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    Default When Vested Interests Take Education over...

    The American Quran Pissing Off the Saudis

    Katie Zavadski 02.29.16 6:01 AM ET


    The Study Quran puts this great religious work in historical perspective.


    Photo Illustration by The Daily Beast

    A new translation of the Quran, with commentary, is causing a stir—and maybe something of a revolution—in the world of English-speaking Muslims.

    Why’s that? Because Salafists—adherents of a very conservative brand of Islam—have dominated the world market for Qurans for decades.

    Funded by the oil-rich royal family in Saudi Arabia, which has an especially rigid Wahhabi branch of Islam, the Salafis have exported their teachers, their mosques, their audio and video productions, and religious texts across the Arab world and into Pakistan, Europe, and North America, quashing alternate interpretations that don’t fit their narrow views.

    Quote “In all these places, they funded the building of Saudi-style mosques with Wahhabi preachers and established madrasas that provided free education for the poor, with, of course, a Wahhabi curriculum,”
    religious scholar Karen Armstrong wrote about the Saudi export of religion in 2014.
    Quote “At the same time, young men from the poorer Muslim countries, such as Egypt and Pakistan, who had felt compelled to find work in the Gulf to support their families, associated their relative affluence with Wahhabism and brought this faith back home with them, living in new neighborhoods with Saudi mosques and shopping malls that segregated the sexes.”
    Seeing this new translation as a challenge to their orthodoxy in English-speaking countries, Salafis are none too pleased. In online discussions and reviews, influential Salafis are panning the volume, called The Study Quran, as a soft-bellied facsimile that might be fine for academia, but not fit for following.

    In fact, this is no mere academic debate. Followers of the Saudi-Wahhabi-Salafi version of Islam in Europe and the United States are increasingly seen by law enforcement as a pool from which radical jihadis can draw recruits.

    Some strains of this Salafi interpretation have popularized takfirism—the practice by which some Muslims declare that others are not true believers. The after-effects are clear in fringe jihadi groups like the self-declared caliphate that calls itself the Islamic State, where those who believe differently are deemed apostates who can be, and are, slaughtered en masse. The vast majority of Salafis are not jihadis and not takfiris. But those who are use their understanding of their Quran to justify killing Shia Muslims, Yazidis, adulterers, gays, and anyone else who runs afoul of their zealotry.

    Generations of the world’s Muslims have, now, grown up in the shadow of this Saudi religious empire, ignoring previous centuries of rigorous religious discourse, debate, and dissent.

    The Study Quran, setting the record straight, may come as something of a revelation to Muslims and anyone else interested in Islam who speaks English. It is a formidable academic endeavor, and since it was published in November it has been flying off the shelves in a massive hardback edition. (It is also available now on Kindle.)

    The editors have compiled a new translation, new commentary, and drawn on dozens of the most prominent mufassirs (interpreters or exegetes), many of whom have never before been accessible to an English-speaking audience. Indeed, “very few” of the sources cited in The Study Quran are available in English translation, head editor Seyyed Hossein Nasr told The Daily Beast.

    One soon comes across nuances that are unmentioned or ignored by extremists. The Study Quran notes, for instance, that verse 47:4—used by ISIS to justify beheadings—focuses on “the brevity of the act, as it is confined to battle and not a continuous command.” This interpretation would seem to challenge extremists who attempt to carry out such acts on civilians, whether on the streets of London or in Syria.

    The Salafi scholars who have monopolized English-language Muslim resources are disturbed and even frightened by this textual revolution that puts them back in their place.

    Salafism “was not in the mainstream of the Muslim tradition,” said Nasr. “It rejected centuries of Islamic thought.” The scholars contributing to The Study Quran, who are both Sunni and Shia, also break with the ultra-Orthodox animus against Shiism.

    The Study Quran’s rich commentary, crowding around a few verses on any given onion-paper page of the hardback edition, seeks to remedy the previous absence of solid historical discourse. After all, Nasr said, even centuries ago the yearly pilgrimage to Mecca meant that exegetes, or interpreters of holy texts, were able to have a much richer exchange of ideas—and much more knowledge of one another—than European thinkers of the time.

    It’s no surprise then, that Abu Eesa Niamatullah—a British Salafi with a large social media presence—cautioned followers tempted by The Study Quran to “avoid it. Like the plague.”

    “It doesn't just have mistakes, it's actually dangerous,” Niamatullah said. “This is advice to the 99 percent of people here, those who don't have the detailed tools necessary to separate the wheat from the chaff.”

    Though Sunni Islam formally lacks a clerical class, Niamatullah expressed concern that those who lack proper religious or academic training might be swayed from the orthodox path by the new edition.

    “My point being that I see it as absolutely a threat to orthodox Sunni creed that such translations and commentaries, but more importantly, such deviated individuals such as Nasr being given a prominent platform to the hearts and minds of the basic masses who can't filter through the nonsense like you can,” he added in a comment.

    A more moderate review, recommended by prominent cleric Yasir Qadhi to hundreds of thousands of followers on social media, acknowledges that the rigor of The Study Quran “is apparent after even a cursory reading,” but nonetheless it “is an academic and educational work, and as such includes commentaries from sources that may not be considered orthodox depending on one’s denominational orientation.” (Qadhi recently distanced himself from the Salafi label and critiqued some aspects of the movement.)


    “Some of the Sufi commentaries can come off as uncomfortably esoteric,” the author Mobeen Vaid writes. “Khārijite positions are occasionally expounded upon, and not for the purpose of refutation.” (Kharijites were a rebel sect in the first century of of Islam.)

    The differences that make it suitable for academia but not practice go all the way down to the understanding of the very nature of the Quran. “For believers,” says Vaid. “the Quran doesn't say anything, God does.”

    And yet, The Study Quran fills part of what some scholars see as a perpetual hole in the study of Islam. Quranic translations abound, but centuries of commentary, debate, and context have long been the exclusive domain of those with a strong command of Arabic.

    "We appear to be amidst a deluge of English translations of the Quran," Scott Lucas, a professor at the University of Arizona, wrote in 2014, reflecting on the proliferation of translations in the prior decade.


    ‘The Study Quran: A New Translation and Commentary’ by Seyyed Hossein Nasr (Author), Caner Karacay Dagli (Author), Maria Massi Dakake (Author), Joseph E.B. Lumbard (Author), Mohammed Rustom (Author). 2048 p. HarperOne. $37.27



    Pretty much any Quran given out in a da’wa, or religious outreach, program almost anywhere in the world has its roots in Saudi Arabia. Most of them use a translation completed by Yusuf Ali, an Indian-born, British-educated scholar who died in the mid-20th century. Published in 1938, it included not only Ali’s translation, but also parenthetical commentary on meaning—much of which has been stripped out by its Salafi adapters.

