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Module 1 Workshop 2.

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1 Module 1 Workshop 2

2 The construction of schooling Breaking Missionaries Militaries
The construction of schooling Breaking Missionaries Militaries Warfare (hostages) Making Professional training Labour/employment (economy) Law, Finance, Money The conception of self (1453) 1492 Identity Authenticity Authority Coloniality Empire Maps Modernism (post-racial) Equalities The production of knowledge Anti-intellectualism The academy Communicating Language Mapping Theories of Self Place, Space, Being Mending the World ... World Media People Motif Boxing, Motif France,

3 How we want to be with each other
10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss 80% of what we experience 95% of what we teach others... 0.5% Independent Think 5% Semi-Erudite 94.5% Good Citizens Unconscious incompetence -> Competence incompetence Unconscious competence -> Conscious Competence

4 Previous Priorities 1 Listen to Guy Giard’s “Interaction Theories” Workshop & create a cognitive map for it 2 Enquire as to the specifics of your birth 3 Check out this prank 1:30-3:30 4 Read as much of this piece on Pedagogy (LINK: 5 learn or read up on how score A Boxing Match 6 Listen to selected chapters from “For Giving” Genevieve Vaughan 1 Read chapter IV of “Towards the Destruction of schooling” 2 Record a racist joke ready to bring and share with the group 3 Listen to selected chapters from Disciplined Minds, Jeff Schmidt, 4 Check out this token nonwhite lady, writing on pedagogy, who has been included for the sake of gender balance Link: 5 Bring in a poster or promotional material showcasing ‘anti-blackness’ 1 Read the introduction of Huey Newton’s PHD 2 Read a review of Linda Smith’s book on Decolonising Methodologies 2 Read sections of Dubois’ “My Evolving Program for Negro Freedom” 4 Watch The “Not Out of Africa” debate ft Henrik Clarke 5 Listen to selected chapters from The Ascent of Humanity, Charles Eisenstein Psychiatry Role Play (need Gail) (Patch Adams) Jokes Feedback (Woodson Degradation) (Chapelle to Pieterse) Minister Malcolm ETW (0) Boondocks – Define Ideology and Society, Back to School Final Warning Doctah X Shuddup (1) Tanquil Jones

5 Teaching as a conserving activity
Bughatti Credibility 10 year time line Quotes Boxing Knockout Frank Mir Bow Bullet Mind Annoyance Giard / Wynter Mapping Bughatti: Credibility; Bladwin’s Nobody; Simmel’s Adornment; Adorno’s Fascist; Memmi’s Colonisability; Huxley’s Gullibility; Gurdjieff’s Sleep; Seymour’s Abandonment; Frontline’s “Diamond”; + Credibility – unquestioned teacher, interrogating sources Quotes – Manu Ampin’s primary source, workshop model; personalising abtraction 10 years – Paulo’s reflection / Annoyance – being asleep, ranking injustice, human needs Giard – Heylighen on Maps and Opening Bateson (Wynter) Mir – of no real relevance / Bow - Neely Fuller, Gatto’s interruption / Bullet – Einsenstein / Mind - Szasz

6 Ending the World Define antiblackness: A system of beliefs and practices which position black bodies outside of consideration of humanness; Coordination, hinged, connected with the institutions of violence’s and powers. Not just beliefs, systems and ideas to position us outside of humanity but coordinated with the power of total life and violence so even if black people were anti white it would not be coordinated with institutional violence which might make it stick

7 Jerome’s Niece

8 W O R L D Lil Wayne: “I wish I could fuck every girl in the world” (Every Girl) Future: “Tell me, what you think we hustle for? I just wanna buy the world, Do the impossible Sing it with me now, na na na, What you think we out here working' for? I just wanna buy the world Do the impossible Lil Wayne: “I got ice in my veins, blood in my eyes/ Hate in my heart, love in my mind I seen nights full of pain, days of the same/ You keep the sunshine, save me the rain I search but never find, hurt but never cry/ I work and forever try, but I'm cursed so never mind/ And it's worse but better times seem further and beyond The top gets higher, the more that I climb/ The spot gets smaller and I get bigger Tryna get into where I fit in, no room for a nigga/ But soon for a nigga it be on motherfucker/ 'Cause all this bullshit, it made me strong motherfucker Dinah Washington: “This bitter earth, Well, What a fruit it bears/ What good is love, That no one shares/ And if my life, is like the dust / That hides the glow of a rose, What good am I Heaven only knows/ No, this bitter Earth Yes, can be so cold/ Today you're young, Too soon you're old/But while a voice, Within me cries/ I'm sure someone, may answer my call/ And this bitter earth, May not be ohhhh, so bitter after all Kool G Rap: “It seems like only yesterday, my moms was on my back "Get your butt up out the sack and find a job or hit the road Jack" Black, I don't disown her, I'm just a kid from Corona With a G.E.D. diploma, with more ribs showin' than Tony Roma's In order to get straight, I gots ta to make a muscle Learned to hustle and bustle and I gave the streets a tussle Standin' down on the corner slangin' fat rocks to bottles With the black tops, for cops got my shorty watchin' my back Hobbes Makin' mad lucci, bought up Louis Vuitton & gucci Hoochies callin' me boochi, while they smooch me, givin' up the coochie

9 E A R T H Kurtis Blow: “My first day in office, the King on the throne/ I spent my first three hours on the telephone You know with newsmen reporters, and votes too/I had so many calls, I didn't know what to do You know out that office I continued to work/I signed so many papers, my fingers started to hurt Then I shook off the pain, say this ain't no thing/ there's nothing in the world like being #1 king! Nas: “Life, I wonder, Will it take me under, I don't know / Imagine smoking weed in the streets without cops harassin' Imagine going to court with no trial / Lifestyle cruising blue behind my waters No welfare supporters, more conscious of the way we raise our daughters Tupac: “Now if I choose to ride, thuggin' till the day I die/They don't give a fuck about us While I'm kickin rhymes, getting to their children's minds /Now they give a fuck about us They wanna see us die, they kick us every time we try /They don't give a fuck about us So while I'm getting high, I'm watching as the world goes by /Cause they don't give a fuck about us Tupac: “The world, the world is behind us/Once a motherfucker get an understanding on the game and what the levels and the rules of the game is/ Then the world ain't no trick no more The world is a game to be played / So now we lookin at the world, from like, behind us Niggaz know what we gotta do, just gotta put our mind to it and do it / It's all about the papers, money rule the world/ Bitches make the world go round Real niggaz do what they wanna do, bitch niggaz do what they can Starin at the world through my rearview / Go on baby scream to God, he can't hear you I can feel your heart beatin fast cause it's time to die / Gettin high, watchin time fly, ya know Rakim: "You got ambition?" Shorty said, "Man listen/ I got demands for livin, can't stand division Make grands on my mission, till everything glisten/ Women in the Expedition, no plans for prison In a vision the city get, 2 milleni G/Sittin in my embassy sippin Hennesy / Gettin high, and watch life pass me by“ So I asked him why, wit a fast reply He said "I'm livin just to die without any feelings So I wait here for my Maker till it's time to go Wit this dime I know/ Wit all of her girls and all of my mens / Waitin for the world to end“ Big Pun Gone To College

10 Module 0: How the world was made
References (Cognitive Map) Nas (p 323) “I want to talk to you” (1996) “My country” (2001) Bateson Carmichael Baraka Woodson (p 324) 1933 – Korzykski Cesaire (Le Congres des Ecrivains et Artistes Noirs, 16/09/56): Wright (April 1955) Fanon Sarte Unsettling the Coloniality of Being/Power/Truth/Freedom Towards the Human After Man, Its Overrepresentation-An Argument On How We Mistook the Map for the Territory, and Reimprisoned Ourselves in Our Unbearable Wrongness of Being, of Desêtre: Black Studies Toward the Human Project, Sylvia Wynter The famous inferiority complex one is pleased to observe as a characteristic of the colonised is no accident but something very definitely desired and deliberately inculcated by the coloniser ...wherever colonisation is a fact the indigenous culture begins to rot, and, among these ruins, something begins to be born which is not a culture but a kind of subculture, a subculture which is condemned to exist on the margin allowed it by European culture On Princes and Powers, Nobody Knows My Name

11 Vous (Yours) x Nous (Ours)
Blowing Up In The World Blowing Up On The Earth Moody Scott: (We Gotta) Bust Out Of The Ghetto and Tupac “Trapped”; “Against the World” “time is just still for them… nothing changes. Where you live in a “projects” nothing moves and … if you don’t do anything you will stay there all your life... [as Bob Marley says] “how many rivers do we have to cross before we can talk to the boss?” ... if you’re from the project , no one wants you around; they just want you to go back to where you belong”. The limits of my language mean the limit of my world

12 territories of social exclusion located at the bottom of their respective urban hierarchies, the American ghetto and the French banlieue nevertheless differ in their social makeup, institutional texture, and position in the metropolitan system. In particular, the mechanisms of segregation and aggregation from which they result are also quite distinct. To sum it up, exclusion operates mostly on a centuries-old caste basis that is tolerated or reinforced by the state and by national ideology on the American side, and primarily on grounds of class partly mitigated by public policies on the French side. The result is that, unlike the urban Bantustans of the United States, the deteriorated banlieues of France are not ethnically homogeneous ensembles backed by a dualist racial division endorsed by the state, and they do not have an advanced division of labor or the measure of institutional autonomy that would support a unified cultural identity. ~ LoIc J. D. Wacquant, (America as Social Dystopia) Schooling: our concepts, approaches, pedagogy ; the formation and shaping of identity; the impact it has The construction of schooling is the problem of communication and relating to self, other, world , expression being

13 They Don’t Give a FUNK about us
Denied participation in the higher things of life, the “educated” Negro himself joins, too, with ill-designing persons to handicap his people by systematised exploitation. Feeling that the case of the Negro is hopeless, the “educated” Negro decides upon the course of personally profiting by whatever he can do in using these people as a means to an end. He grins in their faces while “extracting money” from them, but his heart shows no fond attachment to their despised cause. With a little larger income than they receive he can make himself somewhat comfortable in the ghetto; and he forgets those who have no way of escape. (104, 105) Now you see them, now you dont; some negroes be here for the morning and then they’re gone or Malcolm on bust us out of here (Harlem Housing) “they got be trapped in this prison of day i’m going to blow on this society” Trapped

14 James Baldwin Tupac Trapped Me Against The World that ‘American ghettos, those abandoned sites that are fundamentally defined by an absence - basically, that of the state and of everything that comes with it, police, schools, health care institutions, associations, etc.’

