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Editorial #1 - 6 January, 2004

Introducing enlarged "Think!" to activists!
with its 2004 insert "Cry for your Children!"

Many people may not like "Cry for your Children" but to create a better world
we have to face our problems.
We go to core issue of education designed to undermine intellect.

Well a whole new year of life to make meaningful but as we seem to have covered issues to which this site is devoted we need comment from readers to help with clarification and improved organization. On the 17th of this month you can expect "Reader Criticism of Biblical Statements in "Think!" A plain-speaking exchange. Initially you will be able to access it here but it will reside in the "Reader Comment and Discussion File. Hopefully continuing discussion will result in site improvement and understanding.

Late additions to "Think!". Sorry if you are one of the many who have already downloaded this booklet but, important pages needed to be added. "Cry for your Children" starts on page 14 after paragraph starting with 'Globalists .. and ending .. nothing of value'. An email to introduce "Think!" and our site) is at the end of the book. Both additions are presented below.



Dear Concerned Citizen,

I am recommending the booklet "Think!" to you after learning of your sincere concern in relation to certain trends and activities occurring in our culture.

As you will see I am in sympathy with many such concerns but would like to first point out that the upward technological spiral has been equaled by the downward social spiral and also by the rising spiral of protest over almost the whole of the last hundred years. Technology and culture run different courses and all social protest has in no way stopped an increasingly oppressive social enslavement. Read "Cry for your Children" in "Think!". Also in January Editorial.

If you read the booklet "Think!" and referred to articles on TheMindWeb, you will see that there are hidden causes for our problems. We can take effective action but complaint to leaders by particular groups or industries does no more than create cultural divisions.

I liken it to what I call 'the blind men and the elephant syndrome'. No doubt you have heard the story in which some blind men were given the task of describing an elephant to their blind friends. So these men entered the elephant enclosure and of course each person meets a different part; one feels a leg, another the trunk, another tail, and so on.

So they all report and some listeners believe one story or another but the stories do not match up so the general consensus is that it is all a nonsense.

That, I think, exposes our difficulty! The great majority ignore protests because there is no logical overview to explain the interconnections of our various and growing problems. We do not easily see connections between rural marketing; law without justice; drugs abuse; fake creation belief; government schooling; sick health services; ideology; genetically modified foods; pretend democracy, etc. because life is not just a collection of pieces it is a mutually dependent assembly.

We need to know there are consequences to beliefs and actions! That adoption of a false philosophy/ideology may lead to fatal consequences. The true origin of poisons entering national and international cultures can be traced to internationally imposed ideology.

That is what "Think!" is about. Our growing social ills are world-wide and connect to a world-wide promoted, ideology. This ideology is based on a particular deceit that began to be promoted in our developing civilization over a hundred years ago and even when disclosed many find it hard to understand why, if true, intelligent people did not expose it earlier.

This too is now exposed! We can understand! But only when we see the whole picture can we also see our legitimate course of reform!

To start reading Think! Go to "Fast Downloads" at www.themindweb.com "Think!" is set out for book-making, if, after reading, you wish to produce books you will find details at location.

This is a social service not a business enterprise; please feel free to pass this letter to others.

Wishing you interesting reading and more power to a vital reformation.

Regards: a TheMindWeb supporter.

Cry for your Children
The following, originally a "Think!" referred item, is now condensed, italicized and underlined for greater clarity and included in the book. Retrieved from a home schooling site (USA), that article is on site at our "Education" section and the original expose is on line at:
Note: Changes made to education after the 1985 exposure have not been for improvement. You may find this exposure painful but to create a better world we have to honestly face our problems. This article exposes an important part of the reason for our declining intellectual and social development over the last half-century.

Why Johnny Can't Think:
The Politics of Bad Schooling by Walter Karp (from Harper's Magazine, June 1985)

"Until very recently, remarkably little was known about what actually goes on in America's public schools. There were no reliable answers to even the most obvious questions.

"The darkness enveloping America's public schools is truly extraordinary considering that 38.9 million students attend them, that we spend nearly $134 billion a year on them, and that foundations ladle out generous sums for the study of everything about schooling-except what really occurs in the schools.

John I. Goodlad's eight- year investigation of a mere thirty-eight of America's 80,000 public schools-the result of which, "A Place Called School", was published last year-is the most comprehensive such study ever undertaken. Hailed as a "landmark in American educational research," it was financed with great difficulty. The darkness, it seems, has its guardians.