    The first Quran ever owned by this reporter was an Ali translation, distributed through a Chelsea-based da’wa program to a bank teller, who unloaded it to this student of religion when she was still a teen. The thick hardcover has the scripture in two varieties: the original Arabic, as well as an English translation.

    (Significantly, The Study Quran, already voluminous, does not include the original Arabic, the language in which Allah delivered his message to Muhammad. But the Arabic text is now readily available online and in many smaller volumes for comparison.)

    Ali wasn’t the first translator of the Quran into English, of course. One of the earliest widely available translations was by George Sale, and it served as the standard for nearly two centuries. It’s rife with annotations that point to Sale’s Christian understanding of the “Mohammedan’s” holy scripture. More recent translations have come from feminists and creative translations that assign each Arabic word one—and only one—English equivalent.

    And The Study Quran surely won’t be the last. The authors’ main goal, after all, is not a definitive translation—but a demonstration that different interpretations were “established, well known, and rigorously discussed over the centuries,” Nasr said.

    This article has been updated.
    Last edited by Hervé; 15th July 2017 at 14:02.
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    Default Re: When Vested Interests Take Education over...

    ...

    ... if only it were just the Saudis...

    The US Has Been Giving Afghan Children Violent Books to Indoctrinate them to Jihad – It Worked

    By John Vibes on January 9, 2016


    ... the textbooks were published in the dominant Afghan languages of Dari and Pashtu and developed in the early 1980’s at a cost of $51 million.

    The Unites States government has played a crucial role in the development of the complex and volatile political situation that now exists in the Middle East, and they have had a heavy hand in influencing the region since the first world war.

    From propping up dictators to funding rebel groups for regime change, the U.S. and their allies have been creating monsters in the Middle East for generations. Western involvement in the region became more pronounced and more militarized during the Cold War, where the western allies and the Soviets fought proxy wars all over the world.

    Afghanistan was one of the primary battlegrounds where these proxy wars took place, and at the time, the U.S. military was supplying militants in Afganistan with training and weapons to be used against the Soviets who also had political and strategic interests in the region.

    The tactics used by the U.S. government extended far beyond traditional warfare and entered the realm of psychological warfare. From the Cold War period until very recently, the U.S. government spent millions of dollars supplying Afghan schoolchildren with propagandized textbooks that had violent images and militant jihadi teachings. The motive behind this propaganda was to actually radicalize the Afghan children so they would be more willing to fight against the Soviets when they got older.

    According to the Washington Post, the textbooks were published in the dominant Afghan languages of Dari and Pashtu and developed in the early 1980’s at a cost of $51 million.

    The schoolbooks were even approved by the Taliban because the teachings were not far off from their own worldview.

    This propaganda effort was only made public after the U.S. government went to war in Afghanistan in 2002 and it was revealed through the media that the western curriculum being taught in Afghan schools was actually promoting jihad.

    At the time, President Bush was forced to respond to the scandal, and he promised that the curriculum would be changed to reflect a more peaceful worldview. Bush promised that 10 million textbooks with updated curriculum would be sent to Afghan schools and he claimed that the new books would teach “respect for human dignity, instead of indoctrinating students with fanaticism and bigotry.”

    Chris Brown, head of book revision for AID’s Central Asia Task Force admitted that the textbooks were initially designed as anti-soviet propaganda.

    “I think we were perfectly happy to see these books trashing the Soviet Union,” Brown said.

    Although, he added the ideas in the textbooks were updated for a new era.
    “We turned it from a wartime curriculum to a peacetime curriculum,” he said of the new books.

    The textbooks had reportedly portrayed the society in Afghanistan of having a “warrior culture” that was destined to fight a holy war.

    Ahmad Fahim Hakim, an Afghan teacher who is very familiar with the books explained that “The pictures [in] the texts are horrendous to school students, but the texts are even much worse.”

    Many experts claim that these books are still in use today in Afghan schools, despite efforts from UNICEF to destroy them and replace them with their newer versions.

    According to a recent report from the Post, Dana Burde, an assistant professor of international education at New York University, says the Taliban is reprinting and using old U.S.-sponsored jihadist books to influence children in areas where the militants still hold sway. Burde says she found multiple reprinted copies of some of the texts, including a 2011 edition in the Pakistani city of Peshawar.

    As images of ISIS beheading their victims dressed in orange jumpsuits are plastered on televisions across the nation, and knowing that the US has been teaching this to children, hot air from the establishment decrying these acts rings hollow.

    Any government who would use innocent children as pawns and teach them to become vicious killers, for their own personal gain, is far beyond criminal…it’s downright evil.
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    Default Re: When Vested Interests Take Education over...

    From the above, one may get accustomed to the idea that not much of what's happening on this planet is left to chance or to a God playing dice: It's designed, planned, financed and implemented in such a way so as to take advantage of the run-of-the-mill human nature and accordingly, appear as wise and gifted with vision whereas it's all well educated "guesses" as in Albert Pike's case:

    Quote "The Third World War must be fomented by taking advantage of the differences caused by the "agentur" of the "Illuminati" between the political Zionists and the leaders of Islamic World. The war must be conducted in such a way that Islam (the Moslem Arabic World) and political Zionism (the State of Israel) mutually destroy each other.

    Meanwhile the other nations, once more divided on this issue will be constrained to fight to the point of complete physical, moral, spiritual and economical exhaustion… We shall unleash the Nihilists and the atheists, and we shall provoke a formidable social cataclysm which in all its horror will show clearly to the nations the effect of absolute atheism, origin of savagery and of the most bloody turmoil.


    Then everywhere, the citizens, obliged to defend themselves against the world minority of revolutionaries, will exterminate those destroyers of civilization, and the multitude, disillusioned with Christianity, whose deistic spirits will from that moment be without compass or direction, anxious for an ideal, but without knowing where to render its adoration, will receive the true light through the universal manifestation of the pure doctrine of Lucifer, brought finally out in the public view.

    This manifestation will result from the general reactionary movement which will follow the destruction of Christianity and atheism, both conquered and exterminated at the same time."


    Pike letter to Giuseppe Mazzini
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    Default Re: When Vested Interests Take Education over...

    Now that we know who provided the school books and how the formula was tested in Africa as well with child soldiers:

    ISIS uses Nazi tactics to train youths to become 'more lethal, brutal, better fighters' - report

    Published time: 6 Mar, 2016 09:54
    Get short URL


    © RT

    Islamic State jihadists use children, trained as soldiers, executioners and suicide bombers from an early age, to become “more lethal fighters than themselves,” a major study has warned. The terrorist group is using Nazi regime tactics.