15 [the] ghetcolony tradition [is] a pervasive episode of hopelessness and poverty. What was true yesterday is more than likely to be true today. There are the same decrepit structures basking under the sun … the dispossessed men who mill in front of taverns waiting to quench their hunger with anything that can help them escape their pain and frustration… the hustlers, pimps, street men and other social outcasts who serve as models for the young… always the dirty streets where “ghetcolony” children make their home. A home that has an asphalt floor, tenements for its walls and a door which locks them in from the rest of the world. The streets constitute an institution in the same way that the church, school and family are conceived as institutions. They all have a set of values and norms to govern and reinforce their existence… it is an institution because it helps to shape and control behaviour. And it is on the streets where the Black child receives his basic orientation in life. The streets become primary reference because other institutions have failed to provide him with the essential skills he needs to survive in the “ghetcolony.” And for a child to survive the “ghetcolony” he must undergo a rigorous apprenticeship that will enable him to compensate for the lack of guidance from other institutions and adults. He becomes a student of the “asphalt jungle” because that is where he can learn the skills he needs. (p17) How could i feel guilty; all of the things they did to me; sweating me, hunting me, trapped in my own community One day i’m ggonna bust, blow up on this society/ why did you lie to me: I couldnt find a trace of equality Work me like a slave whilst they lay back/ home dont play that/ its time to suffer the payback ...i cant hod back, its time to attack ...they got me trapped What do i do, live my life in a prison cell, id rather die than be trapped in a living hell

16 This innocent country set you down in a ghetto in which, in fact, it intended that you should perish. Let me spell out precisely what I mean by that for the heart of the matter is here and the crux of my dispute with my country. You were born where you were born and faced the future that you faced because you were black and for no other reason. The limits to your ambition were thus expected to be settled. You were born into a society which spelled out with brutal clarity and in as many ways as possible that you were a worthless human being. You were not expected to aspire to excellence. You were expected to make peace with mediocrity. Wherever you have turned, James, in your short time on this earth, you have been told where you could go and what you could do and how you could do it, where you could live and whom you could marry. a negro student… who has been through it all; he’s half dead… [it’s] an awful lot to ask a person to bear: the country has sat back in admiration … and has not lifted a finger to help… we all knew … that a moment was coming where no one could guarantee that it would not reach the breaking point; you can only survive so many beatings, so much humiliation so much despair so many broken promises before something gives… [you can’t expect them to remain non violent] … students who have given up; who are desperate… [corroborating] their reality [it] tells them that they really exist… a false morale… leads to a moral bankruptcy; it is inevitable… but my point is that the country is for the first time worried about [violence and protest when] it shouldn’t be worrying about [violence and protest] that’s not the problem; the problem is to eliminate the conditions which breed [violence and protest]… the country is only worried about non-violence if it seems that I’m going to get violent

17 The Afro-American, Oct 9, 1982 No institution is teaching us to understand money, economics or credit [...] We are taught to get a job and do what we’re told. Our orientation makes us passive followers. We don’t take initiative. This is antithetical to the business person; he doesn’t listen to the crowds. We come into a situation assuming someone else is the boss. We assume he’s white. When he’s black , we rebel. When one of our own makes it, we criticise. It’s a crabs in the basket mentality where we claw each other . When we see a black person moving up we think, “who does he think he is - he cant do that” [...] We’re conditioned to go to school, get a degree, and then get a good job with lots of benefits. I’d like to see an many people as possible get out of the employee-situation and go be in our own business and do their own thing

18 Identity – Trust – Collaboration
“if you tell a child to get an education if you don’t deal with racism it won’t do any good… and I got blacks all over the country telling me Dr Anderson its time for blacks to put racism behind them… [but] you don’t have the power to put anything behind and the most dangerous thing you can do is to start talking about cutting yourself away from history and the fact of racism … somebody’s been playing games and social engineering… [yet] the dominant white society… used the churches to say that blacks are inferior… those are tales… peoples have been playing games with you socially engineering you manipulating circumstances controlling you… the only way you’re going to get out is by somebody socially engineering you out … we’re trying to go back and understand everything that has happened to black folk…to turn the thing upside down to make you come out of it as a winner In an interview from the book, Why Our Children Hate Us, titled Where Civil Rights Went Wrong, Civil Rights veteran activist Colia Clark remarks that: “our children hate us because we are powerless we are a powerless people. And when we teach (our children) we are teaching them how to obey the system; how to bow down. We’re not teaching them how to stand up and have a spine. “the things we got to focus on … in very specific terms … what we’ve got to do to be competitive… the first is the community … social [racial] cohesiveness… if you don’t have that you have no power… they give you your businesses, your sales opportunities, your markets… how do you develop communities stay out of all cross-purpose [horizontal] issues… racism is vertical… straight up and down… you’re all in the same tube… what is a black man with a PhD? A negro… you’re all in this… the only people who can benefit are those directly behind when the top crosses the vertical... once we get past building these communities… practice building alternative economic structures... building your own cities [producers, distributors, retailers] and we all connect and build a vertical order “From the time you’re young, black people will say you’ve got to get your education. Your degree is your ticket. If you’ve got your degree it can open all kinds of doors. I want to find out if that’s true.”

19 Decolonising the economic mind
How different our education would be if we sent our children to schools to create jobs for themselves to create their own economic and political systems. To see themselves as the major sources of their employment… how many jobs are created today by black music? Look at the whole structure of the music industry; from promoters to manufacturers of the records and the tapes… we’re begging for what we are making already. We cannot use our own creations as a source of our own wealth … the creator could not have intended for us as African people to be a poor people if the creator implanted in our soils all the wealth that was planted there …. It seems as if the creator blessed us form the very beginning with wealth and possibility … The wealth of a people is ultimately… in their minds Amos Wilson on Transformation of the African Consciousness

20 The Shadow of the Panther
I maintain that every civil rights bill in this country was passed for white people, not for black people. For example, I am black. I know that. I also know that while I am black I am a human being, and therefore I have the right to go into any public place. White people didn't know that. Every time I tried to go into a place they stopped me. So some boys had to write a bill to tell that white man, "He’s a human being; don’t stop him." That bill was for that white man, not for me. I knew it all the time. I knew it all the time. Do not tell me I need this paper to get here – Paper chase of first session/ Launch event / Keep this nigger running – if it aint about the money Think Gatto on legislation Black Power Speech at the conference

21 1492 – 1962 (470) Dialectics of Liberation, July 1967, 15-30
Ronald Laing Gregory Bateson Herbert Marcuse Irving Goffman Stokely Carmeichal Paul Sweeney David Cooper Paul Goodman Bateson – answer there, The Mad and Leper Children, Geriatrics, Psychiatrics, (Sarte -> Freire) [Hamilton] Before we can appreciate the school, let’s build a map (framework) and establish it

22 Philosophy, Psychology (Programming) & Psychiatry
Derek Hood in Critical Psychology, 1994 Erving Goffman, Asylums, 1968 David Cooper, Psychiatry and anti-psychiatry 1967, (used Bateson et al 1956) Ronald Laing, The Divided Self 1959, Sanity, Madness and the Family 1964 Thomas J. Scheff. Being mentally ill: A sociology theory Thomas Szasz, Ceremonial Chemistry 1973, Jonathan Metzl, The Protest Psychosis, 2010 Robert Guthrie, Even The Rat Was White, 1976 Robert Thouless, Control Of The Mind, 1929 Frantz Fanon, The Wretched of the Earth 1961 Steve Biko, I Write What I Like, 1967 Albert Memi, The Colonizer and the Colonised, 1965 Kazimierz Dabrowski, Positive Disintegration, 1964 Bateson challenged, concept and articulation of the self, as was Fanon (mention Miller on Monroe) :“when the real world is not sufficiently flattering we all tend to take refuge in an imaginary world, where are desires are gratified without great effort. This is the essence of hysteria. It is also the source of nationalist, theological, and class myths. It shows a weakness of character which is almost universal in the present world.” (p. 283) William Carpenter, Principles, Amos Wilson, Peter Breggin, Dr James Davie, Cracked : Why psychiatry is doing more harm than good Malcolm Glader- Wilson and Giard use Goffman cf Eddie Moore, Sylvia Plath , William Sidis,

23 Penguin Education Specials
36 children / Herbert R. Kohl (1967) A hundred of the best / Nicholas Tucker (1968) A last resort?: corporal punishment in schools/ Peter Newell (1972) Celebration of awareness: A call for institutional revolution / Ivan Illich (1973) Children in distress / Alec Clegg & Barbara Megson(1968) Compulsory miseducation / Paul Goodman (1964) Teaching as a subversive activity / Neil Postman, Charles Weitenger (1971) The relevance of education / Jerome Seymour Bruner (1974) The multi-racial school: a professional perspective / Julia McNeal (1971) The Hornsey affair: Students and Staff of Hornsey College of Art (1969) Free way to learning: educational alternatives in action. / David Head (1974) Dear Lord James: a Critique of Teacher Education / Tyrrell Burgess (1971)


25 Paul Goodman, p 217 (named as a critic) cf Growing Up Absurd Wendell Johnson, Do You Know How To Listen & Verbal Man the Enchantment of Words (1965) Carl Rogers, On Becoming A Person, p 194 Edmund Carpenter, p 160DVD Oh What a Blow The Phantom Gave Me [cf McLuhan] Lewis Carroll, Through The Looking Glass (p 132) (1872) Alan Watt, The Way of Zen, 1957 Karl Menninger, The Vital Balance: The Life Process in Mental Health and Illness (1964) [also author of “The Crime Of Punishment”, 1964, 66]] Alfred N. Whitehead, Science and the Modern World, 1926, quoted by McLuhan, cf p 167 George Orwell, 1984 (The Last Man in Europe) 1948 John Locke, Essay concerning Human Understanding [line] (1689) Edward Sapir, Culture, Language and Personality (p 127) (1970) Thomas Hobbes, Leviathan or The Matter, Form and Power of a Common Wealth Ecclesiastical and Civil [line] (1651) Benjamin Lee Whorf, Language, Thoughts and Reality: Selected Writings ed by J. B. Carroll (1964) Aldous Huxley, “Educational on the Nonverbal level” Daedalus, Spring 1963 Jurgen Ruesch, disturbed communication: : The clinical assessment of normal and pathological communicative behavior, New York, W. W. Norton, 1957, (cf ... Ruesch, J.; Bateson, G., Communication: The Social Matrix of Psychiatry W.W. Norton) John Dewey and Arthur F. Bentley, Knowing and The Known, 1949) Pantheon: McLuhan, Foucault, Plato, Nietzche, Freire,

26 An the list goes on Godwin Woodson John Holt Paul Goodman Jan Matthews
Ivan Illich Neil Postman Paulo Freire Jeff Schmidt Michael Porter Marva Collins John Gatto Marimba Ani Erica Carle Charlotte Iserbyt Bel Hooks Amos Wilson Jerry Farben James Loewen James Webb Jonathan Kozol James Baldwin: critics, commentators

27 The Underground History of American Education (2000)
Ending the World / Destructing The School (Scholar, Old French: escole, Old English: scol, Latin – Greek: schole, leisure, philosophy, lecture place Academic: a place of study or training in a special field; a society or institution of distinguished scholars and artists or scientisits that aims to promote and maintain standards in its particular field.

28 “... a perspective can be revolutionary only if it identifies”
Chapter 1. The Role of Schooling in Society Chapter 2. The History of Schooling Chapter 3. Theories of Schooling Chapter 4. Notes on the Poverty of Student Life

29 In-Quiz-itision Time 1. Who were the ancient Greeks? Where did they come from? How did the Geography affect them? 2. Why was Athens the leading city in Greece? What is a city-state? 3. How many languages were spoken in Greece? How did this affect Greek life? 4. What sort of religion did the ancient Greeks have? How does this compare to that of the Egyptians? Neil Postman, as they shall likely relate to the shape of things to come: (1) Passive acceptance is a more desirable response to ideas than active criticism. 2) Discovering knowledge is beyond the power of students and is, in any case, none of their business. (3) Recall is the highest form of intellectual achievement and the collection of unrelated ‘facts’ is the goal of education. (4) The choice of authority is to be trusted and valued more than independent judgement. “Once young people have allowed their imaginations to be formed by curricular instruction, they are conditioned to institutional planning of every sort. ‘Instruction’ smothers the horizon of their imaginations. They cannot be betrayed, but only short-changed, because they have been taught to substitute expectations for hope.” (p 131) illich “The school system today performs the threefold function common to powerful churches throughout history. It is simultaneously the repository of society’s myth, the institutionalization of that myth’s contradictions, and the locus of the ritual which reproduces and veils the disparities between myth and reality.” (p 132) F

30 From Athens to Memphis How were the Egyptians affected by climate and geography of their country? Discuss the following in your answer: An oasis Living in a desert area Irrigation Delta Safety from warring tribes

