School - a conveyor belt of biorobots

2024 Author: Seth Attwood | [email protected]. Last modified: 2024-01-11 06:27

It is generally accepted to consider school education as a self-evident blessing, the engine of modern civilization. For complaints about sick students, about the workload and quality of education, it is almost impossible to hear criticism of the Masonic idea of the school itself, because many generations have passed through it …

In the policy of building and managing the domestic education system, the Ministry of Education of the Russian Federation and regional departments began to focus on the Western "common human" experience and, above all, the experience of the United States. Of course, they have a lot of things that we must take into account in our work. In this regard, the analysis and conclusions of this very "universal" model of education, which were made by such genuine teachers and citizens of the world as Illich Ivan and John Taylor Gatto, deserve serious study.

And they made the school the way the devil told them.

The child loves nature, so he was locked up in four walls.

The child likes to know that his work has some meaning, so everything is arranged so that his activity does not bring any benefit.

He cannot remain motionless - he was forced into immobility.

He loves to work with his hands, and they began to teach him theories and ideas.

He loves to talk - he was ordered to be silent.

He seeks to understand - he was told to learn by heart.

He would like to seek knowledge himself - they are given to him ready-made …

And then the children learned what they would never have learned in other conditions. They learned to lie and pretend. And this is what happened. As the devil wanted, some people withered, became lethargic and passive, lost all interest in life. They lost their happiness and health. Love and Kindness are gone. Thoughts became dry and gray, souls became stale, hearts became embittered.

And the school, which the devil so cleverly invented, perished.

Adolph Ferrier, Swiss educator

Illich Ivan "Exemption from schools":

School became a world religion … Nation states embraced this religion and ensured a universal call of all citizens to serve the curriculum, consistently leading to diplomas like the ancient rituals of initiation and worship. We all learned most of what we know outside of school … everyone learns to live outside of school. We learn to speak, think, love to feel, play, curse, engage in politics and work without teacher intervention … Orphans, idiots, and the sons of teachers learn most of what they know outside of the "educational" process specially planned for them.

Experiments conducted by Angel Quintero in Puerto Rico show that many adolescents, if motivated, provided with programs and equipment, are better than most schoolteachers at introducing their peers to the study of plants, stars and substances, to the study of how they work. engines and radio. *

* Ed: from the comments to the articleWho goes to school in the morning …:

My children and nephews also studied at home, however, they worked in Nipadi. But at that time, we generally gave up on school (we live in a remote village). The head teacher and social teacher came to our home, persuaded. We say: "Well, how are we going to send the children to this school? They fight and swear at the same place!" What social. the teacher said the following phrase: "There are so many of you, you can handle it. THIS IS ALL OUR CHILDREN." We thought well and … went to school. There are no other people's children.

Since then, my children not only study well, but each of them also works as a teacher's assistant. Shows classmates an example, motivates them to study, so to speak, shoves the class in the back, while the teacher pulls. The eldest son and niece continue this work at universities.

It turns out, by the way. ALL children in the class become like ours: calm, balanced, able to concentrate, to delve into the subject. Everyone is nice and polite. Girls are feminine, boys are masculine. Young lords and ladies in a run-of-the-mill rural school with understandable funding and teaching.

If the idea of collectivism was perverted in Soviet times, this does not mean at all that we can abandon it. Without conciliarity, we will cease to be Russians.

Skaredina vasilisa

School makes alienation a preparation for life by depriving education of reality and creativity … School keeps people out of life until it makes sure they fit into some institution. The new world religion is a knowledge industry that is both a supplier of opium and a workbench for a person for an increasing number of years of life. Therefore, the liberation from schools is at the center of any movement for the liberation of man.

The idea of free and competitive hands-on learning is a terrible sedition for an orthodox educator. A society freed from schools takes on a new approach to spontaneous (non-formal) education.

In the same regard, the centuries-old experience of pedagogical innovations and school reforms carried out in the United States in the 20th century, which is described in detail in the monograph by Patricia Ahlberg Graham "America at the School Desk" ("The Higher School of Economics Publishing House", 2011), deserves the closest study.). This experience is deeply summarized by John Taylor Gatto in the book and “The puppet factory. Confessions of a school teacher " (M., "Genesis", 2006), which is distributed via the Internet.

