Freedom Part 2

Freedom part 1

Change: Economic and Education

Understanding The Structural Problems in Education, Unemployment & Health by M.F.Arnold

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Understanding The Structural Problems in Education, Unemployment & Health by M.F.Arnold

Formal Education (secular & religious) is primarily seen as a must for progress, yet many people, including the Prophet (Pbuh) had no formal education. He could not read/ write. He was as pure as when his mother gave birth to him (Um-mee-yuun). Thus, he was absolutely pure in thought and action because he was unadulterated - uncontaminated by outside influence and indoctrination. He observed life and appealed to the Greatest Truth, Allah SWT, for Guidance and he received it for humanity. With the Support of God, he acted fearlessly and courteously and Arabia was transformed from a barbaric existence to the seat of enlightenment.

It is understandable that every effort will be made by people without faith in God to try and influence people to believe in human systems to survive. Their constructs create fears in people to give their assets to them for protection, progress and survival. If fears come from satan, then anyone who succumbs to fears will become a disciple of satan, because he/she will promote  belief in fear and lose the strength of positivity, which is faith in God, Almighty, as Provider, Protector and Powerful.

To create fear they create systems and constructs that break down the self-worth of people:

1.       Standardise all through “education” and give no credit for talent and informal learning

2.       Group the masses so that competition can thrive and cut-throat tactics can be employed

3.       Create hierarchies to delay qualitative response to build frustration in business & religion

4.       Give titles “academic achievers” to instill in people obedience in bureaucracy 

5.       Control people through consistent monitoring by management of bureaucracy

6.       Support Sport to feed the aggression and group mentality of competitive natures

7.       Create policies for external assessments – with curricula drafted by the enfranchised - to drive acceptance of hierarchy that drags out learning, ensures a lack of self-worth, control the job-market, create a pool of unemployed to ensure exploitive wage offers – the modern slavery.

These kinds of systems and constructs create the structural educational dilemmas, unemployment, crime and illness by those who feel the manipulation, but lack the skills and support to make qualitatively changes, because the majority of people have been brainwashed in accepting the status quo. That does not mean that I condone anti-social behaviour, but that I understand the origin of it and can sympathise with the victims of social, intellectual, economic, cultural and religious abuse. This is possible, because the fear and control mechanisms feed the lower ego of man that wants to be in charge and control others. That is why slaves often  later became slave-owners and the abused often becomes the abusers. This simple indoctrination of fear sells products of “security” – loans, insurance, credit, education, burials and products and services that feed the fears. Attachment to the earthly ‘awards’ often becomes a lifestyle – and people forget to be thankful to the Provider – God Almighty, Who Grants Gifts.

When people realise that what they possess is a trust from God Almighty, which they can share and work with, then they will help each other to achieve success without fear of them losing position or safety. This simple Qur’anic Guideline frees all to respect each other and help each other succeed, because there is no better feeling in life than to know you have helped someone reach his/her dream. This is how each one becomes accredited by Allah (SWT) and then respected by man and feels truly valued from within - the nearness to God. Crime and exploitation will cease to exist - In shaa Allah Aameen – because no-one will live in fear of being alone and without genuine support. This will improve health and welfare of people and reduce the many ills and crime that stem from a society that feel marginalised, vulnerable and exploited with the bureaucratic life style we have all become accustomed to and even be so blind to use the same bureaucratic tools to try and solve the socio-economic problems created by the systems - we have to think holistically and out of the box and be weary of the fractionalised education which aims to retard, rather than advance people. 

The young cyber success bosses, without university degrees, and the gifted children who give scholarly lectures in Qur’an are the Divine Signs against age old bureaucracies. Let’s value each other, to ensure our own and the community’s success – in shaa Allah – Aameen – It is possible – Make a niyyah (sincere intention) and Allah SWT Will Make it happen. Let’s entrust our work with Allah SWT's Acceptance and not in yearn for human accreditations.

Afrikaans

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Afrikaans deur M.F.Arnold 2017

Die Kaapse taal, wat die Muslims begin het, was deur die boere “versuiwer” tot Afrikaans, deur Anglesismes en verronding te gebruik. Die Afrikaans se leenwoorde van Engels het so voortgeduur dat om ‘n Afrikaanse boek te lees, was geen verskil as om die Engelse weergawe te lees nie. Navorsing in die wetenskappe het in Engels voortgegaan en die Afrikaans het nie ontwikkel nie, omdat die boere met die politiek daarvan versot was. Die resultaat is, dat Afrikaans nou besig is om te sterf.