31 From Athens to Tennessee
What were some of the ways of earning a living in ancient Egypt? Include the following in your answer : agriculture Manufacturing Education Government jobs]any others you find in your reading The most depressing aspect of this piece of pretentious trivia is that to most people nothing seems wrong with it [but reader and student] approval rests largely on a carefully cultivated schizophrenia that is necessary, in present circumstances, to their academic survival. (Mencken once wrote that the main thing children learn in school is how to lie.) The children know that none of these questions has anything to do with them, and the game that is being placed does not require that the questions do. The game is called “Let’s Pretend,”… let’s pretend that you are not what you are and that this sort of work makes a difference to your lives; let’s pretend what bores you is important … let’s pretend your intellectual competence can be judged on the basis of how well you can play Let’s Pretend. (p 49)

32 Dr. Martin Luther King Jr. speech at Stanford on April 14, 1967
Dr. Martin Luther King Jr. speech at Stanford on April 14, "The other America". Now there is another myth and that is the notion that legislation can't solve the problem that you've got to change the heart and naturally I believe in changing the heart. ...[I] feel that that is the half truth involved here, that there is some truth in the whole question of changing the heart. We are not going to have the kind of society that we should have until the white person treats the negro right - not because the law says it but because it's natural, because it's right and because the black man is the white man's brother It may be true that morality cannot be legislated, but behavior can be regulated. It may be true that the law cannot change the heart but it can restrain the heartless. It may be true that the law can't make a man love me, but it can restrain him from lynching me, and I think that's pretty important also. And so while legislation may not change the hearts of men, it does change the habits of men when it's vigorously enforced and when you change the habits of people pretty soon attitudes begin to be changed and people begin to see that they can do things that fears caused them to feel that they could never do. And I say that there's a need still for strong civil rights legislation in various areas racism is not based on some empirical generalisation, it is based rather on an ontological is the affirmation that the very being of a certain people is inferior  I came to see that many people who supported morally and even financially, what we were doing in Birmingham, and even Selma, we’re really outraged against the extremist behaviour of Bull O'Connor or even Jim Clark, towards negroes, rather than believing in genuine equality for negroes

33 Gatto Critiqued... The children I teach are indifferent to the adult world. They are hardly curious at all about what grown up people really do. The children I teach in fact have little curiosity about anything. They can’t even concentrate for very long on activities of their own choice. The children I teach have a poor sense of the future; of how today is connected to tomorrow. They live in a continuous present the exact moment they are in being the boundary of their consciousness. The children I teach have an equally poor sympathy with the past with no apparent understanding of how the past created their present, their values; their surroundings and limited their choices. The children I teach are cruel to each other; they lack compassion for misfortune even for the misfortune of their own friends. They laugh at weakness; they have contempt for people who need help. The children I teach are uneasy with intimacy or candour. The outer personality they develop is borrowed from television shows and other superficial fashions. It was not earned by commitment or by time spent alone in the realm of spirit form which all human uniqueness derives I think. The first Christian schools were the catechetical schools of the first centuries A.D., where instruction was exclusively oral. They were institutes of higher learning in the sense that they were geared toward an older audience. They were principally concerned with instructing pagans in Christian beliefs so that they could be baptized.24 The monastic school, originally created for future monks, appeared in the fourth century and they became the first genuine Christian schools.25 Cathedral schools which were provided by every Cathedral were a later development, and the enrichment of their program helped bring about the rise of the Universities during the medieval period.26 From the 11th century onward, the church was very much concerned with the development of an effective educational system. At the same time, the characteristics of higher education were being established between the 11th and 16th centuries.27 Frederick Eby writes, “By the end of the 15th century, 79 universities were recognized in western Europe. Almost all had the blessings of the Pope, even if they did not owe their initiation to papal decree Most of the students were laymen, and secular subjects such as law, medicine, and the sciences dominated their interest [more and more].”

34 Gatto Critiqued... My children are imitations; their personalities fabricated from artificial bits and pieces of actors pretending to be somebody that they are not. This patch work disguise is used as a face to present to the world and to manipulate teachers and adults but the secret inner self remains poorly formed, incomplete, inadequate to the common stresses of daily living. Because these children are not who they represent themselves to be the disguise wears thin in the presence of intimacy so intimate relationships have to be avoided or terminated quickly when they happen… they don’t like their own parents so much and they don’t really have any close friends. They learn to prefer imitation friendships in the form of people they can hang out with and in that way they avoid the obligation of truthfulness that intimacy imposes. The children I teach are strikingly materialistic. They follow the lead I think of school teachers who materialistically grade everything and TV shows which offer everything in the world for sale. When everything has a price nothing can be priceless by definition. The children I teach are desperately dependent. They really don’t know how to do anything at all. They will probably reach adult hood unable to participate as workers, as citizens, or as effective persons in marriage, parenthood or community relationships (the Seven Lesson Schoolteacher) “society” can be understood as those who have the power to make administrative and legislative decisions. Individuals only act as a part of “society” to the extent that they submit to existent social conditions, and possibly try to influence those who hold positions of power School is undoubtedly an institution that initiates students into a life of alienated living… All knowledge becomes interchangeable and divorced from social context, and units of knowledge are to be accumulated–having practical application only within the specialized world of academia. The detached objectivity of the scholar is idealized.

35 Disciplined Minds

36 The Curriculum of Necessity or What Must an Educated Person Know?
Here’s Harvard University’s list of skills that make an educated person The ability to define problems without a guide. The ability to ask hard questions which challenge prevailing assumptions. The ability to quickly assimilate needed data from masses of irrelevant information. The ability to work in teams without guidance. The ability to work absolutely alone. The ability to persuade others that your course is the right one. The ability to conceptualize and reorganize information into new patterns. The ability to discuss ideas with an eye toward application. The ability to think inductively, deductively and dialectically. The ability to attack problems heuristically.

37 Towards The Destruction of Schooling (2004)
6 basic functions of school 1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can't test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things. 2) The integrating function. This might well be called "the conformity function," because its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force. 3) The diagnostic and directive function. School is meant to determine each student's proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in "your permanent record." Yes, you do have one.

38 Towards The Destruction of Schooling (2004)
6 basic functions of school  4) The differentiating function.  Once their social role has been "diagnosed," children are to be sorted by role and trained only so far as their destination in the social machine merits - and not one step further. So much for making kids their personal best. 5) The selective function.  This refers not to human choice at all but to Darwin's theory of natural selection as applied to what he called "the favored races." In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit - with poor grades, remedial placement, and other punishments - clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That's what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain. 6) The propaedeutic function.  The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

39 Scientific Dictatorship
 The Progressive movement (1890–1930) was philosophically concerned with tailoring education to the needs of the child. Practically, this meant categorizing, observing, testing, and controlling the child to smooth the transition to corporate capitalism. A [.] Purpose or object of ‘Scientific Management.’ 1. To increase the efficiency of the laborer, i.e., the pupil. 2. To increase quality of the product, i.e., the pupil. 3. Thereby to increase the amount of output and the value to the capitalist...[ Schools were designed… to be instruments of a scientific management of a mass population… intended to produce, through the application of formulae, human beings whose behaviour can be predicted and controlled. Because community life, which protects the dependent and weak, is dead, and only networks remain, the only successful people in our national order are, independent [and] individualistic [whereas] well schooled people are simply irrelevant… as human beings they are useless… Dr Woodson could hardly have been more correct when he said, ‘the chief difficulty with the education of the Negro is that it has been largely imitation resulting in the enslavement of his mind.’  Zimbabwean novelist Tsitsi Dangarembga who said, “I’d try to look for myself in the books that I read but I didn’t find me”. Right now, there is a whole, an entire generation that never knew anything that didn't come out of this tube! (Network, 1976)  Frederick Winslow Taylor (who developed Scientific Management) clearly grasped the import of his ideas when he wrote, “In the past the man has been first; in the future the system must be first.” (p. 84)

40 Staying In The Hold of the Ship
 The true goal has always been to increase sociological power . The schools are used to prepare children for this increased sociological dependence If their training is effective, it will accomplish some of the following purposes: 1 . To develop emotional rather than intellectual responses to what are called `social problems 2. To direct emotions toward collective rather than individual or family relationships . 3. To train students toward self-sacrifice rather than self-respect. 4. To convince students that as individuals they are ineffective - that worthwhile goals must be pursued through group effort or under group control . 5 . To idealize distant, long-range and even impossible achievements so people can be bound together in common effort for indefinite periods of time 6. To alienate children from parental influence and Christian moral teaching. The first step in an elementary sociology text, as it is with any seducer, is to build up trust and confidence . Within the first few chapters most of them will attempt to convince their readers that sociology is a science . Few children will question the claim or attempt to look behind the mask . They do not expect to be deceived. Hardly knowing what is meant by science, they accept without thinking. Once they have accepted sociology's scientific mask, they become less likely to question and more likely to accept its teachings as scientific truth

41 (a) the teacher teaches and the students are taught;
banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: (a) the teacher teaches and the students are taught; (b) the teacher knows everything and the students know nothing; (c) the teacher thinks and the students are thought about; (d) the teacher talks and the students listen—meekly; (e) the teacher disciplines and the students are disciplined; (f) the teacher chooses and enforces his choice, and the students comply; (g) the teacher acts and the students have the illusion of acting through the action of the teacher; (h) the teacher chooses the program content, and the students (who were not consulted) adapt to it; (i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students; (j) the teacher is the Subject of the learning process, while the pupils are mere objects. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology)of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he- justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teachers existence—but, unlike the slave, they never discover that they educate the teacher.

42 Europeans not only colonized the world, they colonized information about the world"
"Decolonizing the Academy“ (Africa World Press, 2003, ed, Carole Davies et al) asserts that the academy is perhaps the most colonized space. As we enter the twenty-first century, this has become even clearer now that the academy is one of the primary sites for the production and re-production of ideas that serve the interests of colonizing powers. Operating at the macro level in terms of the state and at the micro level in various applications, these interests include the organization of the disciplines, the marginalization of interdisciplinary studies, the re-assertion of masculinities, and the operations of class, privilege, and hierarchy.

43 Critical Scholarship Decolonises Academia
[Blyden’s 1880] commencement address [Liberia College] grapples with many of the abiding issues currently debated by critical scholars regarding knowledge, power and coloniality. Blyden the Pan-Africanist discussed how to decolonise knowledge with colonial tools; how to relate the knowledge systems of an elite academy to the living knowledge traditions of the indigenous peoples; and how to build ethical and practical relationships between the academy and the communities that surround it. Blyden's context and his concerns are in many ways a microcosm of the global challenges that face those of us who wish to decolonise the Western academy in the here and now. What can we learn from Blyden? And what has (fundamentally) changed? It is 1850 and Edward Blyden, Pan-Africanist, church minister and educator, sails from St Thomas in the Danish West Indies to Liberia, a state established by the privately run American Colonization Society. In Liberia African-Americans, who have sought to return as freed persons to the continent, make new lives as colonisers of the indigenous peoples of the territories that make up the republic. It is 1880 and Blyden becomes president of Liberia College.

44 1492 – 1612 – 1834 –

45 1492 – 1612 – 1834 – 1915 – 1945 ... to distract from a larger picture with far reaching and wider consequences. An article from The Whirlwind, (Issue 4) the Maafa: Afrika’s 500 years of European Terror) revealed: ‘The term ‘slavery’ does not adequately express what Afrikans have suffered at the hands of Europeans, for the past 5000 years, of which slavery was just one stage in this unparalleled, protracted process. ‘[…] [The Maafa] includes 6 stages: Invasion: military onslaught and village raids Conquest: subjugation of Afrikans to the European will Slavery: chattel enslavement Colonialism: colonial (or national) enslavement Neo-colonialism: colonial enslavement by proxy Globalisation: Pan-European global domination (‘New World Order’). The characteristics (of the Maafa), permeating each stage, are: political oppression, economic exploitation, social degradation, cultural annihilation, mis-education, religious falsification, psychological retardation and physical extermination.