In contrast to a mass teacher and parent, the monograph by John Taylor Gatto - truly a great citizen of the world - is an example of a true expert-thinker penetrating into the pedagogical labyrinths, which for the absolute majority of people on earth are "behind 7 seals."

John Taylor Gatto spent 26 years in public schools in Manhattan. He has received a number of government awards for outstanding achievements in education. In 1991 he was named New York City Teacher of the Year. He currently works at the Albany Open School and travels throughout the United States, calling for a radical replacement of the current education system.

Here is how the author describes the main lessons that are not understood by society, which the modern school of America teaches and educates new generations:

• The first lesson is a lesson in randomness. With such an education, nothing is connected with anything.

• Second lesson - depending on the size of the parents' wallet, all children are divided into socially hierarchical groups. In privileged schools, children look down on everyone else haughtily and haughtily.

• The third lesson is a lesson in indifference to learning: when the bell rings, the children immediately give up everything they did before and run to the next lesson. As a result, children never really learn anything.

• The fourth lesson - with the help of numerous tricks, the school long and persistently teaches children to submit their will to the command system.

• The fifth lesson is a lesson in nurturing intellectual addiction. Here we are talking about the fact that children actually have to mechanically reproduce what and only what they put into them, without bringing in their own assessments and without showing their own initiative.

• Sixth lesson - the school teaches children that their self-image is determined only by the opinions of others.

• The seventh lesson is total control. Children have no personal time and space.

As a result, as J. T. Gatto writes: "The school is a puppet factory, at the heart of the education system itself is the desire to make people more limited, more obedient, more manageable."

Taking into account the special social significance of generalizations and conclusions of J. T. Gatto in relation to the "universal" model of education, below I will quote the most important of them:

The development of education in the United States has been influenced by social theory that there is only one correct path to grow and mature. This is an ancient Egyptian idea, expressed as a pyramid with an eye on top, displayed on the back of a dollar bill. Each person is a stone that has a certain position in the pyramid. This theory has come in many different forms, but it ultimately expresses the worldview of minds obsessed with control over other minds, the idea of domination and interventionist strategies to maintain their dominance …

It is only when there are tools with which to build a centralized orthodox structure like a pyramid is there a real danger that any one poison can poison everyone …

We have destroyed the minds and character of our children, depriving them of their right to choose. Even if a way is found to turn the pyramid upside down, we will pay a huge price for this crime for another hundred years and the cost will be lost generations.

The concept of the school was developed by pundits as a program, the implementation of which allows the state to have a tool for managing the population.

The school develops and brings to the grotesque all the negative manifestations characteristic of childhood … It is time to honestly admit the fact that compulsory schooling has a destructive effect on children … School is a twelve-year prison term where only bad habits are acquired. I teach at school and receive awards for it. I already know!

As a way out of the social impasse that reproduces the school, the author proposes a communal structure following the example of the Reims Cathedral, incl. transition to home education.

Chief architect of the school of biorobots

Who, when and for what purpose laid the principles of the modern education model?

It is known: the cornerstones of the modern "book-sciatic" model of children's education were developed back in the Middle Ages by a member of secret societies Jan Amos Komensky, who openly called his method nothing more than "machine didactics" (programming learning in a modern language). The great "architect" of human souls assigned the teacher the role of a "didactic machine" (biorobot). At the same time, the author did not ambiguously indicate the strategic goal of such an education. Below are some of his most striking quotes that reveal the sacred meaning of his method of upbringing - the formation of new generations. From the "behests" of Ya. A. Komensky "… On the correction of human affairs":

“You see where we are getting started! We will consult on the correction of human affairs in a universal way, that is, all-embracing and nationwide, as has not yet been done since the beginning of the world."