    Quote “The organization focuses a large number of its efforts on indoctrinating children through an extremism-based education curriculum, and fostering them to become future terrorists. The current generation of fighters sees these children as better and more lethal fighters than themselves, because rather than being converted into radical ideologies they have been indoctrinated into these extreme values from birth, or a very young age,”
    researchers for Quilliam, a London-based counter-extremism think tank, stated in the report, according to the Guardian.

    The UN-endorsed report, entitled “Children of Islamic State" and compiled through a study of the group’s propaganda as well as reports from trusted sources, will be published in Parliament on Wednesday.

    Of more than 800 Britons living in Islamic State-controlled territory, an estimated 50 are said to be children. Researchers investigated how Islamic State (IS, formerly ISIS/ISIL) recruits children and trains them for jihad.

    Quote “These children are saved from corruption making them stronger than the current mujahideen [fighters] because they have a superior understanding of Islam from youth and from school curriculum, and are better and more brutal fighters as they are trained in violence from a very young age,
    the authors of the study stressed, adding that the terrorist group wants “to prepare a new, stronger, second generation of mujahideen, conditioned and taught to be a future resource for the group.”

    Quote In the past six months, IS propaganda has featured 12 child killers. According to the researchers, between 1 August last year and 9 February this year, they identified a total of 254 events or statements featuring images of children. In an effort to put brutality into their daily routine, the group encourages youths to hold up decapitated heads or play football with them. IS uses intimidation as a recruitment tool, warning that those who refuse to obey will be tortured or raped.

    “The area of most concern is that Islamic State is preparing its army by indoctrinating young children in its schools and normalizing them to violence through witnessing public executions, watching Islamic State videos in media centers and giving children toy weapons to play with.”
    According to the report, the focus on children is similar to the forced recruitment of child soldiers in Liberia in the 1990s, when Charles Taylor, one of the most prominent warlords in Africa, seized power in 1997 with a rebel army filled with children. Researchers also mention the Ashbal Saddam (Saddam’s Lion Cubs) created in 1998 to recruit and train boys aged 10 to 15 for membership in the Fedayeen, a paramilitary organization loyal to the Ba'athist government of Saddam Hussein.

    IS appears to have scrutinized Nazi Hitler Youth methods to brainwash children, the report said, adding that the UN had received some reports about an Islamic State youth wing, Fityan al-Islam, meaning boys of Islam.

    Recruitment of children often involves coercion, with abduction being a favored method, according to the report. The United Nations said earlier this year it had information about the murder of child soldiers and had verified reports suggesting between 800 and 900 children in Mosul had been abducted for military and religious training.

    The report’s authors suggest creating a commission to help monitor and reintegrate children within the EU who are at risk, and to protect future generations from radical violence.

    Life under IS is “one of the gravest situations for children on Earth," a spokesperson for the Roméo Dallaire Child Soldiers Initiative, which co-wrote the report, told the Guardian.

    Less than a month ago, IS released a new disturbing clip showing a British boy, nicknamed 'Jihadi Junior' and thought to be aged four, blowing up three prisoners. The child wearing an IS headband is seen pressing a button on a remote control device seconds before a car containing alleged “British spies” explodes.

    IS teach boys as young as three jihadist ideology, how to handle firearms, beheading techniques and how to be a suicide bomber, a journalist who risked his life to visit a children’s militant camp in Afghanistan told RT in December. “All the children knew all the names of the weapons and they all knew how to use [them]..." filmmaker and journalist, Najibullah Quraishi, said. Afghan children appear to be the latest to be recruited by IS terrorists, who have implemented similar brainwashing programs in Syria and Iraq.


    Related:
    ISIS execution video shows 4yo 'Jihadi Junior' blowing up 'British spies'
    School of jihad: RT talks to journalist who visited ISIS child camp in Afghanistan
    ISIS child kisses father goodbye before suicide mission in chilling new video

    ================================

    "Jihadists" are fed "captagon" while "western" kids are fed fluoride so that a new "60s" outrage against war wouldn't re-occur... I think.
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    Default Re: When Vested Interests Take Education over...

    Portland school board bans climate change-denying materials

    Written by Shasta Kearns Moore
    Created on Thursday, 19 May 2016 02:00 |

    Environmental groups say science is clear, so textbooks should be, too


    SCREENSHOT: PPS.NET - Portland Public Schools board member Mike Rosen (center) at the May 17 board meeting.

    In a move spearheaded by environmentalists, the Portland Public Schools board unanimously approved a resolution aimed at eliminating doubt of climate change and its causes in schools.

    QuoteIt is unacceptable that we have textbooks in our schools that spread doubt about the human causes and urgency of the crisis,”
    said Lincoln High School student Gaby Lemieux in board testimony. “Climate education is not a niche or a specialization, it is the minimum requirement for my generation to be successful in our changing world.”

    The resolution passed Tuesday evening calls for the school district to get rid of textbooks or other materials that cast doubt on whether climate change is occurring and that the activity of human beings is responsible. The resolution also directs the superintendent and staff to develop an implementation plan for “curriculum and educational opportunities that address climate change and climate justice in all Portland Public Schools.”

    Bill Bigelow, a former PPS teacher and current curriculum editor of Rethinking Schools, a magazine devoted to education issues, worked with 350PDX and other environmental groups to present the resolution.

    “A lot of the text materials are kind of thick with the language of doubt, and obviously the science says otherwise,” Bigelow says, accusing the publishing industry to bowing to pressure from fossil fuels companies. “We don’t want kids in Portland learning material courtesy of the fossil fuel industry.”

    In board testimony, Bigelow said PPS’ science textbooks are littered with words like might, may and could when talking about climate change.

    “ ‘Carbon dioxide emissions from motor vehicles, power plants and other sources, may contribute to global warming,’ ” he quotes Physical Science published by Pearson as saying. “This is a section that could be written by the Exxon public relations group and it’s being taught in Portland schools.”

    Bigelow is also the co-author of a textbook on environmental education, A People’s Curriculum for the Earth. Asked if this resolution will cause the district to buy new textbooks, such as his book, Bigelow said Rethinking Schools is a nonprofit, not a money-maker.

    “What we’re asking for is not: Buy new stuff,” he said. “What we’re looking for is a whole different model of curriculum development and distribution.”

    Bigelow said the district already has climate-change literacy curriculum, such as at Sunnyside Environmental School, and he wants that knowledge to spread.

