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
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
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
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
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
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
"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
"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
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
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
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
"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
any disturbance could result in crushing fall or entombment.
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
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,
Remember: For past editorials see "Retired
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