46 Thinking Inside The Box

47 Too Little Too Late “Our advanced teachers, like "most highly educated" Negroes, pay little attention to the things about them except when the shoe begins to pinch on one or the other side. Unless they happen to become naked they never think of the production of cotton or wool; unless they get hungry they never give any thought to the output of wheat or corn; unless their friends lose their jobs they never inquire about the outlook for coal or steel, or how these things affect the children whom they are trying to teach. In other words, they live in a world, but they are not of it. How can such persons guide the youth without knowing how these things affect the Negro community? “For centuries such literature has been circulated among the children of the modern world; and they have, therefore, come to regard the Negro as inferior. Now that some of our similarly mis-educated Negroes are seeing how they have been deceived they are awakening to address themselves to a long neglected work. They should have been thinking about this generations ago, for they have a tremendous task before them today in dispelling this error and counteracting the results of such bias in our literature Think Gurdjieff It is strange, then, that the friends of truth and the promoters of freedom have not risen up against the present propaganda in the schools and crushed it. The thought of the inferiority of the Negro is drilled into him in almost every class he enters and in almost every book he studies…

48 The Miseducation of the Negro (1933)
the same educational process which inspires and stimulates the oppressor with the thought that he is everything and has accomplished everything worthwhile, depresses and crushes at the same time the spark of genius in the Negro by making feel that his race does not amount to much and never will measure up to the standards of other peoples. The “educated Negro” is compelled to live and move among his own people whom he has been taught to despise. As a rule, therefore, the “educated Negro” prefers to buy his food from a white grocer because he has been taught that the Negro is not clean. It does not matter how often a Negro washes his hands, he cannot clean them, and it does not matter how often a white man uses his hands he cannot soil them... this has been his education, and nothing else can be expected of him ( xvii, xix) The Negro trained in the advanced phases of literature, philosophy, and politics has been unable to develop far in using his knowledge because of having to function in the lower spheres of the social order. Advanced knowledge of science, mathematics and languages, moreover, has not been much useful except for mental discipline because of the dearth of opportunity to apply such knowledge among people who were largely common labourers in towns or peons on the plantations. (p 14)

49 The Pedagogy of Huey P. Newton: Critical Reflections on Education in His Writings and Speeches by MATTHEW W. HUGHEY University of Virginia As Newton (1995) wrote in his autobiography, Revolutionary Suicide, During those long years in the Oakland public schools, I did not have one teacher who taught me anything relevant to my own life or experience. Not one instructor ever awoke in me a desire to learn more or question or explore the worlds of literature, science, and history. All they did was try to rob me of the sense of my own uniqueness and worth, and in the process they nearly killed my urge to inquire. (p. 22) Everything that was “White” became in the imagination of Newton, attractive, while everything “Black” became instantly appalling. Jeffries (2002) explains that Newton’s “experiences in school were characterized by assaults on his self-esteem and led him to believe that being black meant being stupid” and therefore he felt ashamed power is the ability to first of all define phenomena, and secondly the ability to make these phenomena act in a desired manner. Power to control our destinies, not power over other people, infantilising power “The Panther’s education program in the community tries to expose the forces that have shaped our past and our present”

50 The Pedagogy of Huey P. Newton: Critical Reflections on Education in His Writings and Speeches by MATTHEW W. HUGHEY University of Virginia First, both Newton’s theory and his style of presentation were at times too advanced and overly abstract. Newton’s oration was usually overly theoretical and figurative. Hilliard and Cole (1993) wrote of Newton, “Huey’s great in small sessions, enthusiastic, intense, funny. But before large groups he freezes; his voice gets high his style stiffens; he sounds academic, goes on incessantly, and becomes increasingly abstract, spinning out one dialectical contradiction after another” (p. 302) Similar to Illich’s (1971) notion of “deschooling,” Newton felt that students had to relinquish the fetish of the schooling process in which they were immersed. Newton wrote, I don’t think students are taught to think dialectically, and one of the reasons they are not is that it would be detrimental to the bourgeois educational system to do so. I think it is a fair statement that the schools are agencies of the status quo: the bourgeoisie needs to train technicians and to give students a conglomeration of facts, but it would be detrimental for them to give students the tools to show that the status quo cannot stand and so to analyze them out of existence. Author draws upon Gatto, ; Newton on Nietzche, Plato, but also, others controlling us making us children Cf Battle Algiers, Internal Colonisation, Apartheid Africa, Earlier America,

51 “The language and logic of the oppressor cannot be the language and logic of the oppressed.”
Fair Bright Smart Light Mud Bleak Kinky Black Dark Tar Buck White Lie Black Ball Black Mail Murky Niggardly Mad Hate







58 Nothing Personal Ten Little Niggers (1939)
The Adventures of Huckleberry Finn (1884) The Dambusters (1954 film) The Nigger of the Narcissus (1897) A Nigger in Eton (1972) The Student As Nigger (1967) The Nigger Factory (1972) Nigger, Randy Kennedy (2003) Nigger, Dick Gregory (1964) Capitalist Nigger (2000) The Nigger Bible (1967)

59  that British education actually makes black children become educationally subnormal making them feel ‘inferior in every way’. He says of the black child, ‘In addition to being told [they are] dirty and ugly and “sexually unreliable” [they are] told by a variety of means that [they] are intellectually inferior. When [they] prepare to leave school, and even before, [they are] told [they are] made to realize that [their] …”kind” are only fit for manual, menial jobs’. Coard goes on to explain some of the ways in which this takes place: West Indian children are told that their way of speaking is second rate and unacceptable, the implication being that they find [that they] themselves are second rate as human beings. the word ‘white’ is associated with good, the word ‘black’ with evil. Coard gives an example of a children’s book in which he ‘white unicorn’ and the ‘white boys’ are able to repeal an attack by the violent and evil ‘black pirates’. the content of the education that children receive tends to ignore black people. Reading books often contain only white people, and when blacks do feature they are normally shown in subservient social roles such as servants. Coard claims that the people whose lives are studied and acclaimed (the heroes and figures from history and the present days) are white. Black culture, music and are all conspicuously by their absence from the curriculum. the attitudes to race covered in the classroom are reinforced by the pupils outside it. In playground arguments white children may describe West Indian children as ‘black bastards. Coard believes that these experiences have important consequences for the child. He believes that black children develop an ‘inferiority complex’ a ‘low self-image’, and ‘low expectations in life’… they themselves expect to fail, and as a result they do so (p 293/294) Bernard Coard famously wrote about this claiming, as Michael Haralambos and Martin Holborn write, Sociology: Themes and Perspectives, Third Edition, 1991 (1980) Harper Collins, Great Britain, Zimbabwean novelist Tsitsi Dangarembga who said, “I’d try to look for myself in the books that I read but I didn’t find me”.

60 From Jordan to Maxwell When we see lots of frame timbers, different portions of which we know have been gotten out at different times and places, by different workmen – Stephen, Franklin, Roger, and James, for instance – and when we see these timbers joined together, and see they exactly make the frame of a house or a mill… or if a single piece be lacking, we see the place in the frame exactly fitted and prepared to bring a piece in – in such a case we find it impossible not to believe that Stephen and Franklin and Roger and James all understood one another from the beginning, and all worked upon a common plan or draft drawn up before the first lick was struck

61 Black Power, Black Identity
[I]n order to understand white supremacy we must dismiss the fallacious notion that white people can give anybody their freedom. No man can give anybody his freedom. A man is born free. You may enslave a man after he is born free, and that is in fact what this country does. It enslaves black people after they’re born, so that the only acts that white people can do is to stop denying black people their freedom; that is, they must stop denying freedom. They never give it to anyone. Now we want to take that to its logical extension, so that we could understand, then, what its relevancy would be in terms of new civil rights bills

62 John Henrik Clarke. Who Betrayed The African World Revolution and Other Speeches. “The Historical Basis of Africancentricity,” Speech given April 3, 1992. Play Tanquil Jones I do not have a fight with Molefi Asante. I have a fight with his generation. His generation has failed to see the latitude and the longitude of the subject that was already old when Professor Asante’s parents were born… My argument is about latitude and longitude. We haven’t kicked what we call “Afrocentricity” back far enough. We haven’t dealt with its historical roots.

63 Introduction: This paper presents a framework for discussing the psychology of African liberation by using the political terms "colonialism," "colonization" and "decolonization" as vantage points for contextualizing African American oppression. Over the past 500 years, European ruling elites perfected a method of psychological manipulation and control first discussed from an African perspective by the Nigerian scholar Chinweizu (1987) in his classic Decolonising the African Mind. The central objective in decolonising the African mind is to overthrow the authority which alien traditions exercise over the African. This demands the dismantling of white supremacist beliefs, and the structures which uphold them, in every area of African life. It must be stressed, however, that decolonisation does not mean ignorance of foreign traditions; it simply means denial of their authority and withdrawal of allegiance from them. – Chinweizu


65 Head, Heart and Hands [language] enables us to communicate with one another in our struggle to find the means for survival… [and is] a carrier of the history and the culture built into the process of that communication … The oppressor nation uses language as a means of entrenching itself in the oppressed nation [...] It was language which held captive [the] cultures [of colonised people] their values, and hence their minds […] A large portion of [a] vast knowledge is locked up in the linguistic prison of English [libraries]… language fortresses inaccessible to the majority. Moving the Centre: The Struggle for Cultural Freedom by Wa Thiong'o Ngugi published by James Currey 1993, Chapter 4 - Imperialism of language. English, a language for the world?

66 Ruling Rules Every dominating[colonial] class needs to develop from among its very young, the cadres it will need to guarantee the preservation of its privileges. Furthermore, it has to instil in them the ideological beliefs which give legitimisation to its position of power. In other words, the children of the dominator must learn to live and behave as dominators themselves. No doubt, the internalisation of the roles of “masters” is generated and grows during early socialisation ...a necessary vehicle for reinforcing, among others, the prevailing conception that the dominating group has an almost divine responsibility to lead the dominated in order to ensure their welfare, to protect them against their own inferior nature, and to ensure a proper division of labour and an adequate destruction of the material benefits generated by the exploited. These responsibilities of the dominating classes are portrayed as a necessary burden, a proof of their enormous generosity. The Slant of the Pen: The Oppressive Function of Values, Concepts and Images in Children’s Books, Luis Nieves Falcon, p 5

67 From Cradle to Career (The Life of Life)

68 The Fear of Freedom, Eclipse of Reason
the majority of politicians ... are interested ... in power and ... to maintain that power it is essential that people... live in ignorance ... even ... of their own lives.” “If I am [an oppressor] and I have you in a certain place and I need you there then it is important not to let you have any suspicion that you don’t belong in that place; that is essentially the reason, that’s the root reason, there are reasons on top of it but that is the root reason at the bottom.”

69 … [the] major philosophical idea… of ideological hegemony as articulated by Antonio Gramsci. When Barthes saw myth as being flooded through with ideological information, Gramsci envisaged a similar process on a grander scale. He maintained that in Western society the dominant class ensured that their ideology not only seeped down to the masses but also won them over and gave at least the appearance of representing them…. An ‘ensemble of relations’ existed… which enabled a certain world view to be disseminated and made acceptable to a broad spectrum within that society, even if it was not in their interest. Hegemony worked, in the words of Carl Boggs, ‘to induce the oppressed to accept or ‘consent’ to their own exploitation and daily misery.’ Echoing a point made by Barthes, the power of ideological hegemony lay in its ability to give value-ridden concepts the feelings of being ‘natural’ or ‘common sense’. History has many examples which show that physical coercion alone cannot maintain indefinite control. But a system which combined physical coercion (or the threat of it) with a sense of ‘belonging; to that system – this was infinitely more subtle, complex and difficult to replace. The Media and television in particular, have a vital role to play in the dialectic between force and persuasion… (p 85) If we return to the text, The Black and White Media Book, we can draw upon the clarity of Angela Barry, in her essay, Black Mythologies: The Representation of Black People on British Television, in which she argues:

70 The Doors of Perception
“today we are faced, I think, with the approach of what may be called the ultimate revolution, the final revolution, where man can act directly on the mind-body of his fellows. Well needless to say some kind of direct action on human mind-bodies has been going on since the beginning of time. But this has generally been of a violent nature. The Techniques of terrorism have been known from time immemorial and people have employed them with more or less ingenuity sometimes with the utmost cruelty, sometimes with a good deal of skill acquired by a process of trial and error finding out what the best ways of using torture, imprisonment, constraints of various kinds… [but] If you are going to control any population for any length of time, you must have some measure of consent; it's exceedingly difficult to see how pure terrorism can function indefinitely. It can function for a fairly long time, but I think sooner or later you have to bring in an element of persuasion an element of getting people to consent to what is happening to them.”