The member of secret societies intended to “all-encompassing”, nation-wide”to correct“human affairs”with the help of the principles he developed, which he called“machine didactics”(that is, biorobotic learning), as well as“incapable, but executive,”in his words, - teachers. I quote:

“The naturalness of education is so great, the need for it is so inherent in human nature that the process of education, with proper art, can turn into a machine-shaped activity, everything will go into learning as smoothly as a clock set in motion by weights; as attractive and pleasant as it is attractive and pleasant to look at a self-acting machine of that kind; finally, with the same fidelity that can be found in any such skillfully made device. So, in the name of the Almighty, we will try to give schools such a device that would correspond in the most exact way to the clock, arranged in the most skillful way and luxuriously decorated with various devices …

Even teachers who are not able to work will teach well according to a good method, because everyone will not so much extract from his own mind the material and the method of teaching, but rather will, drop by drop, then in whole streams pour ready-made education into the minds of young men, and, moreover, ready-made and data in his hands with funds."

Moreover, the author elevated his method to a universal approach throughout the education system: “Such a developed didactic machine can be applied to everything that is taught anywhere, whether it will be in schools or outside them, to teaching in church, at home. Everywhere, and, moreover, with unmistakable success."

The fact that the great Mason laid a strategic goal hidden for the peoples in his didactics is evidenced by his meaningful formula: “It is necessary to prune a heavenly plant when it is still young in the spring of life and as early as possible … Only in this way will we arrive at our goal, in a different way - never.

Quotes from the century before last, when the general education on machine-programming didactics by J. A. Komensky was started:

• From the statement of the outstanding Swiss educator of the early 19th century G. Pestalozzi (1805): "The school of the soul is the development of children, it kills their health."

• Back in the middle of the century before last, the dynamics of the development of children's health at school under the influence of the imposed model of the so-called education was studied by Dr. Guillaume (Austria). Here is his data:

Total students 731

Curvature of the spinal column 218

School goiter 414

Chronic headache 296

Periodic bleeding 155

Total painful cases 1083

Note: the author specifically pointed out that all of the listed diseases are caused exclusively by schoolwork.

• And here is the conclusion of the authoritative doctor of those years, Dr. Lamann, came to what conclusion even in the century before last: “… How much the wrong learning system is shattering the nervous system in children can be seen in the constantly increasing number of suicides at school age … With the complete decline of nervous energy, the unfortunate victims of ugly learning commit suicide, or at least show us a spectacle of physically and mentally completely broken people."

• From the appeal of the Nizhny Novgorod noblemen to the sovereign: "The school returns to the parents the children who were sent to it healthy - disfigured, lopsided, short-sighted, incapable of anything, knowing nothing, aging prematurely."

• DI Pisarev in 1865 published an article "School and Life", in which he makes the following conclusions: "For a long time already … it was noticed that the school has a special influence on children, which is more pronounced in physical terms. This influence is expressed in the fact that the former freshness, vigor and flourishing health of children are replaced by lethargy, fatigue and soreness. Some even stop growing: most lose their former carefree gaiety and look somehow gloomy and fearful. This influence is often reflected in the mental attitude: children grow dull, lose their previous talent and in return acquire some kind of painful nervous irritability - a sign of weakness. Therefore, those who speak of the degeneration of the human race under the disastrous influence of the school are not entirely wrong. " ("Teacher", 1865, No. 9, p. 316).

• FF Erisman “At the present time there is a widespread belief that the existing structure of schools is harmful to health” (“Cerebral fatigue of students”, 1898).

• The great thinker Leo Tolstoy spoke aptly and accurately about the system of education imposed on the peoples from above: at school, “all higher abilities - imagination, creativity, consideration - give way to some semi-animal abilities to suppress all higher abilities for the development of only those which coincide with the school state of fear, tension of memory and attention."

• Unique research was carried out by V. A. Pravdolyubov in the 20s of the XX century. As a result, he came to an unambiguous conclusion: "School work is a continuous torment and gradual suicide of children."

And such conclusions can be made ad infinitum. Finally, under pressure from social forces, specialists from all over the world gathered at the 1st, 2nd and 3rd World Congresses on School Hygiene, held in Nuremberg (1904), London (1908), Paris (1912). Hardly anyone, even a physician today, knows what was said there. Nothing is said about these forums either in textbooks on pedagogy, or in textbooks on school hygiene, or in textbooks on child health.