Afrikaans was gebruik om apartheid te versterk, boere kultuur te verhef en ander kulture te bespot . Suid Afrika het aan die vlam geslaan toe die staat poog om Afrikaans in Swart skole verpligtent to maak. Swart en Bruin leerlinge, groot en klein, het in optogte deelgeneem. Hulle was koelbloedig deur die polisie doodgeskiet – maar dit het nie die weerstand gekwel nie. Mandela was in die tronk en die betogings het voortgeduur. Die buiterlanders het Suid Afrika in sport, die kunste en in sekere produkte geboikot. Die boere het besef dat hulle in moet gee, of oor moet gee, voordat dit te laat is. Mandela was bevry en die boere het besluit om met die swartes ‘n ooreenkoms te maak, waarin die boere besorg sal word, in ruil vir ‘n demokraties Suid Afrika. In 1994 word die eerste verkiesing gehou en die ANC wen die meerderheid stemme. Mandela word toe die eerste swart president van Suid Afrika.

Die vreedsame oorhandiging van Suid Afrika tot in die hande van die ondergedrukte, het die wereld beindruk en Mandela was wereldwyd gerespekteer, as a man van hoop en vrede. In die ooreenkoms met die boere, het Mandela aanvaar dat Afrikaans nog steeds in skole as ‘n vak aangebied word. Op die oomblik verswak die taal nog steeds. Algemeen wil mense nie die taal van die gewese onderdrukker praat nie. Dit is ook ‘n moeilike taal om te bemeester, omdat dit nie alledaags gepraat, geskryf en gehoor word nie. Die Afrikaanse taal is besig om te sterf. Om die taal te red word spelfoute nou meer aanvaarbaar, so lank as die betekenis duidelik is. Die werkwoord word ook nou, soos in Engels, in die middle van die sin geplaas, in plaas van aan die einde. Engelse woorde word nou deel van “‘n korrekte Afrikaans taalgebruik” en die boere begin nou terug loop na die Muslims om hul hulp te vra om die Afrikaanse taal te red. Die Muslims se bydrae tot Afrikaans word te laat gewaardeer, omdat die Muslim kinders nou Engels sprekend is. Die internet, selfone en media se Engelse inhoud, verdoem die Afrikaans nog verder.

Die skool handboeke, wat vir Afrikaans voorgeskryf is, is nog steeds ras-gebonde en vooroordelend. Dit word dan afstootlik vir denkende mense, omdat hulle die stereotipering uit kan ken. Wanneer skole nie meer Afrikaans as ‘n vak aanbied nie, sal Afrikaans onmiddelik sterf.  Die Engelse media maak die Afrikaanse-gesels van hedendaagse onderwerpe moeilik. Engels word meer gretig deur die Muslim kinders en grootmense gebruik. Die Suid Afrikaanse “wit” media het ook, met sukses, die land oorreed om te glo dat die skollie straattaal die Muslims se taal is – dit was gedoen om die Muslims se geloof se invloed te verminder en die Muslim te versleg as terroriste en skollies, met die gedagtes van toeriste en ander Suid Afrikaaners. Die Afrikaanse skoolhandboeke is dus ‘n bydraer tot die verslegting van die Afrikaanse taal se kans om te oorleef.

Om Afrikaans te red, moet die rasisme en stereotipiese aanmerkings uit die Afrikaanse skoolhandboeke verwyder word, en ‘n nuwe, kreatiewe, skone taalgebruik en onderwerpe geproduseer word. Die Afrikaanse taal sal dan meer as ‘n kuns bestudeer en gebruik word, maar nie noodwendig as ‘n leertaal nie. Die Bo-Kaapse “Kaaps” moet erken word as ‘n huistaal en nie as ‘n “straattaal” aangespeek word nie. Dit sal dan mense meer gretig maak om Kaaps  te praat – Kaaps is aanvallig, warm, gelooflik, ordentlik, kreatief, vloeibaar en bondig. Die boere hou van die “Kaaps” van die Bo-Kaapse Muslims, maar die opsetlike verwarring van Kaaps met die skollie se taal in opvoerings en boeke, maak dit moeilik om Kaaps te aanvaar. Navorsers begin nou goeie Bo-Kaapse mense vra om hulle van die waarhede in te lig. Dit mag lei tot ‘n waardevolle kommunikasie wat Kaaps as ‘n ware huistaal erken. Indien nie, sal Kaapse Afrikaans maar as ‘n komediese taal gebruik word en almal sal dan die Kaaps as “komieklik” beskou, en Afrikaans sal met dit begrawe word. 

