Book Review: The Vanishing American Adult by Ben Sasse | #SmartReads

TheVanishingAmericanAdult
TheBreakaway | BreakawayConciousness
Zy Marquiez
May 19, 2017

Wide in scope, and methodical in its examination, The Vanishing American Adult by Ben Sasse is not only a dire warning, but a call to action for those who are seeing the decline of modern adults and the transmutation and erosion of adulthood in modern times, and the erosions of Freedoms as well.

Examining a veritable panoply of issues, the author centers upon myriad issues in modern schooling such as age segregation, over-consumption, lack of knowledge or literary skills, and also the incomplete view on what Freedom really is and all that it entails, and more.

Speaking about the glaring disrespect for Freedom and all that it took the gain, the author incisively notes:

“Greg Lukianoff, president of the Foundation for Individual Rights in Education, has created the tragically apt phrase “unlearning liberty” for the troubling turn from freedom of expression and academic freedom toward political correctness and speech codes on our elite campuses.

“Let’s state it clearly: This is nearly the opposite of hat American Revolution as fought for.  America declared independence from Great Britain in pursuit of liberty, not “safe spaces.”  Freedom, and particularly freedom of discourse and debate about the big ideas of life, death, and meaning, is the foundation of the American idea.  Fleeting notions of psychological safety from having to considering competing ideas are quite nearly the opposite.”[1]

Such is what takes place when people are raised wrapped in bubble wrap, and are only allowed to experience a fraction of the totality that the world holds.  Worse, these actions are antithetical to Freedom since they aim to castrate others of the very views Freedom aims to protect, even if they are unpopular.

At one point, the author centers upon the work of award-winning teacher, John Taylor Gatto, who has done yeomen’s work in sounding the alarm regarding the insidious nature of public schooling.  In his landmark book, Dumbing Us Down, the author notes that:

“…seven lessons are universally taught from Harlem to Hollywood,” in our cookie-cutter schools.  The main consequences for students are: emotional confusion, social class disparity indifference, passivity, intellectual dependency on experts, conditional self-esteem, and surveillance by those in charge.”[2]

In such a system that seeks to conform, Is it a wonder that many are merely shadows of what they are fully capable of?

That said, there are two contentions to note with the book.  The first contention centers upon footnotes.  Although the author has a bibliography, and does in fact does address why the footnotes are missing, it still leaves a lot to be desired.  Given that this book aimed to cover a large scope of information, for those wanting to not only verify the information given, but wanting to research it further, footnotes are black pearls, they are essentially priceless.  One can only construct the present out of the roadmap of the past, and without a roadmap, one is unable to know where to go.  One would have to spend hours trying to stitch together the book’s sourced material in an attempt to ascertain which statement correlates with what book in the Bibliography, and there in you STILL don’t know what page that statement came from.  Had he given the page in the bibliography this would have been alright, but such was not the case.

The second contention with the book is that although the author does note some of the incisive issues that are taking place within society, and rightly so, the author doesn’t go far enough and only does a cursory examination.  One could make a sound argument that a large portion of issues stems from the social engineering in education, which is wholly verifiable if one takes the time to look.  It’s certainly not the only reason, but a leading one.

In fact, the very work that the author cited of John Taylor Gatto, throughout his books shows at length many references for the system having been engineered this way.  It wasn’t random that America’s education is failing, and that critical thinking skills have been lost – It was meant to BE that way.  Gatto’s work is a crucial start to glean this.  Moreover, the work of whistleblower Charlotte Iserbyt, who was a former Senior Policy Adviser for the Office Of Education Research & Improvement in the Reagan Administration adds more fuel to the fire, and sheds more light onto the darkness.  Her intriguing book, The Deliberate Dumbing Down Of America, is a phenomenal foray into the insidious roots of this broken system.

