The First Rule Of Education Should Be: "Do No Harm"
is an old saying that goes "All is born of woman, no harm shall
come to the children".
This saying puts in simple terms the correct approach to rearing our
children, who will become the future adults, in ways to ensure that
no harm comes to their children in turn.
The present day educational system is damaging to young people. Evidence of this harm is being presented from psychological, neurological, sociological, statistical, and common-sense perspectives. Too many politicians, teachers and parents are ignoring these real findings and are thus compliant with the hidden control agenda of condemning entire populations to harm based paradigms - such as bringing peace and democracy through the use of industrialised violence, in a word warfare. There are others such as the gulf between the genders, religious bigotry, wealth created by industrial pollution and so on. We must come to terms with these unhappy facts and make changes.
is a word to describe being what one is not in order to get
what doesn't exist!
It can also come from not allowing the child to complain when she or he is unhappy or to cry when he or she is hurt or frightened. (State Secrets Act) Parents may rush in to quell sobs because of their own anxiety. They may not permit anger - "nice girls don't throw tantrums; nice boys don't talk back" - to prove how respected the parents are; neurosis may also arise from making or coercing a child perform, such as asking him to recite poems at a party or solve abstract problems.
Whatever form it takes, the child gets the idea of what is required of him or her quite soon. Perform, or else. (Work or else.) Be what is wanted, or else - no love, or what passes for love: approval, a smile, a wink (a job). Eventually the act of doing what gets approval comes to dominate the child's life, which is passed in performing rituals and mouthing incantations in the service of the parent or employer or political systems' requirements, to the childs own cost. This leads to distrust and self alienation.
For What Purpose? Some Thoughts About Grading - by James Alexander, Ph. D.
Waldorf Homeschoolers - a working version of child centered education
Education Reform - fixing education from the inside
Johntaylorgatto.com - revealing the history and hidden agenda of state sponsored 'compulsory education
Quote from "American Underground History of Education" by John Taylor Gatto
"Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, familyless, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about
The secret of schooling is that it doesnt teach the way children learn, and it isnt supposed to; school was engineered to serve a concealed command economy and a deliberately re-stratified social order. It wasnt made for the benefit of kids and families as those individuals and institutions would define their own needs. School is the first impression children get of organized society; like most first impressions, it is the lasting one. Life according to school is dull and stupid, only consumption promises relief: Coke, Big Macs, fashion jeans, thats where real meaning is found, that is the classrooms lesson, however indirectly delivered."
Excerpts from the first mission statement of Rockefellers General Education Board as they occur in a document called Occasional Letter Number One (1906):
our dreams...people yield themselves with perfect docility to our
molding hands. The present educational conventions [intellectual
and character education] fade from our 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 learning or men of science. We have not to raise up from
among them authors, educators, poets or men of letters. We shall not
search for embryo great artists, painters, musicians, nor lawyers,
doctors, preachers, politicians, statesmen, of whom we have ample
supply. The task we set before ourselves is very simple...we will
organize children...and teach them to do in a perfect way the things
their fathers and mothers are doing in an imperfect way."
Edward A. Ross in 1901 in his famous book, Social Control.
"Plans are underway to replace community, family, and church with propaganda, education, and mass media....the State shakes loose from Church, reaches out to School.... People are only little plastic lumps of human dough."
Social Control revolutionized the discipline of sociology and had powerful effects on the other human sciences: in social science it guided the direction of political science, economics, and psychology; in biology it influenced genetics, eugenics, and psychobiology. It played a critical role in the conception and design of molecular biology.
Punishment does not work!
Parents who support spanking often use one of the following arguments:
is an effective way to manage behavior.
All of these 'arguments' are proven by medical and clinical research to be utterly baseless. Download this excellent article on punishment here