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The below is the Original Article that was submitted and the editing of the newspaper left us with only half of the article as above
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Argus Article 21 Mogamat Faadiel Arnold for Education Watch:
In most cases the modern world
education equals politics, because it centres on social control and market
manipulation through mass schooling. So where is the child in the equation? The
child has been reduced to a number, programmed to various controlling systems
that he / she will accept as “normal”. That is the result of the hidden
curriculum in compulsory schools, internationally. The core aims of the hidden
curriculum/ agenda in compulsory schools are: 1. Disconnection of the child from the family into a system of ‘scientific’
brainwashing – creating fear-based policy-driven schools that prevent the
frontal lobe from rational thinking and forcing the brain to excrete fight,
fight and freeze hormones 2. Confusion through fractionalisation of individual subjects among
other subjects taught and presented in a confusing way within periods that
disregard the importance of anything [because the bell rules] thus creating an
atmosphere of indifference and a Pavlov doglike-response to stimulus 3.
Emotional dependence on authority, through
continuous testing and the full power of teachers to subjectively assess
progress through examinations that break up large portions of knowledge through
trick questions that requires strong memories to succeed, while the children’s marks are reduced or raised
by authorities without the children ever seeing their final answer sheet. 4.
Regimentation – accepting the
authority of superiors and thus forcing conformity without the right to
question – creating soldier-mentalities [reason for the continuous wars]. 5.
Killing creativity and individualism
through standardised tests and ignoring the interest and talents of individual
children. The above hidden outcomes of compulsory schooling prepare a child to
be a dependent-adult. Schooling thus supplies the clients for the debt-trapped
academia, social services, medical care, counsellors and therapists. Media then
provides the crutch for the schooling-injured youth. The dependency schooling-culture
creates the place for the “expert doctor/doctorate/professor” to “help” the
young adult with decision making, from which he/she was deprived from for 12
years in the hierarchical
education-system. This school-broken-self-esteem-adult then seeks social
mobility through loans, bonds and debt to create pseudo-materialistic status
symbols. Others turn to drugs, crime, corruption and politics to remedy their
low self-worth. Others will make every effort to discourage or discredit the good
work of people who have gained the respect of people, through creative work. We
are all aware of this, but often compulsory state curricula and schooling does
not get the blame – simply because we all have accepted schools. It gives us an
opportunity to skip our responsibility to look after our own children. Weekends
parents even send their children to religious schools to get extra free-time.
That might be argued as to the intention of parents – but we all know that
parents find schooling comfortable. It does come at price - the “loss” of our
children’s respect for us – but then we can blame others and not take responsibility
for having been co-accomplices in the destructive compulsory schooling-machine.
Well that can stop. If we understand that the existing exploitive and selfish
culture is actually a “defence-mechanism” against the continuous sub-conscious
mass-abuse, then we can start the remedy. It is now a fact that charity shuts
off the fear hormones for self-preservation and allows the intellect to
function holistically. Holistic interconnectedness also grows the value of
everyone and everything around us and combats the Disconnection created in
schools. Value-based-holistic subject-outcomes-poetry and prose raises the level
of consciousness of a society. This develops multi-skilled people with a
greater self-worth and is more self-sufficient. Unemployment is combated,
ushering in economic development for all.
If holistic knowledge can be accessed easily then the playing fields
will comfortably be equalised, without using policies, policing or other
forceful means on an already broken society. If everyone contributes minimally,
but regularly to the employment of youth into socio-economic-uplifting projects
then the country will grow rapidly. We will then witness that running a country
successfully is not rocket science. The aforementioned is what the new learning
culture Holistic Leisure Learning [HLL], the NoDebtYouth project and my
single-all-grade-textbook “Holistic Curriculum-related Reflections” offers
everyone. The reflective poems on each subject and topic for life’s holistic
needs, summarises large corpora of information integratively and succinctly ,
while raising the vocabulary needs of our children instantaneously – allowing
them to access more knowledge readily. The children then learn through HLL to
embrace the world of diversity in unity and are able to appreciate the simplest
creation within its magnificent importance. Closing the doors of fears and
opening the doors of gratitude ushers in great possibilities. My book simplifies many present challenges
into bite-size remedies and offers the world a fearless involvement into progress
on all fronts. It acts as a stress-reliever,
because it creatively makes one understand the complexities that
were created by the industrialised, capitalistic, hierarchical educational
control and frees the self from “enslavement of the mind” – the core aim of
compulsory schooling.
N.B.To get some extra features on social engineering through compulsory education - watch the videos by Mr Gatto and the youtube videos on The Hidden Curriculum of Compulsory schooling/education
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