Also noteworthy is a gentleman who came out pulling no punches on this very topic named Professor Patrick Deneen.  In fact, in a lucid article entitled “How A Generation Lost Its Common Culture,” he states the following:

“We have fallen into the bad and unquestioned habit of thinking that our educational system is broken, but it is working on all cylinders.  What our education system aims to produce is cultural amnesia, a wholesale lack of curiosity, history-less free agents, and educational goals composed of content-free process and unexamined buzz-words like “critical thinking,” “diversity,” “ways of knowing,” “social justice,” and “cultural competence.”  Our education system produces solipsistic, self-contained selves whose only public commitment is an absence of commitment to public, a common culture, a shared history.  They are perfectly hollowed vessels, receptive and obedient without any real obligations or devotions.”[3]

Such is the true nature of the beast.   Not only is society being dumbed down, but culture as a whole is being eviscerated, one child at a time.

In any case, Sasse does provide some solutions to these problems and they are worthy of consideration.  The solutions that the author offers are not only practical, but much-needed.

It would be prudent for those seeking to understand more thoroughly how all these issues came to be to not only read The vanishing American Adult but also to read up on the work of Gatto, Iserbyt, and Deneen.  Complement this piece not only with the prior authors’ work, but also with Dr. Joseph P. Farrell’s and Gary Lawrence’s Rotten To The Common Core, and Gatto’s books called Weapons Of Mass Instruction, A Different Kind Of Teacher, The Underground History Of America, and John Holt’s How Children Learn, and one will begin to have a firm foundation upon which to grasp the totality an depth of this disturbing issue and even some possible solutions.

The myriad ramifications of this book abound, and should be ruminated upon at length.  If the America of the future is to have a firm foundation, at present, action needs to take place, with an ironclad education at the vanguard.  All individuals that value Freedom need to realize their fullest potential in mind, body and soul.  The future that awaits seems rather bleak, and it will remain bleak as long as ignorance remains.

That is why being proactive should be a daily priority.  Change starts with the individual – every single one of us.  Don’t let anyone else tell you otherwise.  For if we don’t take time to teach our children, kit and kin about the lessons of life, a great majority will arrive at life’s end having learned nothing.

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Footnotes:

[1] Ben Sasse, The Vanishing American Adult, p. 250.
[2] Ibid., p. 71.
[3] Professor Patrick Deneen, How A Generation Lost Its Common Culture

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This article is free and open source.  All individuals are encouraged to share this content and have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies and mirrors regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His other blog, BreakawayConsciousnessBlog.wordpress.com features mainly his personal work, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information nigh always ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.

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Charlotte Iserbyt – The Secret History of Western Education [Full Documentary]

TheBreakaway
Zy Marquiez
March 26, 2017

In the following video, Charlotte Iserbyt speaks at length about the real history of public education and its ties to systemic corruption within the public schooling system.  As a former Senior Policy Adviser for the Office Of Educational Research & Improvement during the Reagan Administration, she was in the heart of the beast, and as so, knew the system well.  Her words should be ruminated upon seriously.  For further research, Charlotte Iserbyt’s book, The Deliberate Dumbing Down Of America, gets at the heart of the matter.

Charlotte Iserbyt also became a whistleblower about the  major technology initiative which would control curriculum in America’s classrooms.

While working there she discovered a long term strategic plan by the tax exempt foundations to transform America from a nation of rugged individualists and problem solvers to a country of servile, brainwashed minions who simply regurgitate whatever they’re told.

This is a must see for anyone who wants to truly know why the education system is deliberately crafted to produce human drones with no critical thinking whose only skills are to be subservient, trust authority and follow orders.

Common Core Crisis [Part 6] – The Seven Lesson School Teacher

conformity2
TheBreakaway
| BreakawayConciousness
Zy Marquiez
March 20, 2017

Continuing on our series in which we are taking an increasingly widening glance into the true nature of public schooling, what follows will be a snippet of the information covered in Dumbing Us Down – The Hidden Curriculum of Compulsory Schooling by John Taylor Gatto.

Gatto has come out speaking at length about many of the pervasive and troubling issues that young [and future] generations have to contend with, and the information which proceeds will shed light into how this has come to be.