    School board member Mike Rosen introduced the resolution. He also leads NW Ecoliteracy Collaborative, a project focused on environmental curriculum standards. However, he says that work has been on hold.

    “I have become concerned about its ability to make progress and not have a conflict with being a school board member,” Rosen said, noting that he is now instead working part-time for the Audubon Society of Portland. “I don’t want there to be a conflict between my school board work and this nonprofit.”

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    Default Re: When Vested Interests Take Education over...

    Quote Posted by Hervé (here)
    Quote "The Third World War must be fomented by taking advantage of the differences caused by the "agentur" of the "Illuminati" between the political Zionists and the leaders of Islamic World. The war must be conducted in such a way that Islam (the Moslem Arabic World) and political Zionism (the State of Israel) mutually destroy each other.

    Meanwhile the other nations, once more divided on this issue will be constrained to fight to the point of complete physical, moral, spiritual and economical exhaustion… We shall unleash the Nihilists and the atheists, and we shall provoke a formidable social cataclysm which in all its horror will show clearly to the nations the effect of absolute atheism, origin of savagery and of the most bloody turmoil.


    Then everywhere, the citizens, obliged to defend themselves against the world minority of revolutionaries, will exterminate those destroyers of civilization, and the multitude, disillusioned with Christianity, whose deistic spirits will from that moment be without compass or direction, anxious for an ideal, but without knowing where to render its adoration, will receive the true light through the universal manifestation of the pure doctrine of Lucifer, brought finally out in the public view.

    This manifestation will result from the general reactionary movement which will follow the destruction of Christianity and atheism, both conquered and exterminated at the same time."


    Pike letter to Giuseppe Mazzini
    Pike had nothing to do with Mazzini, the story comes from a narrative popularized by Leo Taxil and Diana Vaughan:

    https://en.wikipedia.org/wiki/Taxil_hoax

    Which material keeps getting recirculated by others, including Jack Chick.

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    Default Re: When Vested Interests Take Education over...

    Quote Posted by shaberon (here)
    [...]
    Pike had nothing to do with Mazzini, the story comes from a narrative popularized by Leo Taxil and Diana Vaughan: https://en.wikipedia.org/wiki/Taxil_hoax

    Which material keeps getting recirculated by others, including Jack Chick.
    I just find it interesting that an 1890s "hoax" is still unfolding...
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    Default Re: When Vested Interests Take Education over...

    California high school forces children to watch vaccine propaganda film and give 'correct' answers or be penalized

    Monday, May 23, 2016 by Mike Adams, the Health Ranger



    (NaturalNews) At Redondo Beach Union High School in Redondo Beach, California, tenth graders are forced to watch a vaccine propaganda film, then provide the "correct" answers in a graded test. Click here to see the vaccine propaganda test that tenth graders must take. (PDF)

    The test given to high school students is rife with factual errors and gross omissions, such as claiming that polio infection rates "dropped by 99% when vaccine was introduced in 1955." Children are not taught that polio vaccines cause paralysis and that the official rates of polio dropped largely because government officials altered the definition of "polio" to create the illusion that the vaccines were working better than they actually were.

    From the site DissolvingIllusions.com:

    The polio story is a haunting one: long, complicated, and ugly. It’s not a story you will have read or that the medical profession will be able to tell. Beyond the smoke and mirrors lie sketchy statistics, renaming of diseases, and vaccine-induced paralytic polio caused by both the Salk and the Sabin vaccines. Dr. Albert Sabin’s oral polio vaccine (OPV) continues to cause paralysis in vaccine recipients today."

    Nor are children taught that even the CDC openly admitted that 98 million Americans were injected with cancer viruses found to have contaminated polio vaccines. The CDC was so alarmed that people remembered this, they scrubbed the entire history of the event from their website. (What's a little revisionist history when it comes to protecting vaccine mythology?)

    Children are also not taught that vaccines still contain mercury, formaldehyde, aluminum and MSG, all known neurotoxins with devastating effects on the brains of some children. Nor are these students told that flu shots given to children in California contain 25,000 times more mercury than the EPA legal limit of mercury in drinking water.

    Click here to contact the Redondo Beach Union High School. Perhaps suggest they should replace their vaccine propaganda indoctrination training with practical instruction on vitamin D, nutrition and how to boost immunity naturally, without injecting children with brain damaging chemicals. See California begins injecting children with mercury... flu shot 'shortage' cited as bizarre justification... state safety laws nullified to push vaccines.

    Polio vaccines are the leading cause of polio paralysis

    Polio vaccines, we now know, are the No. 1 leading cause of polio paralysis. Polio infections are rarely fatal even when they occur, and polio can best be prevented by improving public sanitation. As explained by Sayer Ji from Green Med Info:

    In most people with a healthy immune system, a poliovirus infection does not even generate symptoms. Only rarely does the infection produce minor symptoms, e.g. sore throat, fever, gastrointestinal disturbances, and influenza-like illness. In only 3% of infections does virus gain entry to the central nervous system, and then, in only 1-5 in 1000 cases does the infection progress to paralytic disease.

    Due to the fact that polio spreads through the fecal-oral route (i.e. the virus is transmitted from the stool of an infected person to the mouth of another person through a contaminated object, e.g. utensil) focusing on hygiene, sanitation and proper nutrition (to support innate immunity) is a logical way to prevent transmission in the first place, as well as reducing morbidity associated with an infection when it does occur.


    California doesn't educate students anymore; it indoctrinates them with fraudulent science

    The high school vaccine propaganda test, shown below, demands that children declare their obedience to the debunked idea of "herd immunity," a fictional, fairy tale narrative pushed by the vaccine industry to cast shame and blame upon non-vaccinated children. Even according to the vaccine industry and its intellectually dishonest proponents, vaccines are so bad at conveying immunity against infectious disease that even children who have already been vaccinated are at grave risk of being infected by non-vaccinated children.

    Such claims make no rational sense, of course. If vaccines worked, then vaccinated children would have nothing to fear from non-vaccinated children who they claim carry the disease.

    And yet the deeper truth here is that non-vaccinated children tend to have far stronger immune systems, making them far less likely to be carriers at all. It is immune-compromised vaccinated children who are always the ones getting sick and spreading disease. That's why nearly all documented outbreaks in recent memory have taken place among children who were already vaccinated. See Measles outbreak documented among fully immunized group of children and Measles outbreak likely caused by vaccinated children, science shows.

