A Critique of Education: The Systematic Repression of the Human Spirit

“The aim of public education is not to spread enlightenment at all; It is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality.” — H.L. Mencken

When taking a cursory glance at the extent to which the hegemonic influence of our educational institutions has had on our socioeconomic and experiential interface — asserting the gospel of its unadulterated dominion over how children are expected to be educated — Is it little wonder that the insane asylum we proudly refer to as "reality" is in total breakdown?

The education system's interminable, orchestrated curriculum of rigid, factory-style indoctrination, deliberate hierarchical compartmentalization of knowledge, stratification-induced grading systems, its wholesale sequestering of critical thinking and radical questioning, the mindless glorification of institutional authority, and its totalitarian preconditioning and engineering of children into becoming slaves to obsolete value orientations — it appears axiomatic that we find ourselves in the age of systematic repression. The kind of repression I speak of is the kind that dare not be spoken of in public; the kind that strategically enforces a form of clandestine mind control that compels the collective mind to blindly metabolize the current educational structure as 'an absolute given' — a structure that dictatorially presupposes how we should think, how we should categorize intelligence, and how we're supposed to approach the very process of learning itself.

Children around the world are being universally groomed by "schools", both public and private, to be inserted, as a cog in a machine, into the planet-defiling industrial economy (Infinite Growth/Consumption Machine) — the industrial economy being arguably the most blindly praised entity on the planet, to the point of rabid religious fundamentalism.  The worst part, is that an overwhelming quantity of parents in the industrialized world, who were deeply conditioned themselves to accept the educational structure without question, are inadvertently susceptible to 'Herd Mentality'. Herd Mentality, also known as 'Group Mind', has been thoroughly documented as an ingrained psychological phenomenon contained within the human condition that unconsciously coaxes the human mind into being inescapably attached to consensus-approved behavior, which, in turn, structurally coerces an individual to unthinkingly fear any degree of marginalization or ostracism from the crowd.

The most insidious creation causally manifested out of the education industrial complex, never addressed, is the intentional manufacturing of collectivized thought — that it is not even seen as a problem worthy of address. When a child is precluded from cultivating independent thought, the enrollment of that child's children and their children's children into this pattern of passive psychological manipulation — systematically procured by the educational structure itself — becomes an inevitability. Ergo, the vicious cycle of inter-generational institutionalization perpetuates itself.

So, consequently, What do parents do? They turn their kids over to schools so that they can master 'rote learning', be rewarded for regurgitating memorized information, how to blindly respect autocratic rule, and most importantly of all — to cultivate a deep-seated antipathy for independent thought. Despite the amazingly rapid proliferation of internet-based learning, still anything is better than to even consider the idea of welcoming alternative expressions of education — such as homeschooling, forming like-minded communities, and working to create a network of convergent communities devoted to re-structuring a holistic teaching apparatus that expresses unwavering support for what children genuinely want to learn about and focus on — without exception — while socializing children with other children of mutually resonant communities who are on the same page. Any deviating approach of educational methodology from the mainstream-norm is still sadly not only seen as heretical blasphemy, but a categorical zero-sum possibility.

The educational process of "schooling" as it exists in its current form is primarily designed to serve the political obsolescence of Statism. The heart-wrenching reality is that the most precious years of children's lives in the industrial world are stripped from them to preserve the parasitic religiosity of Statist ideals — so that parents can perpetually maintain the delusional fantasy that their children are being productively educated. When I say 'productively educated' I mean (in its proper sense) emotionally nurtured, personal needs directly met, and taught real skills; skills recognizing and promoting an alignment of values associated with collaboration, rather than the inept, self-defeatism of competition.

What is aggressively omitted is the teaching of real skills that solicit real independence — a type of anarchic individuation infused with a firm emphasis on the indispensable integration of community; Bringing the Two into divine equilibrium. In other words, a harmonious balance of individuality fused with an equal conviction in creating a powerful sense of community must be the new foundational objective. You would think that, by now, in the wake of exponential technological automation, that genuine preparations would be in place for children to not have to anymore be bred for a world based on a fictional contrivance called 'debt' (monetary slavery) or any kind of servitude wherein they must accept the belligerent normalcy of submitting oneself to an arbitrary, labor-for-income economic paradigm — for the special privilege of being allowed to survive.

I find it astonishingly mind-blowing, with all the hideousness we see playing out across the globe, how the entire paradigm of education is barely scrutinized as a causal force fueling these aforementioned manifestations. The assault upon a child's impressionable psychology is absolutely staggering, to say the least. And the fact that parents today still tolerate it, or frighteningly remain ignorant of it, reveals the true nature of the beast. Indeed — there are the pharmaceutical drugs, the fluoride, the GMOs, the immunizations, the TV screens, and the countless materialistic/consumeristic value distortions — all of which serving as contributing factors to the psycho-spiritual rape of human potentiality, and the heinously cruel propagation of the dumbing-down of children's minds — either by false or misleading knowledge (lies) or structural omission and suppression. But I argue that the true damage is caused by the institutional 'educationalization', if you will, enacted during the fragile formative years of a child's development.