Within the curriculum of public schooling, Gatto states the following lessons are “universally taught from Harlem to Hollywood Hills  They constitute a national curriculum you pay for in more ways than you can imagine, so you might as well know what it is.”[1]

Gatto, in his own words states public schooling teaches:

#1: Confusion[2]

Throughout his books, Gatto has touched upon how confusion is installed into the minds of the young – thorough the fragmentation of education.  This fragmenting of education and teaching things out of context is what’s responsible for the inculcation of what is unnatural to the mind, which only cover superficial narratives and never anything of substance.

School doesn’t teach things that are in perfect harmony with each other – a natural order.  This issue prevents kids, who turn into adults, from connecting the dots, from synthesizing information.  And this goes to explain how people cannot understand how two separate issues such as Genetically Modified Foods [that continue to be banned in dozens of countries] could ever be connected with health issues.  That’s just the beginning, though.

#2:  Class Position[3]

Class position leads to an acquiescence to conformity ideals, even though in life people of all ages, types, creeds and religions connect and interact with people from all over the spectrum.  There’s no hindering structure of conformity anywhere in nature.  This takes place only in public schooling and sections of society.

As Gatto notes:

“If I do my job well, the kids can’t even imagine themselves somewhere else because I’ve shown them how to envy and fear the better classes and how to have contempt for the dumb classes.  Under this efficient discipline the class mostly polices itself into good marching order.  That’s the real lesson of any rigged competition like school.  You come to know your place.”[4]

And then people wonder where the seeds of division are sewn.    If that were it, that would be bad enough, but school also teaches…

#3:  Indifference [5]

This is accomplished by the way subjects are taught by mere cursory glances instead of an in depth approach.  This further pulverizes possible education into fragments of disciplines and knowledge, rather than building a robust set of ideas that can help the individual connect dots see what matters.  As Gatto notes:

“…[students] must turn own and off like a light switch.  Nothing important is finished in class nor in any class I know of.  Students never have a complete experience except on the installment plan.”[6]

When you only experience slivers of knowledge, how can complete pictures of life ever be grasped?  How can one come to a meaningful understanding to the depth that life harbors?  One cannot.  Such instances lead to nothing of importance ever being learned, which of course naturally leads to the pervasive indifference part of society has been indoctrinated with.

#4:  Emotional Dependency [7]

Gatto intimates that:

“Rights may be granted or withheld by any authority without appeal, because rights do not exist inside a school – not even the right to free speech, as the Supreme Court has ruled – unless school authorities say they do.”[8]

If children can depend on themselves, who can they ‘depend’ on?  The high priests of education of public schooling, predictably.

#5:  Intellectual Dependency [9]

This issue is best encapsulated by the following statement:

“Good students wait for a teacher to tell them what to do.  This is the most important lesson of them all; we must wait for other people, better trained than ourselves, to make the meanings of our lives.  The expert makes all the important choices; Only I, the teacher, can determine what my kids must study, or rather, only the people who pay me can make those decisions, which I then reinforce.”[10]

This couples into mindless consumption, which the system is build upon.  Gatto minces no words:

“It is hardly an exaggeration to say that ten entire economy depends upon this lesson being learned.”[11]

What else could one expect when dependency is taught at the outset, and people learn to are indoctrinated to seek experts and not think for themselves?

Most importantly:

“We’ve build a way of life that depends on people doing what they are told because they don’t know how to tell themselves what to do.  It’s one of the biggest lessons I teach.”[12]

#6:  Provisional Self Esteem[13]

Simply stated:

“A monthly report, impressive in its provision, is sent into a student’s home to elicit approval or mark exactly, down to a single percentage point, how dissatisfied with the child a parent should be.  The ecology of “Good” schooling depends on perpetuating dissatisfaction, just as the commercial economy depends on the same fertilizer…the cumulative weight of these objective-seeming documents establishes a profile that compels children to arrive at certain decisions about themselves and their future based on the casual judgment of strangers.   Self-evaluation, the staple of every major philosophical system that ever appeared on the planet, is never considered a factor.  The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials.  People need to be told what they are worth.”[14]

Unfortunately, much of society echoes this without a second thought down to the letter.