Happily, the example of Goodlad, a former dean of UCLA's Graduate School of Education, has proven contagious. A flurry of new books sheds considerable light on the practice of public education in America. In "The Good High School", Sara Lawrence Lightfoot offers vivid "portraits" of six distinctive American secondary schools. In "Horace's Compromise", Theodore R. Sizer, a former dean of Harvard's Graduate School of Education, reports on his two-year odyssey through public high schools around the country. Even "High School", a white paper issued by Ernest L. Boyer and the Carnegie Foundation for the Advancement of Teaching, is supported by a close investigation of the institutional life of a number of schools.

Of the books under review, only "A Nation at Risk," the report of the Reagan Administration's National Commission on Excellence in Education, adheres to the established practice of crass special pleading in the dark. Thanks to Goodlad et al., it is now clear what the great educational darkness has so long concealed: the depth and pervasiveness of political hypocrisy in the common schools of the country.

The great ambition professed by public school managers is, of course, education for citizenship and self-government, which harks back to Jefferson's historic call for "general education to enable every man to judge for himself what will secure or endanger his freedom." What the public schools practice with remorseless proficiency, however, is the prevention of citizenship and the stifling of self-government.

When 58 percent of the thirteen-year-olds tested by the National Assessment for Educational Progress think it is against the law to start a third party in America, we [find we] are dealing not with a sad educational failure but with a remarkably subtle success.

Passive, Docile Students.
Consider how effectively America's future citizens are trained not to judge for themselves about anything. From the first grade to the twelfth, from one coast to the other, instruction in America's classrooms is almost entirely dogmatic. Answers are "right" and answers are "wrong," but mostly answers are short.

"At all levels, tests called almost exclusively for short answers and recall of information," reports Goodlad. In more than 1,000 classrooms visited by his researchers, "only rarely" was there "evidence to suggest instruction likely to go much beyond mere possession of information to a level of understanding its implications."

" Goodlad goes on ... " The give-and-take of genuine discussion is conspicuously absent". Not even 1%" of instructional time, he found, was devoted to discussions that "required some kind of open response involving reasoning or perhaps an opinion from students....

The extraordinary degree of student passivity stands out." Sizer's research substantiates Goodlad's. "No more important finding has emerged from the inquiries of our study than that the American high school student, as student, is all too often docile, compliant, and without initiative."

There is good reason for this. On the one hand, notes Sizer, "there are too few rewards for being inquisitive". On the other, the heavy emphasis on "the right answer [As defined by education; Ed.] ... smothers the student's efforts to become an effective intuitive thinker."

Yet smothered minds are looked on with the utmost complacency by the educational establishment-by the Reagan Department of Education, state boards of regents, university education departments, local administrators, and even many so-called educational reformers. Teachers are neither urged to combat the tyranny of the short right answer nor trained to do so. "Most teachers simply do not know how to reach for higher levels of thinking," says Goodlad. Indeed, they are actively discouraged from trying to do so.

The discouragement can be quite subtle. … even calls itself reform. Consider the current cry for greater use of standardized student tests to judge the "merit" of teachers and raise "academic standards." If this fake reform is foisted on the schools, dogma and docility will become even more prevalent.

This point is well made by Linda Darling-Hammond of the Rand Corporation in an essay in The Great School Debate. Where "important decisions are based on test scores," she notes, "teachers are more likely to teach to the tests" and less likely to bother with "non-tested activities, such as writing, speaking, problem-solving or real reading of real books."

The most influential promoter of standardized tests is the "excellence" brigade in the Department of Education; so clearly one important meaning of "educational excellence" is greater proficiency in smothering students' efforts to think for themselves.

Do the nation's educators really want to teach almost 40 million students how to "think critically," in the Carnegie report's phrase, and "how to judge for themselves," in Jefferson's? The answer is, if you can believe that you will believe anything.

The educational establishment is not even content to produce passive minds. It seeks passive spirits as well. One effective agency for producing these is the overly populous school. The larger schools are, the more prison-like they tend to be. In such schools, guards man the stairwells and exits. ID cards and "passes" are examined at checkpoints. Bells set off spasms of anarchy and bells quell the student mob. PA systems interrupt regularly with trivial fiats and frivolous announcements.

This "malevolent intruder," in Sizer's apt phrase, is truly ill willed, for the PA system is actually an educational tool. It teaches the huge student mass to respect the authority of disembodied voices and the rule of remote and invisible agencies. Sixty-three percent of all high school students in America attend schools with enrollments of 5,000 or more. The common excuse for these mobbed schools is economy, but in fact they cannot be shown to save taxpayers a penny.