71 The Doors of Perception
In BNWR Huxley wrote that sexual obsessions are promoted to maintain domination: “…the other characteristic features of that happier and more stable world--the equivalents of soma and hypnopaedia and the scientific caste system--are probably not more than three or four generations away. Nor does the sexual promiscuity of Brave New World seem so very distant. There are already certain American cities in which the number of divorces is equal to the number of marriages. In a few years, no doubt, marriage licenses will be sold like dog licenses, good for a period of twelve months, with no law against changing dogs or keeping more than one animal at a time. As political and economic freedom diminishes, sexual freedom tends compensatingly to increase. And the dictator (unless he needs cannon fodder and families with which to colonize empty or conquered territories) will do well to encourage that freedom. In conjunction with the freedom to daydream under the influence of dope and movies and the radio, it will help to reconcile his subjects ato the servitude which is their fate.”

72 Controlling Oligarchy, Ruling Elite
‘I think the subject which will be of most importance politically is mass psychology. Mass psychology is, scientifically speaking, not a very advanced study... This study is immensely useful to practical men, whether they wish to become rich or to acquire the government. It is, of course, as a science, founded upon individual psychology, but hitherto it has employed rule-of-thumb methods which were based upon a kind of intuitive common sense. Its importance has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called 'education'. Religion plays a part, though a diminishing one; the Press, the cinema and the radio play an increasing part.’ Russell noted that ‘what is essential in mass psychology is the art of persuasion’, and it is this persuasion which has seduced many oppressed people into loving their servitude.

73 the process of accompanying learners; caring for and about them; and bringing learning into educate is, in short, to set out to create and sustain informed, hopeful and respectful environments where learning can flourish. It is concerned not just with knowing about things, but also with changing ourselves and the world we live in. As such education is a deeply practical activity – something that we can do for ourselves (what we could call self-education), and with others. This is a process carried out by parents and carers, friends and colleagues, and specialist educators. Kant’ successors in the Chair of Philosophy at Königsberg University: Johann Friedrich Herbart ( ). As Hamilton (1999: 143) has put it, Herbart sought to devise, from first principles, an educational system and thus worked towards a general theory of pedagogics (see, for example, Allgemeine pädagogik – General Pedagogics, 1806 and Umriss Pädagogischer Vorlesungen, 1835 – Plan of Lectures on Pedagogy and included in Herbart 1908). At the centre of his theory were the ideas that ‘Education’ means shaping the development of character with a view to the improvement of man. ‘Teaching’ represents the world, conveys fresh knowledge, develops existing aptitudes and imparts useful skills

74 On Pedagogy One of the important landmarks here was the publication of John Amos Comenius’s book The Great Didactic [Didactica Magna] (first published in Czech in 1648, Latin in 1657 and in English in 1896) He developed sets of rules for teaching and set out basic principles. His fundamental conclusions, according to Gundem 1992: 54) remain valid: Teaching must be in accordance with the student’s stage of development… All learning happens through the senses… One should proceed from the specific to the general, from what is easy to the more difficult, from what is known to the unknown. Teaching should not cover too many subjects or themes at the same time. Teaching should proceed slowly and systematically. Nature makes no jumps. (op. cit.) The distinction between teachers and pedagogues, instruction and guidance, and education for school or life was a feature of discussions around education for many centuries. It was still around when Immanuel Kant ( ) explored education in On Pedagogy (Über Pädagogik) 1803

75 Towards Destruction The Brazilian teacher Paulo Freire knows this from experience. He discovered that any adult can begin to read in a matter of forty hours if the first words he deciphers are charged with political meaning. Freire trains his teachers to move into a village and to discover the words which designate current important issues, such as the access to a well or the compound interest on the debts owed to the patron. In the evening the villagers meet for the discussion of these key words. They begin to realize that each word stays on the blackboard even after its sound has faded. The letters continue to unlock reality and to make it manageable as a problem. I have frequently witnessed how discussants grow in social awareness and how they are impelled to take political action as fast as they learn to read. They seem to take reality into their hands as they write it down.

76 Adult Learners The motivations to learn evolve as you become older; and for an adult educator, teaching can be even more difficult without a basic understanding of adult learning theory. Malcolm Knowles, a pioneer in adult education, popularized the concept of five teaching strategies for adults, which states that students learn best when: Adults understand why something is important to know or do Adults have the freedom to learn in their own way Learning is experiential The time is right for them to learn The process is positive and encouraging ...each principle outlined above... [is] an important method to teaching adults effectively. ttp://

77 Some ideas or theories on education
 Education implies a growth of an independent sense of life and a relatedness which go hand in hand with increased access to, and use of, memories stored in the human community. The educational institution provided the focus for this process...the university itself, if it is to be worthy of tradition, must be an institution whose purposes are identified with the exercise of liberty...  Education is a deliberate process of drawing out learning (educere), of encouraging and giving time to discovery. It is an intentional act. At the same time it is, as John Dewey (1963) put it, a social process – ‘a process of living and not a preparation for future living’. As well being concerned with learning that we set out to encourage – a process of inviting truth and possibility – it is also based in certain values and commitments such as a respect for others and for truth. Education is born, it could be argued, of the hope and desire that all may share in life and ‘be more’. , Celebration of awareness: A call for institutional revolution Chapter 9, School: The Sacred Cow (p 114)Learning - Training - Studying – Teaching – Education (Schooling – Freire on Banking or making deposits of knowledge and disabling professionals)   we should not forget the influence of Jerome Bruner’s discussion of the culture of education (1996). He argued that teachers need to pay particular attention to the cultural contexts in which they are working and of the need to look to ‘folk theories’ and ‘folk pedagogies’ (Bruner 1996: 44-65). ‘Pedagogy is never innocent’, he wrote, ‘It is a medium that carries its own message’ (op. cit.: 63).

78 Bertrand Russell Education and the Good life (1926)
P98 children learn at their own pace, and it is a mistake to try to force them… from birth to death, this is a fundamental principle. It is by what we do ourselves that we learn... what others do is merely a stimulus to ambition; it is never in itself an education… I have sometimes thought that belief in the uniformity of nature, which is said to be a postulate of science, is entirely derived form the wish for safety. P143 Men read Plato’s “Republic”, but they do not attach it to current politics at any point. P158 it does not at first occur to a young child that it is possible to lie. The possibility of lying is a discovery, due to observation of grown-ups quickened by terror. The child discovers that grown-ups lie to him, and that it is dangerous to tell them the truth; under these circumstances he takes to lying. Avoid these incentives, and he will not think of lying… Children’s memories are very faulty, and they often do not know the answer to a question when grown- people think they do. Their sense of time is very vague; a child under four will hardly distinguish between yesterday and a week ago, or between yesterday and six hours ago. When they do not know the answer to a question, they tend to say yes or no according to the suggestion in your tone of voice. The American public schools achieve successfully a task never before attempted on a large scale: the task of transforming a heterogeneous selection of mankind into a homogenous nation … actual immigrants, as a rule, retain dual patriotism; in European struggles they continue to take passionately the side of the nation to which the originally belonged. Their children, on the contrary, lose all loyalty to the country from which their parents have come, and become merely and simply Americans.

79 The Horrors of Public Education
Public schools initiated adolescents into a world of trivial rules. ... And — in addition to canalising competitiveness and ensuring discipline — because progress up the public school hierarchical ladder was in many cases automatic, it taught all its pupils their places in the social hierarchy: at the top. They were expected to lead. This was quite explicit. When Dr. Vaughan [headmaster of Harrow] replied to Palmerstone, who had expressed doubts about the fagging system, he explained that it was not just a method of keeping discipline, but also of “inculcating a system of organised rank” and was therefore essential as a “memento of monitorial authority”. Every headmaster would have agreed. Public schools are indefensible. ... [S]eparating young children from their parents is a dereliction of parental responsibility. Perhaps there is a case, when children enter their late teens, for their going away from home [...] But this is very different from separating boys from their mothers at the age of seven (as happened to me and thousands of other screwed-up middle-class men). No one can avoid being scarred for life by such separation, but it does seem gratuitous for the parents and teachers to conspire to create these scars. ... The difference between an old public school and one of the new ones might be the difference between Parkhurst and an open prison. But both are still prison-houses of the soul. Teachers might try to be caring, responsible individuals instead of the pederasts and sado-maniacs who used to swell the ranks of their profession. It does not stop the idea of boarding schools being grotesque and cruel.

80 (The Times 24/02/1903) ‘compulsory military training in schools was required in order to lay the foundations of military spirit in the nation’

81 "Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished ... The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. Various results will soon be arrived at: first, that influences of the home are 'obstructive' and verses set to music and repeatedly intoned are very effective ... It is for the future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.“ Bertrand Russell quoting Johann Gottlieb Fichte the head of philosophy & psychology who influenced Hegel and others – Prussian University in Berlin, 1810  A wave of Prussian nationalism swept over the nation. Creating a massive compulsory education system aimed at creating patriotic masses that would die for their country was seen by leaders as the way to assure national greatness. Johann Gottlieb Fichte, the most influential proponent of such a system, wanted students to develop a love of “regular and progressive mental activity” that would direct them toward a life of service to society. He was preoccupied with the importance of an “image of a moral order of life” and “the good [as opposed to my good], simply as such and for its own sake.”[55] From the Swiss educator John Henry Pestalozzi (“the father of the modern elementary school”) the Prussians learned of the great potential of modern common schools.[56] The Prussian schools formed at this time were divided into three categories: Akadamiensschulen for future policy makers (1% of students), Realsschulen for future professionals (5 to 7.5% of students) and Volksschulen, which emphasized obedience, for everybody else. 