#7:  You Can’t Hide[15]

In school children are taught that there is no privacy, and you are under constant surveillance.  Personal independence and self sufficiency have no place in school.

“I teach students that they are always watched, that each is under constant surveillance by me and my colleagues.  There are no private spaces for children; there is no private time…Students are encouraged to tattle on each other or even to tattle on their parents.  Of course, I encourage parents to file reports about their child’s waywardness too.”[16] If that’s not a system that breeds a SpyCulture – the very one we’re seeing right now – I don’t know what is.

Moreover:

“The meaning of constant surveillance and denial of privacy is that no one can be trusted, that privacy is not legitimate.”[17]

Once pondered, the above statements reverberate deep into the psyche.  Such are the seeds from which much of the pervasive issues society is dealing with stem from.  The lack of respect for privacy, dependence on the government, materialism, empty concept of the future, lack of critical skills, the conformity crisis, class distinction, and more, all have the inception within the nascent stages of public schooling.

This coalescence of societal issues cannot change unless that which casts the foundation – public schooling – changes.  And Public Schooling has never shown any meaningful changes coming from the inside, which is why individuals need to learn to become self-directed learners and autodidacts in order to be better prepared for the world that we live in.

The world that we live in has much more to offer than what we are taught it does.  Even so, a limited understanding off an individual’s ability will only yield a limited point of view in life, like seeing life with perpetual tunnel vision.

Only by breaking away from that marginalized reality will the individual see life for what it is, and only by asserting your power will you be able to control your path.

Then and only then can true unbounded freedom and education be had.

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Footnotes:

[1] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Public Schooling, p. 1.
[2] Ibid., p. 2.
[3] Ibid., p. 4.
[4] Ibid., pp. 4-5.
[5] Ibid., p. 5.
[6] Ibid., p. 6.
[7] Ibid., p. 6.
[8] Ibid., p. 6.
[9] Ibid., p. 7.
[10] Ibid., p. 7.
[11] Ibid., p. 8.
[12] Ibid., p. 9.
[14] Ibid., pp. 9-10.
[15] ibid., p. 10.
[16] Ibid., p. 10.
[17] Ibid., p. 11.
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This article is free and open source. You have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.
___________________________________________________________
About The Author:

Zy Marquiez is an avid book reviewer, researcher, an open-minded skeptic, yogi, humanitarian, and freelance writer who studies regularly subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.

His own personal blog is BreakawayConsciousnessBlog.wordpress.com where his personal work is shared, while TheBreakaway.wordpress.com serves as a media portal which mirrors vital information usually ignored by mainstream press, but still highly crucial to our individual understanding of various facets of the world.

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Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

13 Great Reasons To Study Logic
Socratic Logic V3.1
by Peter Kreeft Ph.D.

The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi
Sherlock Holmes – The Complete Stories by Arthur Conan Doyle

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors

2016 Breakaway Books Of The Year

BooksOfTheYear2016
TheBreakaway
Zy Marquiez
March 8, 2017

A recent conversation with a close friend helped spawn this particular recommendation.  Following salient questions from my friend on what the best books of 2016 might be, the possibilities left me ruminating upon the answers.

Having reviewed 75+ books in 2016, it took a while to narrow down which ones were candidates for the best book in my opinion.  Each and every book had something to offer, although admittedly there were a handful which were quite a letdown.

Although most books reviewed here had something to offer, what follow are the best books considering the topics they cover.

The following books center around health and education.  These are the two most important topics considering they affect everyone.  Without both, we have nothing, and when both are had, the foundation for a better living is at least set.

Book#1:  A Mind Of Your Own – The Truth About Depression & How Women Can Heal Their Bodies To Reclaim Their Lives by Dr. Kelly Brogan [Review Here]

Why is this book important?  Because depression affects more than 30 million people within the United States and even more around the world.  What’s more, the information within this book has the potential to help millions if employed.

Having known a few people with depression, one of which was due to a vitamin deficiency, this topic is very near and dear to my heart.  Such information regarding a vitamin deficiency as the cause of depression will never make it out of the bowels of Big Pharma, after all, since such a simple solution wouldn’t make money. The book is  chock-full of insightful information that would help anyone with health issues, but especially those with depression.