    These scientific facts are never taught to children during vaccine indoctrination programming in public schools. Instead, children are ridiculously taught that vaccines only save lives and never harm them. They're taught that vaccines are based on "science" and therefore anyone who questions the outrageous claims of safety and efficacy of vaccines must be "anti-science." And of course they're never taught that the sharp reduction in infant mortality from 1850 - 2000 owed credit almost entirely to improvements in public sanitation, running water and soap.

    Check out the Redondo Beach Union High School vaccine propaganda test at this link (PDF). Here's a shot of the first page:

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    Default Re: When Vested Interests Take Education over...

    Quote Posted by Hervé (here)
    I just find it interesting that an 1890s "hoax" is still unfolding...
    Taxil probably was onto something and threw out a red herring, much like Protocols of the Elders of Zion, and 90% of the internet these days.

    Regarding the theme of this thread, it's no joke or a hoax. "Vested interests" belong in the trash heap, not in the schools and hospitals. Some of them are over a thousand years old, so they can be predictable.

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    Default Re: When Vested Interests Take Education over...

    Stefan Molyneux and Dr. Duke Pesta on the dangers of Common Core

    Stefan Molyneux, You Tube, Fri, 10 Jun 2016 11:51 UTC




    What do you know about Common Core? What role has Bill Gates played in the controversial program? Dr. Duke Pesta joins Stefan Molyneux to discuss the horrifying truth about modern education, the origin of these government standards and the results which have been seen by implementation across the United States. Common Core represents of the most comprehensive steps toward complete government control of childhood education.

    Dr. Duke Pesta is a tenured university professor, author and the Academic Director of FreedomProject Academy, a Live Online School offering individual classes and complete curricula for students in Kindergarten through High School. For more from Dr. Duke and the FreedomProject Academy, please go to: https://www.fpeusa.org

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    Default Re: When Vested Interests Take Education over...

    .
    Here's Lisa Haven reporting on the UN report that a sustainable planet means the need for lower education standards.


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    Default Re: When Vested Interests Take Education over...

    The future US universities in criminality... a long term plan:

    US local, state govts spend 3 times more on jails than on education – officials

    RT Published time: 8 Jul, 2016 11:35
    Get short URL


    © Reuters

    Over three decades, state and local governments have tripled the amount spent on jails, compared to spending on educating students, the US Department of Education has revealed.

    The department’s brief released on Thursday examined corrections spending and education spending from 1979 to 1980 and 2012 to 2013.

    It found that spending on elementary and secondary education across the US increased by 107 percent “from $258 to 534 billion” while total state and local corrections expenditures increased by 324 percent “from $17 billion to 71 billion – triple the rate of increase in education spending,” stated the report.

    “These aren’t just statistics. When I think about the lives of those who are incarcerated, I can’t help but feel disheartened,” Education Secretary John King said on Thursday.

    Quote “I can’t help but think about their families, spouses, sons, daughters and parents — or about the art not created; the entrepreneurial ideas that may never reach the drawing board; the classrooms these Americans will never lead; and the discoveries they’ll never make.”
    Over the 33-year period, all of the 50 states had lower expenditure growth on education than for corrections but some states increased their spending on corrections more than others. Massachusetts for increase increased theirs 149 percent, while Texas boosted its allocation by 850 percent. These increases were in comparison to education spending which grew in Michigan just 18 percent and in Nevada 326 percent.

    The report said that United States has only 5 percent of the world’s population, but more than 20 percent of the world’s incarcerated population. Research has found the increases in the prison population from 490,000 in 1980 to over 2 million in 2014 was due in part to often lengthy mandatory minimum sentence laws. Many of the laws are slowly being repealed or revised like the Rockefeller Drug Laws in New York City.

    According to King, more than two-thirds of state prison inmates dropped out of high school. Back in 2010, research from Pew also found that young black men between ages 20 and 24 without a high school diploma or GED are more likely to be in jail than to have a job.

    King also cited research showing a relationship between education rates and incarceration rates: A 10-percent increase in high school graduation rates leads to a 9-percent decrease in the rates of criminal arrest, and reduces murder and assault rates by 20 percent.

    The policy brief relied on state-level data collected or reported by several federal statistic agencies – the National Center for Education Statistics, Bureau of Justice Statistics, Census Bureau and the Bureau of Economic Analysis.

    The department said that increasing the amount of money state and local governments spend on educating students could help decrease the jail population.

    Quote “Reducing incarceration rates and redirecting some of the funds currently spent on corrections in order to make investments in education that we know work,” the Department of Education report said, “could provide a more positive and potentially more effective approach to both reducing crime and increasing opportunity among at-risk youth, particularly if in the PK-12 context the redirected funds are focused on high-poverty schools.”
    Some of those education investments include increasing teacher salaries for those willing to work in ‘hard-to-staff’ schools and increasing access to high-quality preschool.

    The brief referred to one study that found incarcerated people who participated in high-quality correctional education – including postsecondary correctional education – were 43 percent less likely to return to prison within three years than those who did not participate in correctional education programs.
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    Default Re: When Vested Interests Take Education over...

    In the video below, Lindsey Williams discloses how past, present and future "elites" have been/are being "educated":

    Last edited by Hervé; 28th July 2016 at 13:24.
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    Cool Re: When Vested Interests Take Education over...

    "No hay peor ciego que el que no quiere ver ".

    A mexican old saying

    "There is the worst blind, that one that chooses not to see".

    Thank you Hervé, very good thread.
    Last edited by Ines; 25th July 2016 at 23:06.

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    Default Re: When Vested Interests Take Education over...

    Principal of Chicago's #1 rated school writes scathing resignation letter to mayor Rahm Emanuel, rebukes "ideological and politically driven policies"

    By Walter Einenkel AlterNet Thu, 01 Sep 2016 00:00 UTC

    A much-needed takedown of education "reformers" in both parties.


    Photo Credit: DonkeyHotey / Flickr

    Troy Anthony LaRaviere was, until this week, the principal of Chicago Magazine’s #1 neighborhood school, Blaine Elementary School. LaRaviere became the principal of Blaine back in 2010, saying he would bring the 6th ranked school to the top of the list and he would use empirical evidence to support the school practices he and his fellow educators applied to their student body.

    About two years into his tenure, after dealing quietly with the mountains of bull**** that Chicago Public Schools (CPS) get from up high, he began speaking out about his misgivings with what he felt was mismanagement. When Emanuel announced sweeping budget cuts to education a couple of years ago, Troy LaRaviere publicly criticized Emanuel and others. This led to LaRaviere being chastised publicly, and the beginnings of a campaign to oust LaRaviere began, you know, corporate gangster-style.