Change

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Change/ Verandering

  M.F.Arnold [PTD III,B.A.Ph.D.(HC)]

Change is natural /Verandering is natuurlik. Change is needed/Verandering is ‘n nodigheid. Change is necessary/Verandering is noodsaaklik. Change is exciting/Verandering skep opgewondenheid. Change is newness/Verandering is ‘n nuwigheid. But change is hard for those who fear/ Verandering is moeilik vir die wie vrees . Change is hard for those in a comfort-zone/ Verandering is moeilik vir die in ‘n gemak-zone. Change is hard for those who love to control/ Verandering is moeilik vir diegene wat lief is om te kontroleer. Change is hard for those who find following others easier than charting a new course. Verandering is moeilik vir diegene wie dit makliker vind om ander te volg as om nuwe koers te kies. Change is hard for critics/ Verandering is moeilik vir die kritici.

Now we know that western education aims at developing critics/Nou, ons weet dat die westerse onderwys gespits is op die onwikkeling van kritici . This allows the mind and heart to enter a zone of mistrust/ Hierdie doel laat die hart en denke die zone van wanvertroue binnegaan. Mistrust leads to separation/ Wanvertroue lei tot skeiding. Separation leads to disunity and disunity leads to conflict/ Skeiding lei to verdeeltheid en verdeeltheid lei tot konflik. Conflict calls for control, policies and policing that become necessities to keep “law and order”/ Konflik lei tot kontrole, beleid en ‘n polisiemag wat wet en orde moet handhaaf . Law and order feed the lower-self to maintain power/ Wet en orde voed die lae-self om met geweld dinge te handhaaf . Politics is thus the art of ensuring the power to control the masses that have been trained and educated to be critics and dependent/ Politiek is dus die kuns hoe om die massas , wie opgevoed is om kritici en afhankilik te wees, met geweld te kontroleer.

Critical thinking is the cornerstone of the academia to acquire a Ph.D., but the Ph.D. restricts creative solutions, because creativity does not rest on referencing the old, but establishing new uncharted grounds of possibilities – a feature often only at the end of a Ph.D. thesis with an added possibility for new research that can question the current written one. Kritici is die kernkrag van die akademie om ‘n doktoraal te bekom, maar die Ph.D bestry kreatiewe denke omdat dit nie deur oud verwysigings geondersteun is nie – Kreatieweteit word slegs aan die einde van ‘n Ph.D tesis aangemeld as ‘n moontlikeheid vir verdere navorsing vanuit die huidige tesis.  The academia’s reference-requirement has made it a dependent science, while creativity creates an independent science –often becoming a business from which the academia appeals for funding/ Die akademie se verwysings-benodigheid maak dit ‘n afhanklike wetenskap, waar kreatiewetiet ontwerp ‘n onafhanklike wetenskap. Business is the cornerstone of development for academia, but the academia often aims at marginalising the creative spirit, the basis for business. Besighede  is die ontwikkelingsfondasie vir die akademie, maar die akademie marginaliseer die  kreatiewegees, wat die basis vir besigneid is. There thus seems to be a hypocritical sense of survival of the academia – who derides creativity as not academic, while appealing to creative business entities for funding of their academic research/ projects to keep the universities alive. Daar is ‘n sin van skeinheiligheid in die bestaan van die akademie, wie kreatiweteit ontmoedig as nie akademies nie, maar wie aansoek doen vir fondse van die kreatiewe besigheidswereld vir akademiese voortdurendheid.

Our present strikes at tertiary institutes are gut-feeling responses by responsibility-free students who subconsciously realise that they are being marginalised by infrastructures and debt-burdened in the hope for a career. Ons huidige betogings op tersiere instansies is innerlike-gevoel-reaksies van verantwoordelikbevryde studente, wie onbewustelik bewus word dat hulle deur infrastrucktuur gemarganiliseer word en skuldbelas word in die hoop vir ‘n loopbaan.  They want change, but having been schooled in western ideology, they too are seeking solutions/ change in present-yet-old infrastructures that ensure that the rich gets richer, the poor gets poorer and the middle-class stay confused as to what real change is for the better. Hulle wil verandering beleef, maar deurdat hulle in westerlike ideology geskool is, soek hulle ook vir oplossings in die huidige-oud infrastructure wat seker maak dat die rykers ryker word, die armes armer en die middle-klas verward is aangaande ware veranderings.   These disoriented facts are the result of putting too much trust in man-made “systems” and ignoring age-old prophetic advice calling mankind to actively serve fellow humans and not to exploit fellow humans. Hierdie disorientasiefeite is die resultaat van die plaas van vertroue in menslike sisteme en ignoreering van profeetiese advies wat mensdom aktief roep om mense te dien en nie mense te misbruik nie. Unfortunately when systems feed the ego on how to be better than others, human low-desires overtake their rational minds and the animal-self takes over, seeking systems for self-actualisation at the expense of others. Ongelukkig wanneer sisteme die ego voed hoe om beter as ander te wees, oorweldig die dierlike-self die menslike-self in die poging vir self-aktualisering ten koste van ander. This is the road to self-destruction – the age-old warning of the prophets (Pbuth). Dit is die eeu-oue waarskuwing van profete (Vrede op Hulle).When religion is seen as archaic then mankind is in for a surprise - Self-annihilation. Wanneer geloof as argaies beskow word, dan wag ‘n verrassing op mens –Self-uitwissing . So, how can we save ourselves?  Simple – save others from all forms of slavery ! So, hoe kan ons onsself red? Maklik – red ander van verskillende vorme van slawerny!