In similar fashion to Dr. Peter Breggin’s Toxic Psychiatry, Dr. Brogan not only absolutely eviscerates the depression is a “chemical imbalance” theory, but she also takes it one step further.  Dr. Brogan states that Depression is not a disease, it’s a SYMPTOM.  Following that very thread, if you treat a symptom, you can NEVER cure a disease, and maybe that’s the point.  By not having to address the core issue of depression, the pharmaceutical companies literally have 30 million people [and growing] to use as cashcows.  That’s quite a disturbing prospect.

The author buttresses her book with over 100 medical references that rip apart much of the nonsense Big Pharma expounds regarding psychiatric medication.

This book would supplement anyone’s library rather well.

Book#2:  Rotten To The (Common) Core:  Public Schooling, Standardized Tests & The Surveillance State by Dr. Joseph P. Farrell & Gary Laurence [Review Here]

Public schooling within America continues to torpedo down the hill, with nigh no end in sight.  Not only does common core continue to consistently create epic failures as the United States features some of the worst public schooling statistics in the world, but the consortium continues to push method, rather than content.  But that’s not the most disturbing part.

In Rotten To The Common Core, Dr. Joseph P. Farrell & Gary Laurence both lay out concrete evidence that in disturbing ways the public schooling system couples directly to CIA MK-Ultra.  The authors touch lightly upon that, while also noting the disturbing implications of the growing Artificial Intelligence that’s going to be seen more and more in the future.

This book is pregnant with implications, and if you have children, or are in any way shape or form concerned about the future, you might want to take a gander at this.  A dumbed down future society is a troublesome prospect already.  But one that has been possibly molded by CIA MK Ultra Mind control, that’s also tied to the surveillance grid, and couples into Artificial Intelligence?  It almost seems like the script for a Hollywood movie.  Shades of Huxley’s Brave New World fused with Orwell’s 1984 to boot.

Book#3:  Eat To Beat DiseaseFood’s Medicinal Qualities by Catherine J. Frompovich [Review Here]

Catherine Frompovich has been putting out high quality work for quite some time.  Frompovich has also written on Vaccinations, Holistic Breast Cancer treatment, and more.

Eat To Beat Disease is a book everyone can put to use.  With diseases of all types increasing out of control, it’s time for a change, and this book provides the foundation for it in spades.

In Eat To Beat Disease, Frompovich details a bevy of information for individuals to take back control of their health doing what they already do – eating.  By using food as part of a common sense regimen, individuals of all types can attain great results.  This book has also helped me personally fine-tune some of my eating habits, and am definitely glad to have read it.  It’s a great reference book as well.

The veritable plethora of information within this book not only offers quality eating advice, but also features a common sense approach to tackling some of the most common ailments.  This book is really a well rounded book, and everyone that has disease, or is struggling with health should really make it a point to read it.

Honorable Mentions:

Finance, Rogue Networks & Secret Sorcery: The Fascist International, 9/11, and Penetrated Operations
by Dr. Joseph P. Farrell Ph.D [Review Here]

The above book touches upon some of the more nefarious aspects of 9/11 in a way that most 9/11 researchers had not considered, and synthesizes previous information in a manner that’s as intriguing as it is disconcerting.  Highly thought-provoking through and through, this is a must read to understand many of the issues society faces today.

Food Forensics by Mike Adams [Review Here]

Food Forensics is an essential library in understanding toxins within foods.  If you want to know why people continue to get sick, read this book.  It serves as an excellent compliment to Catherine Frompovich’s Eat To Beat Disease.

What books offered you a lot of value/knowledge?  What were some of your favorites?  Make sure to share them below, we would definitely like to hear.

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This article is free and open source. You have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.