82 David Riviera Prophecy Club
Age of Enlightenment Ideals ie Voltair ( ) French Revolution ( ), Napoleon Empire ( ) Egypt, Italy, Spain etc conquered, Holland kingdom created; and ends Charlemagne Empire of 800 with Rhine confederation 1806, 14 October, Napoleon defeats Prussia using Grande Armee in Germany, later enters Berlin/ 1807 defeats Russians; soon occupies Portugal; Britain, Austrian and Rebel Spain; Northern German territories annexed to France; after an earlier defeat he is defeated at Waterloo 1815 June by British and Prussians; then May 5 he dies on St Helena 1870 coalition of German states led by Prussia CRUSHED France – ends second Empire of c then Third Republic (1940), empire collapse after war

83 Napoleon’s Force Philosopher Johann Gottfried von Herder [ who was Johann Fichte’s (1762 – 1814) contemporary, resented the Germans adopting French language and losing their own way, which was something contrary to God’s nature. According to George Fredrickson, his work “was an important source of nineteenth century cultural nationalism” whilst his idea of the Volksgeist, (‘the unifying principle of a people’s life and culture, the basic strength of a people’) was taken up by Fichte, who identified it with a political programme in his Addresses to the German Nation, after the French armies had defeated Prussia in Fichte propagated the idea that the German people were archetypal and endowed with …a special mission on behalf of mankind, namely that of leading a cultural struggle against Western, primarily French, influence [...] Fichte advocated the expansion of the German State to its ‘natural boundaries’ [...] By the mid nineteenth concept of racial superiority was established in European thought largely through works of German thinkers animated by the task of national unification. Eccleshall, R et al, Political Ideologies, an Introduction, Unwin Hyman, Great Britain (1990) (It was somewhat unfortunate however that Herder’s idea was to be ‘transformed into virulent anti-black racism’ despite Herder rejecting the idea himself.) The Germans, (the north Germans, the Prussians) figured out that people who had a deep understanding of history were dangerous because they could think in context. What the Prussians wanted to produce were problem solvers who had no idea whether the problem they were solving was going to make a problem for someone else, like building an atomic bomb, they simply were technicians and the Germans were wonderful at producing problem solvers but they fed in their private discussion that only 1 person out of every 200 should be allowed to think in historical context to figure out what the point of solving the problem was and what kinds of ideas it grew out of. Starting about 1917 the teaching of history in the United States was systematically and deliberately destroyed so that you wouldn’t be able to step back from your own life and figure out what on earth was going on.’ New government schools were social separators… they whirl the young mind about until both the social structures of the parents and their coherent consciousness are fragmented. School separate children form their personal past and form the past of the culture. Education as the government called it separated people from the daily content of life dividing the world into discipline courses classes and grades and teachers who remained strangers to their children in all but name. Even religion in a government school if it was mentioned would be studied analysed and separated from the family and daily life, it would become just another subject for critical analyst. Specialists armed with books separated form the Amish in culture and training would be entrusted with rearing their children and would encourage their children to liberate themselves from the shackles of home. For what purpose, to jump where, in what direction? Of course the school, after it breaks your kid’s away from you, has no idea.

84 The Rise of Prussia Forming nation-states also entailed the task of creating internal stability and consolidation. National education systems were built to inculcate national loyalty, and economic policy was used to build political alliances [...] [Fichte] perceived the German nation as a natural whole united by descent, language and culture. At the beginning of the nineteenth century Fichte propagated the belief that, though disunited and militarily humiliated by France, the Germans would triumph eventually through their natural superiority. In his Addresses to the German Nation (1807 – 8) he portrayed the Germans as an archetypal people, endowed with a special mission on behalf of mankind, namely that of leading a cultural struggle against Western, primarily French, influence. France was regarded in Europe as one of the strongest military powers, and it came as a tremendous shock when Prussia easily defeated her in seven months. The final and humiliating blow came at Sedan when Napoleon III surrendered with his army. [...] Germany had established herself as the most powerful nation in Europe after her victory over the French in the Franco-Prussian War. Not only did she field the most powerful and trained army on the continent she was also the most industrially advanced nation… Germany had what it took to dominate Europe , Louis Phillipe, who had come to power in Paris in 1830, saw his reign ended in another Paris revolution (1849). Opportunist Louis Napoleon was elected President, later, in 1848, becoming Napoleon III, beginning the Second Empire ‘the German states must be made aware of the power of the Prussia and the advantage of uniting under her leadership. In order to this this three wars would be necessary – one with a weak nation to try out the Prussian army, one to remove Austria as a rival for leadership, and one, finally, against a powerful state to convince the doubting German states.’ (p 238)

85 The first modern nation… to put effective, deliberate organisational restraint in the general development of the intellect was England under the Tudors. The subsequent intellectual holocaust the English have inflicted through time, across the whole planet, was quite purposeful it did not happen by accident. Wherever the English language has gone a strategy of mass stupidification moved in its train. Wherever the British flag sailed, calculated stupidity followed. England became the world capital of all justified programmes of dumbing the commons down. Only England could produce on demand a dazzling rainbow of arguments [religious, mathematical, scientific, philosophical, sociological, and aesthetic] to explain why … a palliative strategy to prevent the common classes from thinking and from having any independent conscience that mattered. England remains the Nanny state rampant but accepted its first true rival in the early 19th century with the rise of Prussian, forced government schooling; the worlds first effective true mass compulsion schooling scheme, under the direct management of a political state. The secrets of deliberate mind minimalisation now belonged to two close blood cousins, neither of whom was shy about practicing their application. The Germans, (the north Germans, the Prussians) figured out that people who had a deep understanding of history were dangerous because they could think in context. What the Prussians wanted to produce were problem solvers who had no idea whether the problem they were solving was going to make a problem for someone else, like building an atomic bomb, they simply were technicians and the Germans were wonderful at producing problem solvers but they fed in their private discussion that only 1 person out of every 200 should be allowed to think in historical context to figure out what the point of solving the problem was and what kinds of ideas it grew out of. Starting about 1917 the teaching of history in the United States was systematically and deliberately destroyed so that you wouldn’t be able to step back from your own life and figure out what on earth was going on.’ Such schools were originally inspired by the schooling system in India whereby the caste system was preserved through the gathering of hundreds of children from the bottom two castes (95% of the population) into big rooms where they were taught self-abnegation and little else by a Brahmin. Joseph Lancaster, after reading a report of the Hindu system, worked to establish similar schools in England and the United States. These schools were very much like factories, emphasizing economy, routine, and competition. While this particular form of school did not survive, the ethos that informed the Lancasterian system continued. In other words, the factory continued to be a model for schools. Schooling became inextricably tied to the reproduction of the new industrial order and capitalist social relations. Given the importance of the new schooling system, it is no wonder that schooling would soon become compulsory. (Matthews)

86 Democracy In America (1830)
“[Administration] covers the surface of society with a network of small complicated rules, minute and uniform, through which the most original minds and the most energetic characters cannot penetrate, to rise above the crowd. The will of man is not shattered, but softened, bent, guided; men are seldom forced by it to act, but they are constantly restrained from acting; such a power does not destroy, but it prevents existence; it does not tyrannize, but it compresses, extinguishes, and stupefies a people, till each nation is reduced to be nothing better than a flock of timid and industrious animals, of which government is the shepherd.”

87 The Decline of Friendship
“Once young people have allowed their imaginations to be formed by curricular instruction, they are conditioned to institutional planning of every sort. ‘Instruction’ smothers the horizon of their imaginations. They cannot be betrayed, but only short-changed, because they have been taught to substitute expectations for hope.” (p 131) “The school system today performs the threefold function common to powerful churches throughout history. It is simultaneously the repository of society’s myth, the institutionalization of that myth’s contradictions, and the locus of the ritual which reproduces and veils the disparities between myth and reality.” (p 132)

88 Rise of the Machines Our own lives are mechanical and our own thoughts well controlled by the thoughts of machinery. Have you ever noticed that machines don’t ever surprise you after you know their habits; the purpose of market research is to remove surprise from human behaviour too. When we lose the power to surprise each other, we loose a chunk of what it means to be human… [we are] talking to machines when we should be talking to people in the natural world… many things that really matter, like getting hugged a lot, are overlooked. It’s easy to see how a global economy would matter to the spirit of mass production machinery or to international banking with all the urgencies of those twin mechanisms but none clear about what the point of it is to flesh and blood…machines can be stored anywhere; can function anywhere and are indifferent to other machines they must associate with, but men and woman have to build the meanings of their lives around a few a very few people to touch and love and care for. doesn’t matter at all… how many machines you own; you’ll still be lonely in the middle of crowds. If you’re always getting rid of people; trading them off the way you’ve been taught to trade off things, you can’t have much of a life. And if you fail in this vital endeavour of linking up with the right people for you ... Gatto, John T, What Really Matters (in life) ‘a major pressing problem in our society is the defective structure of the economy that advantages the upper-middle class and excludes the lower class’ which is why, as he concluded [...] all of life becomes geared to the automatic system [...] the schools less and less represent any human values, but simply adjustment to a mechanical system

89 Fragments of an unknown teaching
People are turning into machines,” I said “And no doubt sometimes they become perfect machines. But I do not believe they can think. If they tried to think, they could not have been such fine machines.” [...] “There is another kind of mechanization which is much more dangerous: being a machine oneself. Have you ever thought about the fact that all peoples themselves are machines?” “All the people you see, all the people you know… are machines, actual machines working solely under the power of external influences, as you yourself said. Machines they are and machines they die… but there is a possibility of ceasing to be a machine… Psychology refers to people, to men, to human beings…. Mechanics, not psychology, is necessary for the study of machines… it is possible to stop being a machine, but for that it is necessary first of all to know the machine. A machine, a real machine, does not know itself and cannot know itself. When a machine knows itself it is then no longer a machine, at least, not such a machine as it was before. It already begins to be responsible for its action.” Think Canibus, Poet Laureate II , James Dickey, etc [Tommy Curry’s]

90 Brave New World Revisited
...political principles and plans for specific action have come to loose most of their importance; the personality of the candidate and the way he is projected by the advertising experts are the things that really matter... he must be an entertainer that never bores his audience…[and] the nature of oratory… [is] to oversimplify complex issues. Thanks to compulsory education and the rotary press the propagandists has been able for many years pass to convey his message to virtually every adult in every civilised country. Today, thanks to radio and television he’s in the happy position of being able to communicate even with unschooled adults and not yet matured children. Children as might be expected are highly susceptible to propaganda. They are ignorant of the world and its ways and therefore completely unsuspecting. Their critical faculties are underdeveloped. The youngest of them have not yet reached the age of reason and the older of them lack experience on which their new found rationality can effectively work. In Europe conscripts used to be playfully referred to as cannon fodder; the little brothers and sisters have now become radio fodder and television fodder Think Canibus, Poet Laureate II , James Dickey, etc [Tommy Curry’s]

91 Moonshine

92 36 Chambers "In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities, probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.... All the boys and girls will learn from an early age to be what is called 'co-operative,' i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them.“ -- Bertrand Russell, "The Scientific Outlook", 1931

93 36 Chambers "Except for the one matter of loyalty to the World State and to their own order, members of the governing class will be encouraged to be adventurous and full of initiative...." "On those rare occasions, when a boy or girl who has passed the age at which it is usual to determine social status shows such marked ability as to seem the intellectual equal of the rulers, a difficult situation will arise, requiring serious consideration. If the youth is content to abandon his previous associates and to throw in his lot whole-heartedly with the rulers, he may, after suitable tests, be promoted, but if he shows any regrettable solidarity with his previous associates, the rulers will reluctantly conclude that there is nothing to be done with him except to send him to the lethal chamber before his ill-disciplined intelligence has had time to spread revolt. This will be a painful duty to the rulers, but I think they will not shrink from performing it." -- Bertrand Russell, "The Scientific Outlook", 1931

94 Principles of Social Reconstruction
Those who wish to gain the world by thought must be content to lose it as support in the present… Most men go though life without much questioning, accepting the beliefs and practices which they find current, feeling that the world will be their ally if they do not put themselves in opposition to it. New thought in this world is incompatible with this comfortable acquiescence: it requires a certain intellectual detachment… without some willingness to be lonely new thought cannot be achieved. And it will not be achieved to any purpose if the loneliness is accompanied by aloofness … the state of mind required is subtle and difficult Russell, B., Principles of Social Reconstruction, London, Unwin Paperbacks, 1980 p 156 Adorno on sem-erudite and Hall on 20 years

95 Contextualising Power
“We’re dealing with a global power, the global European power and a global economy which is under the control of Europeans and works to the benefit of Europeans and its in the context of that global economic power… that the African personality is shaped… so hardly any…significant African group… escapes that shaping process… we see the same game being played… all classes of black people are servants to Europeans … the white system… produces a set of characters… that serve different functions… [with] some relationship to their geographical background, their historical experience and to other kinds of things that go on in the world… if it needs for instance a certain number of blacks to indicate to the world that it is liberal it will create a small middle class that gives it the image of being a liberal country… and these people then will be used to deceive other black people into thinking that their lack of achievement is the result of some individual deficiency in their personality… it often so needs a group that sees to its interest among the oppressed masses and it often than must create class such as the neo-colonial class, the ruling government classes, to see to its interest whilst creating the impression again that these people are free and independent; it will even create criminals to justify its repression… its existence…”

