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Education Revelation

May 17, 2005

Every civilization must decide what kind of education they will provide to their youngsters. Necessarily, this decision will be based on the needs of the society to survive and become stronger. It is also necessary that we continually evaluate our educational system and make sure it adapts to the changing challenges we face as a nation.

In our great nation, with our Utopian capitalist economy, the focus of our public schools has always been to produce the workers we needed to feed the Economic Machine. During the industrial revolution, these workers needed to be skilled and inventive people with a great deal of technical understanding. We also needed people capable of performing research and development of the new inventions and processes that would keep our institutions and nation growing and strong. It has never been enough to merely have skilled workers, however. Workers have traditionally been taught the importance of patriotism and loyalty. Our schools have always taught the various oaths, songs and rituals that a loyal citizen needs to know. The industrial revolutionary educational system needed to give students a strong foundation in science, technology and citizenship.

Today, our need for skilled labor and technical know-how has diminished. Our leaders of industry can now meet these needs much more efficiently by exploiting the available resources emerging in places like India and China. The Technocracy we developed over time has reached obsolescence. To meet today’s challenges we need personnel to provide support and services to our honorable business leaders; and personnel to provide the military might to leverage and exploit new resources, as well as maintain stability in the Mid-East where our most precious resource lies. With these needs in mind it is obvious that we need to change the focus of our schools. Training in the Sciences and technology must give way to more thorough indoctrination and citizenship training. The need for drones and grunts is far greater at this point than the need for intellectuals or skilled workers.

Essentially, what school does is provide students with scripts they can use in various situations to help them make decisions and solve problems. For instance a pre-schooler may intuitively develop a script to understand a certain aspect of the world such as, “if something moves, it is alive.” The child’s intuition is erroneous, so school teaches him a different script: “for something to be considered ‘alive’ it must exhibit movement, growth, reproduction, etc.” What we must ask is: in today’s world, it this a better script? It’s only a better script in the eyes of the Scientist. The problem with this script is that it requires the student to question, investigate and evaluate. We don’t need drones and grunts running around “questioning” things, or “thinking” about things. Today’s educators need to instill a simpler script, such as, “It moves because God wants it to move.”

I can hear the groans of the Science teachers already. They will resist this move to streamline the thinking in the Public Mind. But I ask you, do we really want Science teachers making Science curriculum for our schools? There is an obvious conflict of interest here. Science teachers will want to protect their notion of self-importance, and their job security. They will attempt to perpetuate confusion among average people with their scientific slight-of-hand, complex theories and scientific method. (The process that, by design, requires constant testing and verification – by, you guessed it, Scientists — just to approach a plausible understanding of the world.) To the average patriotic citizen, this would seem a vain and unsatisfying toil to undertake without regard to the truths that only present themselves through the miracle of faith.

On top of simplifying the scripts we give our students to mold their thinking about the world around them, we need also give them the tried and true scripts that inform them how to be good citizens. Such as: “businesses are the backbone of the community, and we should toil for them and patronize them to keep the economy strong,” and “when our great and just nation engages in war, the most selfless, patriotic thing we can do is enlist for the fight.”

In addition to the needed revisions to the Science curriculum, an even more intense program of standardized testing is required. Through standardized testing, we can in effect, set curriculum nationwide at the federal level by carefully selecting test questions. Teachers will have no choice but teach certain facts, and specific methods to equip their students to perform well on the tests, there simply won’t be any time for the “questioning” and “thinking” that we know to be so counterproductive. The result will be a new workforce, each worker equipped with exactly the same skill-set, knowledge-base and the same predictable thought-processes.

Through the physical education curriculum and team sports programs, we can encourage fitness as well as establish behaviors — submission to authority, group cohesion behind leadership elements — useful to soldiers both on the battlefield and in the workforce.

While Art and Music are nice diversions, the idea of teaching them in school is really rather quaint. It is impossible to create a standardized test that covers these areas; and ultimately, these subjects only lead to subversion and inappropriate expression.

All of these changes together comprise what I call The Curriculum Simplification toward Resource Homogenization Endeavor. I strongly urge legislators and educators alike to adopt these provisions immediately for no less than the future security of our noble empire is at stake.

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