Common Core Crisis [Part 5] – What Led To Award Winning Teacher John Taylor Gatto To Quit Public Schooling

breakaway3
TheBreakaway
Zy Marquiez
March 3, 2017

“Educating the mind without educating the heart is no education at all.”
– Aristotle

“Wherever a man desires to know, that is the place proper for his education; whenever he desires to know, that is the time proper for his instruction.”
– Socrates

The last few weeks we have begun to catalog many disturbing aspects of common core within public schooling.  Not only is American education on a catastrophic decline [see here], but as has been documented by insiders such as John Taylor Gatto, Charlotte Iserbyt, and others, that’s exactly what the system aims to do.

For those that might react in an askance manner to such statements, in previous posts [Example #1, Example #2, Example #3, Example #4] we have begun to slowly construct much of the downright nonsense individuals have to deal with within the corrupt public school system.

Continuing along the same lines, below follows a passage taken from award winning teacher John Taylor Gatto, which was shared by him in his phenomenal Underground History Of American Education.

Gatto states why he chose to resign from the corrupt system in 1991, and the troubling reasons follow below:

Gatto decided to throw in the towel in 1991, and the reasons for this follow below:

“In the first year of the last decade of the twentieth century during my thirtieth year as a school teacher in Community School District 3, Manhattan, after teaching in all five secondary schools in the district, crossing swords with one professional administration after another as they strove to rid themselves of me, after having my license suspended twice for insubordination and terminated covertly once while I was on medical leave of absence, after the City University of New York borrowed me for a five-year stint as a lecturer in the Education Department (and the faculty rating handbook published by the Student Council gave me the highest ratings in the department my last three years), after planning and bringing about the most successful permanent school fund-raiser in New York City history, after placing a single eighth-grade class into 30,000 hours of volunteer community service, after organizing and financing a student-run food cooperative, after securing over a thousand apprenticeships, directing the collection of tens of thousands of books for the construction of private student libraries, after producing four talking job dictionaries for the blind, writing two original student musicals, and launching an armada of other initiatives to reintegrate students within a larger human reality, I quit.

I was New York State Teacher of the Year when it happened. An accumulation of disgust and frustration which grew too heavy to be borne finally did me in. To test my resolve I sent a short essay to The Wall Street Journal titled “I Quit, I Think.” In it I explained my reasons for deciding to wrap it up, even though I had no savings and not the slightest idea what else I might do in my mid-fifties to pay the rent. In its entirety it read like this:

Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents. The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the theological idea that human value is a scarce thing, represented symbolically by the narrow peak of a pyramid.

That idea passed into American history through the Puritans. It found its “scientific” presentation in the bell curve, along which talent supposedly apportions itself by some Iron Law of Biology. It’s a religious notion, School is its church. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.

Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is too vital a jobs-project, contract giver and protector of the social order to allow itself to be “re-formed.” It has political allies to guard its marches, that’s why reforms come and go without changing much. Even reformers can’t imagine school much different.

David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first—the five-year spread means nothing at all. But in school I label Rachel “learning disabled” and slow David down a bit, too. For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won’t outgrow that dependency. I identify Rachel as discount merchandise, “special education” fodder. She’ll be locked in her place forever.

In 30 years of teaching kids rich and poor I almost never met a learning disabled child; hardly ever met a gifted and talented one either. Like all school categories, these are sacred myths, created by human imagination. They derive from questionable values we never examine because they preserve the temple of schooling.

That’s the secret behind short-answer tests, bells, uniform time blocks, age grading, standardization, and all the rest of the school religion punishing our nation. There isn’t a right way to become educated; there are as many ways as fingerprints. We don’t need state-certified teachers to make education happen—that probably guarantees it won’t.

How much more evidence is necessary? Good schools don’t need more money or a longer year; they need real free-market choices, variety that speaks to every need and runs risks. We don’t need a national curriculum or national testing either. Both initiatives arise from ignorance of how people learn or deliberate indifference to it. I can’t teach this way any longer. If you hear of a job where I don’t have to hurt kids to make a living, let me know. Come fall I’ll be looking for work.”[1][Bold Emphasis Added]

Coming to terms with all of the above, can you really blame Gatto?  And to think, this took place over two decades ago.  The public schooling system has only gotten worse.