96 The Coming of the Lord “it has to be deliberate because it is necessary to maintain the economic-social system and of course it is thought out and worked through very deliberately… things change to remain the same… you create apparent change to keep situations the same…the European learned of course that they did not have to maintain a direct military presence say on the African continent or in other area where Africans live to protect their political and economic interests… it’s important we look at the constants and not the superficial changes… and what happens is that first the European makes superficial the African intellect… so the African can be deceived by superficial changes whilst the basic and fundamental relationships are not changed at all… producing profits for your European masters and so if at some point… even letting them be President of the united states will maintain that constant relationship, that change will occur and so then often people will respond to that apparent change and miss the fact that the fundamental relationships have not changed at all… in order for this system to maintain itself it is a political necessity for black people to be out of their minds… we cannot be within our basic, natural personality when you have a minority group of people that exploits a vast majority of people … without being directly put under a gun… those people can only be… off centre…”


98 Controlling Space, Controlling Thought
Africans come to be possessed by a racist spirit which evokes in them, self-doubt and fear of the idealised oppressors who they feel they can never surmount. At the same time, unable to express their anger ‘against its White instigators for fear of annihilation’ the feat they have, must ‘of necessity be redirected towards other objects’ which itself may still lead to incarceration. Rage is therefore sublimated, or, in a volcanic atmosphere, provocation is diligently avoided, to the point of cowardice; an acceptance of being emasculated and devalued, and “feminized.” Trying to rescue his insulted “manhood” is even more sorrowful, form ‘he can feel the effect of his frustration but not fathom their sources’ with the result being, his anger is misdirected, and his aggression, misplaced, and with plausible reason: ‘threatened by backlash should he attack Whites for their obvious misdeeds, the enraged Black-on-Black criminal often turns away from his original White supremacist instigators to assuage his anger on his fellow Black victims.’ (p 119)

99 At your service

100 The Choice Between Two Cultures
Drugs have been placed in Black communities at a time when blue collar jobs dried up, making the drug economy a powerful hostile force sapping the strength of African American cultural values. with the weakening of the Black family peer grouse have begun to supplant the extended family community as a socialization force for our youth. The corporatization of the United States and of the world has promoted a shift in thinking away from highly moral values, to a vulgar, individualistic, materialist culture, where bling-bling has come to mean more than human life for too many people. Powerful external forces have worked to produce " A Choice Between Two Cultures." (T'Shaka)

101 Who Needs The Negro In his 1970 book entitled “The Technetronic Era,” Brzezinski envisioned the coming networks of total control “It will soon be possible to assert almost continuous control over every citizen and to maintain up-to-date files, containing even the most personal details about health and personal behavior of every citizen in addition to the more customary data. These files will be subject to instantaneous retrieval by the authorities. Power will gravitate into the hands of those who control information. Our existing institutions will be supplanted by pre-crisis management institutions, the task of which will be to identify in advance likely social crises and to develop programs to cope with them. This will encourage tendencies through the next several decades toward a Technotronic Era, a Dictatorship leaving even less room for political procedures as we know them. Finally, looking ahead to the end of the century, the possibility of biochemical mind control and genetic tinkering with man, including beings which will function like men and reason like them as well, could give rise to some difficult questions.” Also stating “… In the technetronic society the trend seems to be toward …effectively exploiting the latest communication techniques to manipulate emotions and control reason. Human beings become increasingly manipulated and malleable …” Blog Post: Thursday, November 19, 2009 The New World Order (part 3) excerpted from, The Atlantean Conspiracy By Eric Dubay

102 Group Anonymity French Sociologist Le Bon wrote, “a group scarcely distinguishes between the subjected and the objective. It accepts as real the images evoked in it’s mind, though they must often have only a very distant relation with the observed fact… whoever can supply [the group] with illusions is clearly their master; whoever attempts to destroy illusions is always their victim”. (1895)

103 From Propaganda to Brain-trashing
1972 then 1981, and 1996

104 Give Us The Young: Hate Factory
Ideas of world domination are not new. It has always been a favourite pastime of brainy individuals who have no taste for physical labour, trade, natural science or mechanical innovation to play the game of human engineering: speculating on and experimenting with methods of ordering and controlling other human beings. From the Greek philosopher, Plato, who compiled the ground rules, and gave many helpful hints, through all the lesser lights, up to and including our 20th Century fireflies, the `noble' goal has been the same : a perfectly ordered, eternally obedient `society.' Only the name and characters have changed with sociology. The lust is the same, and Power is the name of the game Comte was a patient master-planner. He realized, above all, that before free people could again be brought under control, their minds had to be trained to be willing to comply He realized also, as Plato had, that such training could not be accomplished in one or two generations. He knew that a long range plan was necessary so each new generation could be trained to accept the loss of freedom and knowledge of the preceding generation as the normal state of affairs Carle E., Give us the young, 1981 Plato in his famous REPUBLIC wrote as a collectivist. He viewed the state as one large body, individuals existing only to serve the body. This point of view inevitably leads to slavery and violence because collectivists are forever trying to subdue individual minds and individual action which they believe will harm the unity of the state. Cf Adorno on science!

105 The logical positivists [have been] already exercising their will over education and they were removing all of our thought about philosophy and if you want philosophy today you will have to either go on the internet or do as I do which is to go the used book stores and the flea markets [to] find these old, old books: many of mine are hard bound editions from 1905, 1910, and that region… […] I drew basically a line in the sand about 1960/1970; I’m not interested in the new books; I’ll leave that to all of you with the internet and stuff like that; I’m going back before the sanitation process happened at the end of the free speech movement…so then I find this person, take Auguste Comte in 1850 for instance, and I go into my encyclopaedia and then I lay out all the articles that talk about [horses, and carriages, tax, architecture] and I’m really visualising myself going right back … till I can see the horses … and I can see the dampness in the room till I can see the candle or the oil lamp and then when I read the man’s writings, I can [understand] is heart better and it helps me to move myself right into his space and get the most out of what he’s saying and then that author will lead me [to] other places so I read one article or one book and then I make notes and then all of the people they reference as their mentors, as their inspiration, then I go out and I reach them and as that pull together … I’ve found is that there’s this track… critical to understanding… so very important…

106 University - Machine of Judeo Masonic Indoctrination (06/09/14) How Universities Betray Students (29/08/04) Students encounter "The Cult of Great Men" the pantheon of modern pretenders who have usurped God's place.  Their every utterance is treated as Holy Writ. Scholarly articles are devoted to words that later turn out to be typos. In a graduate seminar, I witnessed a student read filthy obscenities that had been censored from William Faulkner's novel "Sanctuary." After each expletive, the other students gasped with horror as though a religious artifact had been desecrated.  Professors are the overpaid priests of this secular cult. They have a vested interest in maintaining its shibboleths. They initiate students into a lifelong habit of mental servility. All knowledge comes from Great Men. Students can only aspire to analyze their meaning. A professor told me I had failed an exam because "only great men can say things like that." 

107 University - Machine of Judeo Masonic Indoctrination (06/09/14) How Universities Betray Students (29/08/04) The students' state-of-mind becomes passive and disoriented. He struggles to reconcile contradictory world-views.  One day I had an awakening. Don't these "great men" live in the same world? Isn't it the one I live in?  Dare I think for myself?  Dislocation takes place in time as well as space. By continually studying the past, the student thinks nothing remains to be done. No manifestos remain to be written, no Bastilles need to be stormed.  While the world cries out for leadership, the new generation is buried in musty manuscripts writing footnotes to dead men.

108 Schools of Thought Determinism Positivism Empiricism Historicism
Frankfurt School Marshall McLuhan Analytic Philosophy British Empiricism Continental Philosophy Deconstructionism German Idealism Hegelianism Humanism Ordinary Language Philosophy Phenomenology Positivism Post-Modernism Post-Structuralism Pragmatism Rationalism Romanticism Transcendentalism Utilitarianism Determinism Positivism Empiricism Historicism Kantianism Logicism Logical Positivism Marxism Structuralism Functionalism Modernism Dialectics…ism Existentialism


110 Stand Aside For the GODS (DWG’s)
Jean Piaget [Pigeon] Burrhus Skinner [Skinny] Ivan[ovic] Pavlov Edward Thorndike Albert Bandura John Bowlby Basil Bernstein Roland [Fabian] Barthes Insert other Dead White Guy Here Ferdinand de Saussure Sigmund [Fraud] Freud Emile [Emily]Durkheim Karl Marx [Ticks] Jean Paul [Van Damme] Sarte Michael Foucault Calude Levi [Jeans] Strauss Jaques Lacan

111 We are now so alienated from each other that it is difficult to conceive of a world in which our energies and desires are not systematically controlled and manipulated — a world in which meaningful communication is commonplace. Our capacity for self-regulation and autonomy has been schooled out of us; we are left with a character armor (the colonization of Capital) which protects us from expressing ourselves freely Throughout the first years of our lives we were forced not just to internalize a few aspects of capital, but to build up a structure of internalizations. As our capacity for coherent natural self-regulation was systematically broken down, a new system of self regulation took its place, a coherent system, incorporating all the aspects of self-repression. We participated in capital’s ongoing project of colonization by colonizing ourselves, by continually working at the construction of a unitary character-structure (character armor), a unitary defense against all drives, feelings, and desires which we learned were dangerous to express. In the place of our original transparent relations to our world, we created a structure of barriers to our self-expression which hides us from ourselves and others.”

112 Representation is at the heart of the logic of modern politics, and its so-called enemies uphold this logic better than anyone. Such thinking is institutionalized among the academic Left, who are proud of their broad curriculum which includes all sorts of women’s studies, queer studies, African-American studies, etc. As long as students learn to demand “justice” for everyone, the possibility of revolutionary change can be ignored. Through appeals for justice or equal rights within the system, the academic Left perpetuates the system and its moralistic logic. And since academia is virtually defined by the dissociation of thought and action, no revolutionary theory could possibly thrive in this context; conversely, it is here that revolutionary ideology is at home, an object of passive consideration.

113 The student often finds more meaningful forms of escapism — ideological escapism. Students are for justice, Che Guevara t-shirts, and affirmative action. And the socialist organizations are waiting to recruit. The student’s “rent-a-crowd militance for the latest good cause is an aspect of his real impotence.”The student serves the cause and the cause serves to justify the student’s subservience. The student activist consciously aligns their thinking with what they perceive to be that of an oppressed group (which they may or may not be a member of). Now they can speak for that group and articulate the desires of that group, usually phrased as demands made of the authorities. Every person, every group, must be represented.

114 The Technological Society (1954)
[technology] is but an expression and by-product of the underlying reliance [of society] on technique, on the proceduralization whereby everything is organized and managed to function most efficiently, and directed toward the most expedient end of the highest productivity a system of methods used in a particular area of study or activity; the combination of general principles and rules as part of a standard for creating a particular type of operating system  a particular procedure for accomplishing or approaching something, especially a systematic or established one a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure. the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity

115 White Supremacy or European Superiority or American Exceptionalism or Fragmentation Violence
Decolonising Pedagogy Deschooling Society

116 White Supremacy or European Superiority or American Exceptionalism or Fragmentation Violence
Education Training Learning Studying

117 My Name Is Nobody All my life I had been looking for something and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naïve. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!

118 My Name Is Nobody

119 “It goes a long way back, some twenty years
“It goes a long way back, some twenty years. All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naive. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!”