    Troy LaRaviere has been battling, on principle, to stay principal the past couple of months, but the announcement of his school’s success—in a publication that Emanuel and others laud—LaRaviere was given the opportunity to resign on his terms and in an open letter addressed to Mayor Rahm Emanuel. It’s one of the best pieces of writing on public education and the fundamental problems with education “reformers” in both the Republican and more importantly the Democratic Party. On his school’s accomplishments LaRaviere writes:
    Quote Behind this significant accomplishment are a series of basic concepts based on empirical evidence regarding effective school practices and thoughtful consideration of how we might apply those practices at Blaine. One fundamental element of improving the school was ending selective access to advanced curriculum. When I arrived, less than 30% of students had access to it; today more than 90% have access. As is the case with most CPS schools, Blaine has a talented hard working staff. Another critical element of our success was to involve that staff in an effort to create systems, relationships, and patterns of collaborative activity that are proven to improve teacher performance, and therefore improve student achievement. In many ways, that was the easy part.

    The difficult part was mustering the will and stamina to remain steadfast in our commitment to use evidence-based practice in the face of tremendous pressure–from politicians like you–to adopt baseless “school reform” ideas like “tracking” (school based selective enrollment), “choice,” and the over-evaluation of teachers; ideas that are grounded in ideology and politics as opposed to proven effective educational methods. In a word, the biggest obstacle to Blaine becoming the #1 neighborhood school in Chicago was politics. And while many people contributed to this problem, nobody in our great city is more responsible for that political obstruction than you.
    LaRaviere hoped for a while that his, and the example of others, would help get Rahm and other “reformers” to see that there were tangible benefits to listening to actual educators about...education.
    Quote Accordingly, in the summer of 2013 I began efforts to ensure that the residents of our city understood the negative consequences of your administration’s backward and reckless management of our school district. I did so for the following reasons:
    • Decisions by you and the board you appointed and completely controlled had damaging consequences for our school system.
    • Although your board was unelected, and therefore unaccountable to the residents of Chicago, you were indeed elected and could be held accountable.
    • As a public servant it was my responsibility to ensure the public understood the negative consequences of your school-related decision-making so they could hold you and your board accountable.
    So for the next three years, I consistently and publicly advocated for credible evidence-based education policies. This, in turn, made me also be a consistent public critic of the ideological and politically driven policies coming out of your office and implemented by your hand-picked board.
    He is not alone. The United States is filled with teachers who are being forced to comply with idiotic test-based and private money-interest-driven educational “reforms.” The whole letter is linked above and below, but I will leave you with his conclusion:
    Quote In closing, should you ever decide to prioritize student learning over the profits of your campaign donors, feel free to reach out to me and the principals I was elected to represent. We have an abundance of ideas for improving the system for the students we serve. In the meantime, we will continue in our efforts to vigorously advocate for the kind of effective evidence-based education policies and practices that your office does its best to ignore and suppress.
    Listen to Principal LaRaviere talking about budget cuts and his opposition to the crony education being pushed by both Democrats and Republicans, last year. Read the entire open letter here.
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    Default Re: When Vested Interests Take Education over...

    Class Dismissed, a documentary about how and why public schooling got started.
    Trailer here:
    Quote We're hosting a one-time free online screening of Class Dismissed followed by a Q&A with the director on 9/18. Please share with others.
    https://www.facebook.com/ClassDismissedMovie/
    (You have to sign up to see the free screening)
    SEPTEMBER 18, 2016

    Free Screening of Class Dismissed
    Sun 5 PM in PDT
    Class Dismissed, the highly acclaimed education documentary is holding a one-time FREE online screening on 9/18 at 5pm PT followed by a live Q&A with the director. Viewers must sign up here to receive the secret video link the day of the event: http://classdismissedmovie.com/see-t...ine-screening/

    Short Synopsis: Frustrated with the traditional school system, a family in L.A. pulls their two kids out of school and takes their education into their own hands. Class Dismissed takes a fresh look at what it means to be educated in the 21st century and explores the rapidly growing movement of parents providing an education outside the traditional classroom setting.

    Please let your friends and family know about this screening by sharing the link, using the share button on the upper right of this event page, or sharing it in your groups. This will be the only time we share the movie for free, so don't miss this one-time opportunity. If you've already seen the movie, or own it, you still may want to join in on the live Q&A following the screening.
    Each breath a gift...
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    Default Re: When Vested Interests Take Education over...

    Education as "Entertainment"
    https://jonrappoport.wordpress.com/2...r-education-2/
    Home-school solution for education
    Dec 1/2016
    by Jon Rappoport
    Home-school solution for education

    by Jon Rappoport

    Quote Over the last 40 years, the assault on Western culture and civilization has taken people so far away from lucid thinking and logic, they don’t even know this discipline exists at all.

    What has replaced it is entertainment.

    It seems that hundreds of gimmicks and machines are now necessary, in order to keep the attention of children in school. There is a fear that without these “up-to-date” items, the kids will drop into a coma or walk out of the classroom.

    Well, entertainment has an interesting side effect. It enables humans to jump quickly from one moment to another, leaving the last moment in the dust, forgotten. In other words, all-pervasive entertainment contributes mightily to short attention spans.

    I’ve encountered this phenomenon as a lecturer. Standing at the podium, I’ve seen light bulbs of discovery go off above people’s heads as I explain the specifics of medical fraud.

    And then, an hour later, standing in the lobby, surrounded by audience members, I’ve heard these same newly enlightened people ask questions that reveal they’d heard nothing of what I’d just said inside the hall.

    Ah, but they had heard it. It was illuminating, to be sure, but it was also entertainment—as far as they were concerned. Therefore, they could shrug it off and kick it to the floor under their chairs and forget it.

    Why do people opt for entertainment rather than education?

    Because they have no mental foundation to which they can attach new learning. It isn’t there.

    Yes, learning to read and write and do math are basics—but there is another basic that has been expunged from our curriculum: logic. Most people in America don’t even recognize logic is a body of knowledge in the same way that biology, geology, physics, and chemistry are.

    Astonishing, when you realize that learning has to be hooked to the star of logic, so it can flourish.

    When Plato began writing his Dialogues 2400 years ago, he was bringing to light, for the first time in recorded history, a version of logic. He apparently learned about these matters from his teacher, Socrates, and he passed the knowledge on to his pupil, Aristotle—who, in turn, created a foundation for what we now know as science.

    One can trace the development (and repression) of logic all the way up through Western thought, to the present—where, in high schools, it arouses almost zero interest.

    It’s now fashionable to discard logic, just as it is fashionable to grant universal “equality” to all opinions, no matter how ridiculous and unintelligible they are.

    When the foundation is gone, the house collapses.