The power of charity is scientific – when you give to others your brain neurons fire impulses that grow the frontal lobe that improves rational and ethical thinking. Die krag van liefdadigheid is wetenskaplik – wanneer jy ander help, vuur jou brein impulse wat die voorbrein laat groei om beter rasionaliteit en etiese denke te ontbloot.  The absence of charity deprives the brain from neuron firing and the reptilian, back-brain increases in animalistic tendencies that make the person psychotic. In die afwesigheid van liefdadigheid word die brein ontneem van voorbrein  neuron vuring en die reptile, agterbrein vermeerder in dierlike tendense wat die person psigoties maak. Forms of psychosis create stresses that translate into depressions of various sorts, resulting in different forms of anger and the expressions thereof. Verskillende vorme van psigosis veroorsaak spanning wat tot verskillende depressies lei, wat dan lei tot verskillende vorme van woede en die uitinge daarvan. Health deteriorates, crimes increase and dependency on more man-made structures becomes evident. Gesondheid verswak, misdaad vermeerder en afhanklikheid aan meer mensgemaakte strukture word sigbaar. In this state of dependency, political promises are made and people become gullible. In die afhanklikheid  word politiese beloftes gemaak en mense word liggelowig. When the delivery of political promises do not materialise, people get angry, but because they have fallen for all the man-made systems that control the minds and hearts of the masses, they have no tools to fight the rot which they were part of forming and then chaos is the result. Wanneer politici nie hul beloftes nakom nie, word mense kwaad, maar hulle het die mense-sisteme aanvaar wat die massa se harte en siele nou kontroleer, en wat dan veroorssak dat hulle geen gereedskap het om die vrotheid te bekamp nie, omdat hulle deel van die gaos is. For Real Change to occur, a choice must thus be made either to feed the ego or work hard towards ensuring the feeding of others. Vir ware verandering  moet ‘n Keuse  dus gemaak word – tussen die voed van die ego of harde werk om ander te voed.

Educational Crisis and unemployment

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The Crisis in education and unemployment has grown because solutions are sought by the people who have been victims of unwitting self-destructive systems and these victims use the tools that enslaved them to the elite few that ensures that all resource richness flow towards the rich.

The general weakness of all western systems is its reliance and goal to satisfy the self first. The great tragedy is that the systems were created by the few rich who ensured that the masses bow down to there control, without really realising that they are trapped. In tis way the rich became richer the poor poorer and the middle-class the agents of the rich. The political, banking, economic, educational, justice, business, entertainment, sporting, media and welfare systems all ensure that the masses become dependent on the systems of the rich and oblivious of the traps that they, the masses so eagerly fall into and even support. How did they rich get this right, is the big question and how do they manage to continue their control?

The answer to this question is simple. Feed the ego of people and create a competitive arena and the masses will fall for it , support it and even defend it if the truth raises it Head. What is education - it is the science of mass control to create obedient citizens that will believe in the power of accredited certifications to have a future. These "believers" will forego their talents and skills and invest their resources in man-made-securities. They even believe that the state education will give them a job even if the certificates have become valueless.

The government joins with business and together they dictate the terms, curriculum and systems thinking that will keep the wheel of bureaucratic hierarchies turning. Equality is only a political slogan for the masses to believe that they have a vote what matters. What the masses do not realise is that by voting they dis-empower themselves from taking personal responsibility for change and that by voting they legally give government and business the right to control them and their children's lives to entrench systems of inequality that drive the wedge deeper between the rich and the poor and ensures that the middle class promote it - by being one foot with the rich, through debt and a hierarchical position they have been given in the system that entrenches disparity.


