: Sociologist, author of Scapegoat Generation

John Gatto: New York City and New York State Teacher of the Year

Judith Browne: Associate Director of the Advancement Project

Dan Losen: The Civil Liberties Project, Harvard University

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "

- V -

The Most Empowered Children of The Future Will Be Deprogrammed and Deschooled

__________________
"Few have the stomach to pursue truth , yet most know in their gut something is wrong" V

"But everyone knows the media doesn't inform. Duhhhhhh !! "