Those facts lead Gatto to speak over 750 times throughout the world in the following years to discuss the inherent issues within public schooling.  And he hasn’t stopped, thankfully.

Gatto found that individuals from all over the world were beginning to see the shadows of the system for what it was, and are were beginning to speak out, and rightly so.

The only way to avoid the conformity crisis is to breakaway from the system that makes you conform from the ground up.  Gatto and many others have spoken about this at length.

Seek to learn and teach children [and adults!] not only how to think critically [which school doesn’t teach], but how to employ logic [which modern schooling also doesn’t teach, although was taught for centuries in classical education].  Don’t allow others to make you, nor your children conform.  Strive to live life to the fullest extent, learning from moments – every single one of them, especially the bad ones – rather than by disciplines, or worse, methods. 

Life has everything you need to learn.  It only takes open eyes and an open mind to take it all in and use every day as a teaching platform as every opportunity is ruminated upon, pondered, learned from, and digested at length.

Anyone can teach another person something, and it happens on a day by day basis.

It’s just that we don’t get hammered to see those experiences as teaching.  The curious part is that, life lessons happen ALL the time, and it doesn’t take a public school system to teach that.  Not that schools teach that anyways.

Learn from every moment.

Learn from every person.

Learn from yourself.

And teach others what you have learned.

Then and only then are we going to begin creating a new system, from the ground up.

And all it takes is individuals rising up, as they have throughout history.

Don’t hold back.  Education is too important to forgo, or to leave to others.

Change starts with you.  Don’t let anyone else tell you otherwise.  For if we don’t take time to teach ourselves about the lessons of life, we will arrive at life’s end having learned nothing.

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Suggested resources reviewed below for those seeking ideas to self-teach and become autodidacts:

Socratic Logic V3.1 by Peter Kreeft Ph.D.
The Trivium – The Liberal Arts Of Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
Philosophy 101 – An Introduction To Philosophy Via Plato’s Apology by Peter Kreeft Ph.D.
The Complete Workbook For Arguments – A Complete Course In Critical Thinking [2nd Ed.] by David R. Morrow & Anthony Weston
The Imaginative Argument – A Practical Manifesto For Writers by Frank L. Cioffi

The following books reviewed below cover the disturbing issues within the public schooling system:

Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Weapons Of Mass Instruction by John Taylor Gatto
Drilling Through The Core, by Sandra Stotsky & Contributors
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Source:

[1] John Taylor Gatto, Underground History Of American Education, pp. xv-xvi.

Common Core Crisis [Part 4]

educationsystem
TheBreakaway
Zy Marquiez
February 20, 2017

“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk.
We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen — of whom we have an ample supply
.  The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.”[John Taylor Gatto, quoting John D. Rockefeller Sr., Occasional Letter Number One, General Education Board 1906, In Weapons Of Mass Destruction, p. 8]

John Taylor Gatto has been doing yeomen’s work in the field of education for quite some time, and with good reason.  Gatto has fiercely spoken out at length countless times about the systematic issues that are inherent within the bowels of the corrupt public schooling system.

The passage that follows is from his incisive book, Weapons Of Mass Instruction, which details one of these very disturbing and growing issues.

In his words:

“I remember the shock I felt the first time I discovered, quite by accident, that I could personally negotiate larger discounts on book purchases (or anything else) than the school district could.  It didn’t seem to make sense.  The most personally troubling occasion was the moment I decided to use my own funds to purchase classroom sets of good books for student use rather than rely on the “approved” list of books for which school funds could’ve used, and which required many months, if not a full year, to pass through the acquisition protocols to be shipped.  Traveling to a book wholesaler, open to anybody, to secure its standard 40% discount, as I stood at the cash register with a hundred copies of Moby Dick and a hundred copies of Shakespeare’s Plays in shopping carts, the checkout clerk asked me, “Are you a school teacher?”  Without thinking I nodded affirmatively, after which she rang the books up at 25% discount.

“You’ve made a mistake,” I told her.  “The discount is 40%.”

Not for schoolteachers,” she replied curtly.  And when I bellowed in angry protest, she became indignant.  “Look,” she said, “that’s the discount your Board of Education negotiated.  If you don’t like it, take it up with them.”