    So I am about re-building the foundation and the house.

    Some of you have asked me for a syllabus of my Logic and Analysis course.

    Jon Rappoport
    (Following is a description of the course, which sounds good, but it is basically an ad, and I was only interested in posting the article above.)
    Each breath a gift...
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    Default Re: When Vested Interests Take Education over...

    I Can Heal Water: A Star Child Speaks, Calls for Humanity to Wake Up
    By consciousreminder - October 18, 2016
    http://www.consciousreminder.com/201...humanity-wake/

    Quote I received the following email about a nine-year-old from Northern Europe who speaks about her ability to ‘heal’ water through star languages. She also gives her perspective on God and her Mission: “Poor us. poor kids who come to volunteer; we have such a difficult time ahead of us, a real fight. I am here to help my family ‘wake up,’ EVERYONE is sleeping.”

    Cathy’s Mother: “My nine-year-old daughter speaks ‘star languages’ to heal water. I live in Northern Europe and have four children. At the time of my first pregnancy, a ‘voice’ told me my children were not mine. They would only come through me. These children belong to no one. It wasn’t until recently that I was aware there were such things as extra-terrestrials. My nine-year-old daughter is a special girl who finds the conventional world and rules difficult. She asks me why isn’t she allowed to do things her own way. Cathy has healing abilities and dictated some healing words in an ET language to purify water. I noticed the water actually tasted different afterward. She says that star languages are from a place outside of the Universe.

    Cathy receives messages in ET languages and understands what they are saying to her. She says that they are important.

    I showed her your presentation, where a woman does healing and writes several ET languages. My daughter responded with joy and excitement, ‘She knows what I have written’.”

    Astounding as Cathy’s claim may be, a scientist from Northern Europe is researching ways to energize water and explains how this could be possible.

    Dr. Ohlson (Ph.D.) is a Swedish scientist referred to previously as coining the term letter people.. She is also studying water and its properties.

    Dr. Ohlson States:

    “As a scientist, the spiral formations I’ve been working with in my water research, such as loading energy back in water, helps healing recharges and strengthens the energy field, the aura. Healing works on a cellular level, whether you believe it or not.

    “The healing from my hands affected the protein binding to a gene P53, which plays a role in turning genes on and off. Rightly used, it could be bliss for humanity in rebuilding our earth.”

    Masaru Emoto, the former Japanese scientist, demonstrated in numerous scientific tests, the crystalline nature of water and how it can be programmed, purified and changed by frequencies through certain types of music, prayer, and human intent.

    God: A Different Perspective

    Cathy’s mother continues:

    “Cathy doesn’t use the word God as she says it’s misused. She calls It a ‘BEING’ who resides in the ‘DAY LIGHT.’ It is an ‘OVER TERRESTRIAL’. Day Light is where we all originate.

    “God is not a man or woman. It has no gender. This Being sowed the seed of Light and Love, and it’s where the light and angels live.

    Cathy has ‘helpers’ who guide and teach her. One of the beings is called ‘Emenoke’, a female and is blue, has no hair or ears; her eyes are like human eyes, only bigger.

    The green guide is male. She has a helper from Day Land (dimensions), who helps her understand what her guides tell her. She says ‘my friends are here all the time.’

    The Knowledge:

    “Cathy’s spirit ET friends have given her information in seven books (not real books, but this is the best way she can describe them).

    The red book is about creation and our origins.
    The brown one is about different planets and the life there.
    The light green one is about nature, and how we can make contact with plants and animals and understand nature.
    The dark green one is about the body, how it really works and how we get it to evolve.
    The blue book is about light and truth.
    The red-brown book she can’t open yet, because ‘a dragon took the key’ from her sometime in the 1700s.
    The black book explains about darkness and evil and is dangerous.
    All the books contain important information.”

    Schools, Educational Systems – What is Wrong

    Cathy spoke via an interpreter on Skype:

    “What they teach in schools is inaccurate. They program you like computers and shut out your light. There is nothing good about this system.

    The children are programmed, the teachers just push the keys. The children already contain the learning we need, but they don’t allow the children to expand on it and finish because we have to stop and do something else.

    The information is set and rigid at school. The school programs are like a virus, it destroys what we have inside us and when we are like the computer, which is old, and we grow up, we will be finished. We lose access to information we had at the beginning.

    But education is only one of the ways this happens. Our inner core can be destroyed by too much stress, facing multiple tasks, less sleep and more anxiety. We are deliberately destroyed.”

    The Potential of Humanity, Imagination and Making Something a Reality:

    “Everything is possible.”

    “People need to know we can do anything we desire. When children play by using their imagination, it’s not just imagination. When we stop them by saying they can’t do this or that, it stops them making it a reality.

    “What they are imagining can be a reality. What at this time we call imagination can be reality. We say it’s not possible, but everything is possible. We need to believe it, then we will have this capacity. When we rediscover what we can do, we can achieve our full potential.”

    Humanity Has to Believe in Itself:

    “It is difficult, because first of all, we don’t believe it, then if we believe but still have doubts, this prevents us from reaching this potential. We have to be at a point within ourselves to get in touch with our REAL truth in order to achieve this.

    “There is a certain time we will achieve it, and if one person does, it will spread to other people, and this is the way it will start. But at what time I can’t tell you.”

    Cathy shares why the star kids have come to this planet at this time:

    “The star kids have come to show us the way. They are the ones to start the process, helping the rest of humanity to wake up.”

    Cathy says she is from Evening Land, to help us evolve. When her purpose is accomplished, she will go to the Day Light. We have already been in Day Land, but because we wanted to have more experiences, we came to this planet.

    The beings in Contact with her, like Emenoke, do not live on another planet. They are located at the ‘edge of the universe’ in the White Light.

    “The ‘light orb’ is sent to protect us. My little brother has a blue orb that protects him.”

    Mary: “You said he will also be a teacher ˗ in what way?”

    Cathy: “He will be my teacher, as I will be, and he will be home schooled so he will retain true knowledge.”

    M: “What do your guides teach you?”

    C: “They are teaching me different knowledge so I can teach adults. The danger is that it can be changed and then the true information is lost. Then people get confused and lost by making fun of the star children, or not believing them. Many Star Kids are destroyed by education.”

    M: “How many star kids are there?”

    C: “Forty or fifty percent of people of a hundred, but many get lost and only twenty percent will remember who they are.”
    “We Have to Wake Up!”

    “The beings want us to wake up and see reality as it is, to understand how powerful we really are. Some individuals from Day Land and Evening Land have come here to help humanity with the Awakening.