Moreover, for some reason, the materials published in those years, the most relevant for all time, disappeared from almost all libraries of the world. This was convinced by the requests for these materials made from the Federation Council for the international symposium held in Moscow in October 2010.

Already in those years, science established the main thing: pathology of the spine, myopia, diseases of the cardiovascular system, mental disorders, degradation of the reproductive sphere, endocrine pathology and much more, acquired during school years, are due to the educational model imposed on the alien nature of children.

But the whole tragedy was not only in the degradation of the physical and mental development and health of new generations of the people. This, as we have already noted, is only a “by-product” of the school-reproducing slavery.

This is how Lesgaft describes the characteristic features of young people, who decorates the school during the period of his "education":

a) softly hammered;

b) viciously beaten;

c) finally oppressed.

But even at the beginning of the 20th century, Tarte le Vaughn warned:

if you want to turn future generations into future slaves, if you want the people to split into classes that are always at war with each other: into a class of parasites - eaters of goods created by others, and slaves - all the rest, give at least one generation of knowledge that will never be useful to them and life.

Why do millions of parents allow this to be done with their children?

Firstly, we are talking about the mass defeat of citizens by the inertia of the spirit, nurtured on the basis of the inertia of the body, which adults called such a convenient concept for authoritarian pedagogy as “pedagogical perseverance”. That "assiduity" from which the "obscurations of mind and will", psychodependence, and also slavery of the spirit certainly grow.

Secondly, we are talking about the ingrained practice of reproduction in the chain of successive generations of boys (modern men) in purely female pedagogy and female psychology. Pedagogy dominated by female adaptive-tolerant psychology of tolerance and not resisting evil. There is no place in it for the development of courage and fortitude in boys, which are so necessary for the fight against evil. A special destructive role here was brought about by the education of boys and girls, mixed according to the calendar age. Under these conditions, in terms of genetic and spiritual maturity, the girls turned out to be almost 2 years older than the boys, and therefore, spiritually and physically more developed and stronger. Naturally, under these conditions, already at the early stages of development, girls began to occupy a leadership niche, and boys began to adjust their development to their “image and likeness”.

In the famous program of Andrey Malakhov "Let them talk" on February 2, 2015, the following specially performed experiment was shown on the first TV channel. "Actors" - young people on a crowded street, instigated violence against a girl. At the same time, about 90% of young men passed by without making any attempt to help the girl in trouble. This is a bitter fact of the consequences of consigning to oblivion the upbringing of boys according to male laws against the background of their upbringing according to female laws.

Note: the first step in overcoming such a destructive practice for the future people is the mode of teaching and upbringing of boys and girls in parallel-separate groups (classes) that we proposed 30 years ago. And nothing special is required to complete such a step. An elementary test of such a model in the real practice of several groups (classes) is required, as well as the deliverance of mothers and teachers from female egoism and self-confidence. The next step is the level of big state policy, which is to motivate young people who have completed military service to enter universities of a pedagogical profile.

Thirdly, we are talking about a deep alienation from the children of mothers, whom the authorities, at the suggestion of the crafty, forcibly included in the “equal” (understand, as equal competition) professional work and career growth with men.

Fourthly, to admit the fact that the school is degrading children is to admit oneself to be an accomplice of a great crime; then you need to start showing the will to protect children; it means it is necessary to remove children from schools, but no one knows what to do with them at home. Or it is necessary by all means to achieve the restructuring of the existing modes of education that are destructive for the development and health of children in accordance with the nature of the child - health-forming and health-preserving. But this requires will, which for 10 years of "knowledge" of life on the "seats" young parents for the most part lost it. The best way out of this labyrinth was the reception of an ostrich: “I feel comfortable when I don’t see all this - I don’t know and I can’t say anything about this.”

Fifth, specially performed studies have established that if a mother did not breastfeed the baby, or nursed for only a few months, then, as a rule, her love and attention to herself, her beloved, is often stronger than to her own child. In these conditions, she lives according to the principle described by A. S. Pushkin: “My light, mirror, tell me! Yes, report the whole truth: I am the loveliest in the world … . As a result, most modern girls and women are obsessed with their appearance.