Education curricula are normally set by the needs for the status-quo of current politico-economic arena's not by needs of children and families. THE PRESCRIPTION OF SCHOOL CURRICULUM AND ASSESSMENT STANDARDS THAT GRADE CHILDREN IN PEER GROUPS ARE THE GREATEST OFFICIAL CHILD ABUSE SYSTEM THAT CREATES THE PLATFORM FOR BULLYING AND GANGSTERISM THROUGH UNREALISTIC GOALS THAT FAVOURS THE ENFRANCHISE,THE ALREADY PRIVILEGED FEW. THROUGH TEST CONTROLLED SCHOOLS WHICH IS HEAVILY RESTING ON MEMORY SKILL THAT NEEDS THE ENFRANCHISED RICH RESOURCES TO SURVIVE.

Did you know the following of South african Education ( Basically Euro-centric, capitalistic System)
1. The spreadsheet for all subjects is statistically arranged to favour memorisation and examinations - so that if your child gets  90% for a practical/assignment but get 40% for his/her exams his 90% practical mark is reduced to 50% to ensure their prejudiced so called statistical "truth" that their "show only be a 10-15% different between a child's practical ability and test score - otherwise it is an inflated mark" does that sound sensible to any reasonable parent/ adult? NO. It is a violation of a human right of a child's legitimate mark being reduced by "authority" based on a mistrust of advisers of teacher and student abilities. This so-called statistical "rule" also ensures that exams weigh more than assignments in its automatic programming. This practice favours the memory-strong students and disadvantage the creative children in the core subjects of MATHS AND SCIENCE - the subjects that gets the enfranchised the sponsorships to already capitalistically driven Universities that are sponsored by large corporations. You can now see how the capitalists entrench their goals to make the biggest profit and use the masses to help them achieve it. Noam Chomsky states that the everyone has to make sure that the rich folk are happy and that power is increasingly concentrated in unaccountable institutions. In the 2008/9 economic crash the Bank CEO's, who mismanaged the resources were given bonuses, when governments bailed the banks out. Their mismanagement earned the CEO's bonuses while the people they fooled could not pay the loans lost their houses and their jobs.
2. That changing the curriculum and assessment criteria has nothing to do with improving education, but rather to ensure that children move through the system, because their is no money to pay for a child who fails a grade. Curriculum changes is the CORE destruction of learning because IT MOVES THE GOAL POSTS While the teachers and students are trying to run with the ball of learning - No one can score a goal. Changing the curriculum and assessment criteria also cancels out good resources, methodologies and growth that have occurred in learning and wastes Millions of Rands in outdated materials that have to be thrown away. The teacher and student thus cannot improve and develop continuously, because there is a break in the flow of learning with official changes. This reduces the moral of teachers, students and parents and makes bureaucratic principals more authoritarian. But when the crash occurs the principals and teachers are blamed , not the department of education for having no true clear vision of true progress.
3. That the period structure of schools destroys the flow of learning and extends the time to learn a skill from 2 hours to 10 months ?
4. That teachers are expected to set papers with half of its mark allocation to be 1 mark, based on comprehension of long drawn-out sentences that only the bright child who has good reading ability can cope with. This is the reason there are so many straight A's of memory-strong students and so  many failures because you need more knowledge to answer a ONE mark question than an essay type question. Thus the failure-rate reasons are structural
5. Did you know that Finland has abandoned standard examination goals and made  the understanding of the concepts by any method the true goal of their education, that is why they have the highest maths-science scores in the world- not because they homogeneous, or smaller in community - they simply took the stress of test results out of "education" and allowed learning to take place in a relaxed non-competitive way.
6. If there are no jobs for the youth why still apply the weeding out system of examinations to " skei die kaf van die koring"?
7. Did you know that the "normal Probability curve" has nothing to do with learning it is simply the trick to ensure that examinations are set to determine who are the cleaners, producers and managers - those that can ensure that the capitalistic system wheels are turning.

Now why is there so much unemployment? The educational institutions are always 20 years behind for the real world - this is understandable because its the same old elite people who are at the top of the educational realm - They are out of touch with reality and hence are unable to plan effectively. The educational system also ensures that there exists a pool of young people looking for a job so that the parents can be exploited at low wages - that is the Capitalistic systems. The 9-year adolescence period of a "no-man's land" has nothing to do with a psychological developmental stage, but is rather a well-thought out trick to discourage young marriages and exploit the growing sexual needs through fashion, crime, and general frustrations that create unreasonable reactions that can be controlled by force, while schools are the "holding grounds - educational jail"- to control, energetic youthful minds)  to ensure machine driven mass production at low wages and large profits can continue to be made from modern slavery wages and salaries - have a pool of unemployed youth in schools, colleges and universities competing for the few jobs available ( which have already been given to the elites children who often have no degrees or qualifications.