Large schools "tend to create passive and compliant students," notes Robert B. Hawkins Jr. in an essay in The Challenge to American Schools. That is their chief reason for being. "How can the relatively passive and docile roles of students prepare them to participate as informed, active and questioning citizens?" asks the Carnegie report, in discussing the "hidden curriculum" of passivity in the schools. The answer is, they were not meant to.

Stamping Out Republican Sentiment:
Public schools stamp out republican sentiment by habituating their students to unfairness, inequality, and special privilege. These arise inevitably from educational establishment's longstanding policy (well described by Diane Ravitch in The Troubled Crusade) of maintaining "the correlation between social class and educational achievement."

In order to preserve that factitious "correlation," public schooling is rigged to favor middle-class students and to ensure that working-class students do poorly enough to convince them that they fully merit the lowly station that will one day be theirs. "Our goal is to get these kids to be like their parents," one teacher, more candid than most, remarked to a Carnegie researcher.

For more than three decades, elementary schools across the country practiced a "progressive," non-phonetic method of teaching reading that had nothing much to recommend it save its inherent social bias. According to Ravitch, this method favored "children who were already motivated and prepared to begin reading" before entering school, while making learning to read more difficult for precisely those children whose parents were ill read or ignorant. The advantages enjoyed by the well-bred were thus artificially multiplied … That describes a malicious intent a trifle too mildly. [Note *]

The public schools we have today are what the powerful and the considerable have made of them. They will not be redeemed by trifling reforms. Merit pay, a longer school year, more homework, special schools for "the gifted," and more standardized tests will not even begin to turn our public schools into nurseries of "informed, active and questioning citizens." They are not meant to.

When the authors of A Nation at Risk call upon the schools to create an "educated work force," they are merely sanctioning the prevailing corruption, which consists precisely in the reduction of citizens to credulous workers.

The education of a free people will not come from federal bureaucrats crying up "excellence" for "economic growth," any more than it came from their predecessors who cried up schooling as a means to "get a better job." Only ordinary citizens can rescue the schools from their stifling corruption, for nobody else wants ordinary children to become questioning citizens at all.

If we wait for the mighty to teach America's youth what secures or endangers their freedom, we will wait until the crack of doom. … [Longer I think! Ed.] End quotes.


When we surrender to fear of truth and embrace corrupt teaching we are lost.
Though the above article was first printed in 1985 it is a tremendous exposure of what is really going on (world-wide) in schooling. If, in 1980 you were at still attending school you suffered this education, if later you suffered it more. If you are not submerged in the prevailing ideology you have had lucky breaks but are still, to some extent, infected.

Now a quote from another book published in 1985 called Assault on Childhood:
"I have been hunting alone in the wilds of Australia where any accident of mistake could have left me to die in misery. … I have been opal mining at Lightning Ridge where I crawled alone through old mining areas … where any disturbance could result in crushing fall or entombment. …My chosen sport was Motor Racing … some think that risky. …These items are mentioned only because I want to say to you that never in my life have I felt such apprehension, such frustration, such 'let me get the hell out of here' as I have felt since I began to take a close look into the world of children today.

I am not referring only to education, yet in that area alone, if parents really understood what was happening in the schools, most would stand at their doors to face whoever may come and say: 'Only over my dead body will you get my children to your school'." End quote. That author is now the author of "Think!".

Our culture has done its best to convince us that we are just animals; changing social values takes at least three generations to become culturally decisive. Later stages of de-education may appear to encourage discussion but it is biased discussion designed to reinforce the primitive "situation ethics" morality of the 'mindless creation theory ideology' that has been imposed by Globalist education authorities.

It is unlikely that even the 1985 comments would get exposure in a leading magazine or newspaper today and, of course, even less likely to get the kind of explanation and publicity needed to awaken the sedated public mind. The system of gradual subversion by miseducation is very securely entrenched and protected.

Today, after some fifty years of intense public brainwashing through Mass Media and education, most people are incapable of appreciating the meaning of it all, our great cultural intellectual abilities are being culturally suppressed. Many no longer have the ability to see common "causes and effects" even when pointed out. Had the Wright brothers suffered today's education they could never have solved the problems of flight. However, despite the enormity of this abuse, I believe that enough still retain the moral courage to self-sacrifice false belief to truth.

Note: underlining and italics has been added to the condensed version of Why Johnny can't Think to increase clarity and emphasize vital points.

Note *. Use Google "site search" facility to find other exposure of 'phonetic' 'education' 'chance creation' and other matters of concern on TheMindWeb.

Best wishes for 2004,


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