Sixth, it has been established: education - the education of each generation of the people in "sitting places" and "handslessness" - this is education in the mode of dominance of embryonic parasympathetic attitudes. This is the dominance of the strategy of insecurity and fear. This is a deep withdrawal into "oneself beloved" against the background of the education of an egoistic and parasitic strategy of life. Hence, the personal selfishness of young men and women suppresses any ability to unite with other parents for collective legal action to protect children. Defense according to the principle that the great teachers and educators of children Korchak, A. S. Makarenko, B. P. and LA Nikitin, AA Katolikov and others: "All children are ours and we are responsible for them!"

Seventh, the problem of mass mental illness of young parents, due to the alien nature of the development of the creative mind by the teaching methodology, has long been acute. In particular, as established by the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Scientific Center for Children's Health of the Russian Academy of Medical Sciences, 62-83% of graduates of modern schools suffer from some form of mental disorders ("maladjustments") that they acquired at school (see above). Undoubtedly, most of them become mothers and fathers. In these conditions, the laws of population psychiatry come into their own, which is as follows:

1) The more young people descend and spiritually degrade, the more the syndrome of self-importance, greatness and genius, compensating for mental deficiency, grows in their eyes, such as the “syndromes” of Joan of Arc, Napoleon, Alexander the Great and other commanders and rulers destinies of peoples. As a result, this is a blind passion for self-affirmation and self-exaltation ("star-ness"). But how the media "play along" with this! And not many people realize that this is an evolutionarily significant trap, due to which more than one civilization has already perished.

2) In one of his notes, the great Hippocrates identified the most essential symptom of mental disorder: this is a state in which the evidence no longer acts on a person and no sound arguments are valid.

What to do?

1) At the level of the highest state power:

• Adopt the fundamental law: "On the absolute priority of the child's rights to a family, to a moral, social and informational environment, as well as to free, healthy, moral, creative, mental, physical and polypersonal development over all the rights of adults."

All existing laws of the Russian Federation must be brought in line with this law.

• The highest goal and task of the education system is to consider: free, creative, moral, polypersonal, mental, physical development and health. The main graduation certificate is "Certificate for creative, moral, polypersonal, mental, physical development and health."

• Criteria for the efficiency of the health care system should be considered the dynamics of health indicators in the population, incl. morbidity, morbidity and prevalence of the population by chronic non-epidemic diseases.

• The highest criteria for assessing the effectiveness of the state and political structure of the state are:

the level of development of folk culture, music, literature, art of morality;

reproduction of the people and their preservation:

a) the ratio of concluded marriages in relation to divorces;

b) the reproductive health of young people, as well as the development and health of newborns;

c) physical, mental, creative, polypersonal and moral development and health of preschoolers and schoolchildren;

d) the duration of a healthy and capable life;

e) the level of poverty;

scientific achievements and scientific and technological progress, etc.

2) At the level of each mom, dad, grandparents:

You can continue to list the necessary measures to be taken at the state level to save the people. But all of them will remain nothing more than dreams and good wishes. And the whole problem is not only in power. The whole problem is in our mass civic position, or rather in its absence. What is it about? Mom goes to the hairdresser for her hair. There, the legal force of the contractual principles on the quality of service is borne by the check. But for some reason, millions of mothers give their children to various medical and educational services without an elementary conclusion of a contract for this.

This is the case with vaccinations. This also happens when children are transferred to institutions, which, according to the law, must provide high-quality educational and upbringing services. They were sent to preschool education, or to a school with a normal spine, vision, psyche, etc. A year later, according to official data, the development of the spine, the psyche, and the vision was also impaired. In this case, as a rule, the educational institution blames only the parents.

Now imagine a basic civic position. You examined the state of the functional systems of the body at the medical center at the beginning and end of the academic year. In the event of an officially recognized educational pathology, parents have the right to go to court. The fact is that in accordance with existing laws, an educational institution is obliged to preserve and improve the quality of development and health of the child in the educational process. But in order for the head of an educational institution to take care of this problem, it is necessary to send children there only on the basis of a written agreement for the provision of quality services. And this agreement is an elementary legal act.

VF Bazarny, "School or conveyor of biorobots", fragments