Now why on Earth would my employer sell out my rights to a standard discount?  Can you think of any reason that isn’t crooked?  And, of course, it wasn’t only my right to full discount the school authorities had stolen, but every teacher’s right in New York City.  Perhaps, this will help you understand why I tilted this chapter “Everything You Know About Schools Is Wrong.”[1][Bold Emphasis Added]

Not only is modern public schooling about indoctrination, conformity and downright nonsense [as we can see in previous example #1, example #2, example #3] but as seen above, it’s also about lining the pockets of Big Business with money.  After all, why else would you not allow school personnel the right to purchase products at discount, and force those people to forgo their rights?  That doesn’t even begin to cover all the other moral implications.

There is so much wrong with this, that much more can be said.  We will digress for now, however, as more examples will follow in the upcoming days.

For additional reading about this disturbing trend please research the following books reviewed below from teachers that are either still working within the public schooling system, or worked within the public school system at one time:

Book Review: Rotten To The Common Core by Dr. Joseph P. Farrell Ph.D.& Gary Lawrence
Book Review: Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling by John Taylor Gatto
Book Review: A Different Kind Of Teacher – Solving The Crisis Of American Schooling by John Taylor Gatto
Book Review: Weapons Of Mass Instruction by John Taylor Gatto
Book Review: Drilling Through The Core, by Sandra Stotsky & Contributors

The following books are crucial tools for individuals who wish to become autodidacts & self-directed learners, homeschoolers and anyone else interested in learning valuable skills not mandatory in public schooling:

Book Review: Socratic Logic by Peter Kreeft Ph.D.
Book Review: How To Read A Book – The Classic Guide To Intelligent Reading by Mortimer J. Adler & Charles Van Doren
The Trivium – The Liberal Arts Of Logic, Grammer & Rhetoric by Sister Miriam Joseph Ph.D.

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[1] John Taylor Gatto, Weapons Of Mass Instruction, pp. 20-21.
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This article is free and open source. You have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and TheBreakaway.wordpress.com.

Common Core Crisis #3

studying
TheBreakaway
Zy Marquiez
February 8, 2017

In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk.  We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen — of whom we have an ample supply.  The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.”
– [John D. Rockefeller Sr., Occasional Letter Number One, General Education Board

In previous posts [here and here] were shown the downright nonsense that students have to go through.  Below, additional evidence is shown illustrating why children’s test scores and intelligence keeps plummeting [as shown here], and its rather troublesome to say the least.

The example stems from the book, Drilling To The Core, which details a wide-ranging set of issues revolving around Common Core:

“In 1995, a student-teacher of fifth graders in Minneapolis wrote a letter to the editor of the Star-Tribune complaining about radically dumbed-down curriculum.  She wrote that 113 years earlier fifth-graders in Minneapolis were reading William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Caroll, Thomas Jefferson, and others like them in the Appletone School Reader, but that today:

I  was told children are not to be expected to spell the following words correctly: black, big, call, came, can, day, did, dog, down, get, good, have, he, home, if, in, is, it, like, little, man, morning, mother, my, night, off, our, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc.  Is this nuts?”[1]

What’s stated above can be verified.  This was part of what older curriculums of true education – TRUE EDUCATION – involved, rather than what the facsimile of what we have now.

Education a century ago involved much higher standards than it does now, and its showing.  Not only have new studies shown the US Ranks 31 out of 35 developed nations in Math, but it also ranks 24th in reading literacy and 25th in science.

If the trend doesn’t change, all future generations will not only be stupid, but intellectually destitute, which is its true purpose, as can be seen here.

The only way to change that is now.

And the only way that will change is with individuals becoming proactive.

Don’t let your children settle for the parody of education we have now, for there are better alternatives. 

The only way individuals will reach excellence, is by pursuing excellence.

It’s been done before, and in much harsher conditions, and with much less information available.

Why not start now?

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Sources & References:

[1] Sandra Stotsky & Contributors,  Drilling To The Core, pp. 11-12.