The educational institutions of today, still entirely shaped by the 'Prussian model of schooling' dating back to the early 1800s, purposefully impose belief structures that silently desensitize and warp a child's perception of, and relationship to violence — in effect, coaching the child into the acceptance of violence (both structural and behavioral) as a cultural and societal normality. This meticulous conditioning process of normalizing a child's perception of reality alone is an act of violence in and of itself — making irrational fear, that's constantly drip-fed to them by the so-called "normal" mediums of education and media, as an unquestionable societal standard.

Perhaps the most sinister manifestational element here is that this 'conditioning process' subsequently leads a child to become totally indifferent to the rapacious mutilation of planet Earth, our only home, as the child segways into adulthood. It also passively coerces the child to ignore the root causality of the inherent destructiveness of our civilizational modus operandi — the scarcity-driven, profit-based socioeconomic paradigm itself. Conformity, obedience and fear are the key constituents residing at the very heart of today's institutionalized education agenda, which was long ago bought and paid for by the Rockefeller foundation.

So, what does it mean when one says that one wants to actively participate in creating an entirely new educational paradigm?

Education needs to entail, first and foremost, the virtue of relevance. I'm branding 'relevance' as a virtue because of its flagrantly unaccountable importance in explicitly empowering a particular individual's sense of individuality, especially in what he/she is specifically drawn to, in interest. While certain relevancies are relative given specific individual need, there are also universal relevancies that require acknowledgment in terms of harnessing and restoring a universal skill-set relating to humanity's harmonization with its environment — a skill-set that engenders and sustains the maximization and optimization of human existence on the physical plane.

Education also needs to be a celebration, recognition and honoring of the broad spectrum definitions attributable to intelligence. Intelligence is not simply restricted to the cognition of the mind. Intelligence also needs to be applied to intuition, heart and spirit. In other words, there must be an equal emphasis on the stimulation of both the left and right hemispheres of the brain. When either side is shunned, an internal discord will invariably transpire. All human beings have the capacity to embody numerous varieties of intelligence — from the academic side of the ledger, to the artistic. And lastly, education needs to entail an unshakeable foundation promoting the acceleration of open-source sharing of information, devoid of hierarchical compartmentalization and censorship. The inhumane edifice of hierarchy (in conjunction with patriarchal domination and imperialism) must not simply be trashed and burned, but needs to be replaced with an overarching emphasis on rewarding a mindset and patterns of behavior rooted in gifting, and the unimpeded flourishing of human potentiality for the common good of all life.

Language and style of information expression are at the heart of educational cogency and authenticity. How we choose to use language and share information invariably dictates how we cultivate our own social identities; identities that can either lead to Self-Toxification, or Self-Empowerment. The human thought processes is severely malleable. Therefore, a new educational paradigm demands a new holistic approach to language — its dissemination and purpose. The educational process fundamentally needs to embody the transcendence and overhauling of competitive self-interest as the dominant ethos of social, economic, cultural, intellectual and spiritual unfolding.

Life is a game. In understanding that it's a game, in conjunction with dissolving all rules of enforcement, artificial scarcity, structural coercion, and pseudo-economics — the focus needs to be directed on allowing children the space, time and understanding to pursue whatever it is that will channel their particular gifts and creative abilities inherently endowed to them — in a way that will infinitely enhance the human experience as a collective. 

This paradigm of 'anti-education' — predominantly incentivized by profit, and based on authoritarian subservience to institutionalized learning — grown out of human ignorance — is coming to an end. The unmitigated illumination of the human psyche must be the quintessential objective. And that means that a whole new dimension of educational integrity in combination with a new kind of educational awareness aimed at enlightening all children's minds, hearts and imaginations — will become the engine for a new, highly complex vision of a world of endless possibility.

Tolerating such a demonic, hopelessly flawed educational paradigm — acting as a giant malignancy upon the human experiment — is the perpetration of an unconscionable crime unforgivable to future generations. Our children deserve at least as much as a conscientious effort to ascend our collective consciousness. This alone will lay the foundations for change that would translate into a sweeping revolution no longer bound by the shackles of closed-mindedness and intellectual and spiritual bankruptcy.

You must find the fight within you — the beauty inside you that demands your children's inalienable right to exercise their individual will to the pursuit of their own self-empowerment without institutional interference nor cultural conditioning. Enrolling children into the factory-style schooling system is to condemn them to psycho-spiritual scarring that may never fully heal. Your children deserve their true purpose realized, not just for them, but for the welfare of the whole. Bringing into focus the bigger picture is now an absolute necessity, no longer afforded the convenience of apathetic dismissal.

Albert Einstein famously stated: "I never let my schooling interfere with my education". Perhaps this was a stark warning directed to future generations that grossly went unheeded — that to persist indefinitely with the redundant education system as it was then, and is now, would be securing a death sentence to the evolution of human consciousness.

SELF-education is the new imperative. When children are properly guided in understanding the truth of their individual purpose, and who they are, there can be no grounds for war, poverty, scarcity, or artificially induced suffering.

True education begins with delving deep within ourselves. When the student's ready the teacher will appear. And the new teacher is the new student.