    “It’s very dangerous to come here to help because our past life memories can be deleted at birth and some of this is destroyed by society and education, drink and drugs. Those who come here are aware of the dangers and still want to come and help. We are not awake yet.”

    M: “How can we wake up?”

    C: “We have to increase our energy as we don’t have the energy required; it’s stolen from us.”

    M: “How can we protect our energy?”

    C: “At present, we only have point five percent (.05%) of our energy. We need to have one point five percent (1.5%).

    How might we begin to increase our energy? Cathy says:

    Don’t get angry about small things.
    Don’t speak on mobile phones for a long time.
    Don’t eat white sugar.
    Don’t watch TV.
    Don’t use microwaves.
    Don’t have wireless internet.”
    “Something important will happen in the next five years on this planet. The parents have to listen to us. We need to educate the parents.”

    Cathy told me that her purpose here on earth is to get her family to wake up and to protect her little brother because he is important for humanity. By this, she means he will become her teacher when he grows up, as he will, in turn, help humanity wake up.

    Cathy then says:

    “Mary has BIG ears. She listens. Most adults don’t.”

    An Excerpt from the forthcoming book The New Human by Mary Rodwell
    Last edited by onawah; 3rd December 2016 at 22:40.
    Each breath a gift...
    _____________

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  37. Link to Post #19
    United States Avalon Member onawah's Avatar
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    Default Re: When Vested Interests Take Education over...

    Independent Education: the crisis and the crossroad
    A declaration of independence for education
    Dec 26 2016
    by Jon Rappoport
    https://jonrappoport.wordpress.com/2...r-education-2/
    Quote A hundred fifty years ago, at least some Americans recognized that all serious discourse depended on the use of the faculty called Reason.

    Formal debate, science, and law all flowed from that source.

    A common bond existed in some schools of the day. The student was expected to learn how Reason operates, and for that he was taught the only subject which could lay out, as on a long table, the visible principles: Logic.

    This was accepted.

    But now, this bond is gone.

    The independence engendered by the disciplined study of logic is no longer a desired quality in students.

    The classroom, at best, has taken on the appearance of a fact-memorization factory; and we should express grave doubts about the relevance and truth of many of those facts.

    A society filled with people who float in the drift of non-logic is a society that declines.

    Ideologies that deny individual freedom and independence are welcomed with open arms, because they mirror a muddled people’s desire to confirm that failure is the inevitable fate of all of us.

    When education becomes so degraded that young students are no longer taught to reason clearly, private citizens have the obligation rebuild that system so the great contribution to Western civilization—logic—is reinstated in its rightful place.

    Logic, the key by which true political discourse, science, and law were, in fact, originally developed, must be unearthed.

    Logic and reasoning, the capacity to think, the ability to analyze ideas—an ability which has been forgotten, which has been a surpassing virtue in every shadow of a free civilization—must be restored.

    Once a vital thing has been misplaced, buried, and covered over by mindless substitutions, people cannot immediately recognize the original thing has any importance, meaning, or existence.

    To declare its importance makes no sense to “the crowd.” They look bewildered and shake their heads. They search their memories and find nothing.

    They prefer to adhere to rumor, gossip, accusation, wild speculation, and fear mongering as the primary means of public discourse and assessment of truth.

    These habits light their paths. These reflexes give them some degree of pleasure. These idols become their little gods.

    To win out over such attachments and superstitions is a job for the long term.

    But if our labors yield rewards, we can once again bring import to education, and to the idea of authentic freedom that once cut a wide swathe through darkness.

    A string of direct and distracting abuses has saddled our schools. Among them:

    Teachers believe they need to entertain children, in order to capture their attention;

    School systems have substituted the need for public funds in the place of actually supplying a sound education;

    Under the banner of political correctness, school texts have been sanitized to the point of sterility, in order to avoid the possibility of offending, to the slightest degree, any group;

    Students rarely confront information in the form in which it is delivered to people all over the world—they confront substitutes;

    Students have, in this respect, been coddled;

    Subjects such as sex education, which belong in the family, have been delivered into the hands of schools and teachers;

    Indeed, in certain respects, schools are asked to substitute and stand in for parents;

    Masked as “learning opportunities,” various political agendas have been inserted in school curricula;

    The basis on which every historic document establishing some degree of freedom was debated and drafted—logical thought—has been eliminated from the curriculum as a serious discipline;

    Students are permitted and even encouraged to drift and grasp at superficially attractive ideas and fads of the moment;

    In this respect, freedom has been reinterpreted to mean “mental incapacity and wandering thought”;

    The vast contributions of the ancient Greek civilization, where logic as a crucial subject was born, have been obliterated, minimized or summarized in sterile fashion;

    Logic, the connective tissue which binds together the progression of ideas in rational argument, has been kept away from students;

    The result is the production of shallow minds that cannot see the architecture of reasoning;

    Students, at sea, begin to invent wholly insufficient standards for accepting or rejecting various points of view and supposed authorities;

    Students lose their true independence without ever having gained it;

    The low level of overall literacy in our schools is matched only by the non-comprehension of rational thought;

    In the presence of these and other deficiencies and abuses, students are pushed through, from grade to grade, graduation to graduation, as a bureaucratic function, regardless of their ability.

    Therefore, citizens of good intent must offload this system. They must assume responsibility for teaching children the missing key to education.

    Logic; the capacity to reason, to think lucidly; to separate sense from chatter; to discover deception and avoid being influenced by it; to remain free and independent from the shifting opinions of “the herd”; to maintain personal liberty in the face of every spurious enticement to abandon it; to come to grips with competitive sets of First Principles which will lead to freedom or slavery; these are the stakes in our time.

    This is the crossroad.

    Choose the path that can bring us the fulfillment of a worthy goal.

    Choose reason over vacuous mindlessness.

    We, who still know the power of the mind, and who understand how that power can be harnessed to shape independence and liberty, can bring, out of the dust of recent history, an education that truly trains the intellect.

    Logic is the foundation of such an education.

    If schools, which have become madhouses and factories and toxic medical dispensaries, will not teach it, we can teach it.
    Each breath a gift...
    _____________

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  39. Link to Post #20
    United States Avalon Member Jules's Avatar
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    Default Re: When Vested Interests Take Education over...

    Quote Posted by Bill Ryan (here)
    .
    Here's Lisa Haven reporting on the UN report that a sustainable planet means the need for lower education standards.

    It must be more difficult to take over the world when you have critical thinking type people. As though we are not dumbed down enough today, there has to be a new level of brainwashed without thinking humans, a zombie.. Government today don't want smart people, it wants mind-controlled slaves in a constant state of fear. This seems more and more apparent.

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