120 The Ghost/Machine In The Machine
Anyone who recognizes them, praises them, and makes them emotionally comfortable and feeling good about themselves can easily take charge Real people are not liars or role players. They live and deal with others according to the truth Those who lack the sense of identity and significance and who believe others, or the world around them, can provide it-or deprive them of it-will also lack a sense of control over themselves and their lives. They await signals from others telling them what to do and how to feel about themselves. They desperately need stimulation and approval

121 Why Things Are The Way They Are (1996)
Hundreds of thousands of young people today are in more identity . He was literally trying to find his `self' in drugs or less the same situation.. Their problem is a great deal more serious than their parents realize, have ever experienced, or possibly could even understand These lost souls are wandering around seeking, but never finding, that elusive something called `self.' They seek it in their relationships with other people. They seek it in travel . They seek it in outlandish dress and hair styles . They seek it in sexual activity . They seek it in drugs or debauchery They seek it in service and self-sacrifice .They seek it in crime - perhaps hoping that someone somewhere will make it clear to them who they really are. How could it be? How could so many be similarly afflicted? Is there some common cause to which all of them have been exposed? How could anyone doubt his own identity? We all have minds . We have bodies. What is it we perceive when we look in the mirror? It is a reflection of something) Do we not see ourselves?

122 Content to merely survive
Fanon’s three basic questions: who am I, am I, really who I am and am I who I ought to be?” ‘…he, the worth of his possessions, and the modish arrangements of his attire, are one [and whilst] ownership of land, resources, production and distribution facilities, a brain trust, an army [demonstrate power] a nation of individual consumers…is doomed to continued subordination, exploitation and ultimate annihilation.’

123 In the words of John Henrik Clarke
“You keep on telling me what you have not read …” What do we need to know How are you blocked from asking these questions At what point do we know anything At what point do we go from hearing to knowing How do we relate to ourselves and others What are the essentials of being and becoming a whole person What is my conception of dignity and independence … How do we make sense out of the phrase, education What is the culmination of enquiry…

124 The Too Much Information Age
“[Information] distracts us from thinking through the problems of our time [bits] inundate and confuse us … while knowledge is orderly and cumulative information is rampant and miscellaneous… the triumph of our information media is their scoop … they deal with the might happen, the theoretical… but books are cumulative, a new novel by Pirandello makes us want to read his earlier knowledge”.

125 Anticipations of the reaction of mechanical and scientific progress upon human life and thought The master’s map People who cannot live happily and freely in the world without spoiling the lives of others are better out of it (p 302) [...] The emergent men of the new time will consider sterile gratification a moral and legitimate thing… they will stifle no spread of knowledge that will diminish the swarming misery of childhood in the slums, they will regard the disinclination of the witless “Society” woman to become a mother as a most amiable trait in her folly…[while] most of the human types, that by civilised standards are undesirable, are quite willing to die out through such suppressions if the world will only encourage them a little. They will multiply in sheer ignorance, but they do not desire multiplication even now, and they can easily be made to dread it. Sensuality aims not at life, but at itself. I believe that the men of the New Republic will deliberately shape their policy along these lines. They will rout out and [eliminate] urban rookeries and all places where the base can drift to multiply; they will contrive a land regulation that will keep the black, or yellow, or mean-white squatter on the move; they will see to it that no parent can make a profit out of a child, so that childbearing shall cease to be a hopeful speculation for the unemployed poor; and they will make the maintenance of a child the first charges upon the parents who have brought it into the world.[...] I believe that the next hundred years will see this new phase of the human history beginning; there will recommence a process of physical and mental improvement in mankind (p 307) [for] those swarms of black and brown, and dirty-white, and yellow people, who do not come into the new needs of efficiency? Well, the world is a world, not a charitable institution, and I take it they will have to go. The whole tenor and meaning of the world, as I see it, is that they have to go. So far as they fail to develop sane, vigorous, and distinctive personalities for the great world of the future, it is their portion to die out and disappear. The world has a purpose greater than happiness (p 316) Anticipations of the reaction of mechanical and scientific progress upon human life and thought, Herbert George Wells, 4th edition, London: Chapman and Hall, L.D, 1902,

126 Faith, Certainty and the Presidency of George W. Bush
The aide said that guys like me were ''in what we call the reality-based community,'' which he defined as people who ''believe that solutions emerge from your judicious study of discernible reality.'' I nodded and murmured something about enlightenment principles and empiricism. He cut me off. ''That's not the way the world really works anymore,'' he continued. ''We're an empire now, and when we act, we create our own reality. And while you're studying that reality -- judiciously, as you will -- we'll act again, creating other new realities, which you can study too, and that's how things will sort out. We're history's actors and you, all of you, will be left to just study what we do.'‘ Ron Suskind, author of The Price of Loyalty, Oct Le Monde Diplomatique / the diplomatic world Scheherazade in the White House, Christian Salmon (2008) 01/04

127 G O V E R N M E N T

128 Gossinian Structuralistic-Cybernetic Race Theory
In 1989, the Los Angeles Times carried an article in which The World Future Society’s [made it’s] “Top Ten Forecasts” for the coming decade were listed. These forecasts included: Cash becoming illegal, with paper money being largely removed from circulation The emergence of “electronic immigrants”, a global workforce who telecommute via computers Robots (artificial intelligence) possessing levels of intelligence greater than humans Smarter furniture able to communicate with householders Medical practice commonly replacing defective genes with healthy substitutes Smart Cars with built in computers and navigation systems Also know as supercalifragilisticexpialidociousism and developed in the C21st Cf Kevin Haggerty, A Generation is all they need

129 póg mo thóin (Muddy Waters)
Sex education as a tool of world government, being encouraged through entertainment and Sport being used as a tool of social change The world food supply being controlled & home ownership disappearing Increased inflation and financial control, with higher tax on savings Families to diminish in importance through easier divorce and better travel options The elimination of private doctors and The reduction of provisions of affordable healthcare to older peoples Limitations and restrictions being imposed on travel/ID card tracking Technology enabling reproduction without sex, and laboratory baby engineering and Euthanasia and the “demise” pill The encouragement of same-sex practices Populations needing permission to have children Contraception being made universally available to all The arrival of a totalitarian global system as nations yielded national sovereignty implants and television watching people through electronic surveillance The loosening of self-control, the merging of one’s impulses with a ritual scheme is closely related to the universal psychological weakening of the self-contained individual p 226 Old religions being supplanted by a new [ecumenical] faith/creed More control of information with books disappearing from libraries The encouragement of drug abuse An increased need for jails with hospitals being used as jails Children spending more time in school without their learning being enhanced Education being used as a tool to accelerate puberty and evolution

130 Conspiracism...a flawed worldview
James Farmer Barry Smith (1988) William Guy Carr (1958) David Rivera (1994) Myron Fagan (1958) John Robinson (1797) David Icke (1998) Alan Watt Jordan Maxwell The Learned Elders of Zion Quiet Weapons for Silent Wars The Willie Lynch Letter The Report from Iron Mountain Majesty Twelve The Straw Man and Admiralty Law The Abraham Zapruder Tape New Order of Barbarians Proofs of a conspiracy Foreign conspiracy Me against the world and Lincolns Timber

131 I teach the unrelating of things
The emphasis on obsolete, useless “data” Working to tests that are arbitrary in value Training people into docility and subordination Encouraging attitudes of competition Encouraging compliance and conformity Disconnecting pupils from the wider world Fragmenting consciousness to produce servants Producing habits conducive to capital Manufacturing consumers and docile workers


133 Asa Hilliard on genocide and belonging


135 Changing China 'My proposal is to make the encouragement of Chinese settlements of Africa a part of our national policy, in the belief that the Chinese immigrants would not only maintain their position, but that they would multiply and their descendants supplant the inferior Negro race,' wrote Galton. 'I should expect that the African seaboard, now sparsely occupied by lazy, palavering savages, might in a few years be tenanted by industrious, order-loving Chinese, living either as a semidetached dependency of China, or else in perfect freedom under their own law.' How China's taking over Africa, and why the West should be VERY worried , June 1876

136 I live therefore I spend
  …[in a] remarkable book called “The Philosophy Of Money” … [Georg] Simmel said that … money contained within itself a powerful internal contradiction ... [that] was built into the foundation of its abstract existence. This contradiction it could not be gotten rid of. He said that money robs things of their innate identity and replaces that core identity with a money identity. By making everything interchangeable with money often cheapens things and removes their significance ‘adornment is the egoistic element as such… but at the same time, adornment is altruistic; its pleasure is designed for others, since its owner can enjoy it only in so far as he mirrors himself in them’, and adds that adornment indicates ‘the arena of man’s being for himself and being for-the-other.’ Gatto using Simmel Wilson using Simmel (2) Thoughts on female sexuality (3) The female orgasm explained

137 The technique has many superficial attractions: people want to be associated with a successful concern [rhetoric] and are likely to think twice before opposing it. P 15  ...he [the astrologist] must always remain non-committal enough so that he cannot be easily discredited. P 70

138 From Adorno to Adornment
The relationship which the fascist follower beats to the leader, a relationship which Adorno see as definitive of fascism, is fundamentally masochistic. However, the leader permits, and sometimes requires, the follower to give vent to sadistic impulses. A review of three issues associated with this relationship can structure this account of Adorno’s theory of the psychodynamics of fascism. First, the question arises of how individuals come to be in a position where masochistic surrender to a fascist leader appears attractive. Second, the nature of the libidinal bond between the leader and follower requires explanation. Third, those issues bear on the murderous aggression associated with fascism. Adorno links the problem of susceptability to fascist propaganda to the doctrine of the “end of the individual” which the [Frankfurt] instituted had begun to develop in the 1930’s. Violent atrocities are much more than accidental “excesses” of fascism: for Adorno they are a manifestation of is basic principles... the promise is the same: what authority had forbidden, the authority of the leader now requires. p 12 Think Cesaire and Fanon and later Lewis Gordon (reason and irrational) then Pieterse: We regard the claim as a joke, but we buy products not in spite of, but because of the joke p 20 Few people would confess to reading a newspaper or magazine astrology column for anything other than amusement p 20 Bughatti prank

139 From Adorno to Adornment
Individual decision and reflection give way in more and more spheres of life to corporatize policy-making and the repetitive formulae of mass-culture. For Adorno there is a fundamental symmetry between mass-culture and fascism, both of which feed-off and reproduce immature structure with high, almost child-like, dependency needs. Radio soap operas, newspaper astrology columns and fascist propaganda structures share the characteristic that they operate by at once meeting and manipulating the dependency needs of the psycho-individual. [...] The leaders power and charisma function for the follower as a narcissistic projection of his own ego-ideal, a projection with which he then identifies...the fascist leader is the “great little man,” embodying in enlarged form all the collective virtues of the little men who are his followers (p11) Erich Fromm, Herbert Marcuse, Max Horkheimer, [dialectics: carmeichal] McLuhan, Brown, Postman, Ellul, Gatto, Debord [spectacle] Carle,

140 On Adornment With adornment we refer to the situation where the individual is willing to use illegal or criminal means in order to obtain very expensive, luxurious, or overpriced faddish, usually gaudy, social status symbols. These illegal means include the willingness on his part to sell addictive or self-destructive substances, and willingness to personally rob, viciously assault or murder another person… [in order] to project his self-image in ways which influence his consciousness and behaviour and in ways he considers advantageous and/or pleasing to himself and others… [Adornment is] designed to mobilise a particular type of response from others to incite a variety of reactions such as defence, admiration, envy, acceptance, or fear… [so] that the body so adorned is being utilised as an object, as an instrument, as a prop to support a staged performance… thus [denoting] the presence of split between his body and soul… utilising the adornment of his body as an instrument of denial and repression of his real self and of some important aspects of reality… [the] individual may intensely dislike his natural body or may perceive it as the only really acceptable and lovable characteristic he possesses. Think Schmidt on education, family background, social performance etc The Black Anglo Saxons; The Black Bourgeoise (Franklin Frazier), Kevin Cobham, As Wilson emphasises, ‘Black-on-Black criminality, social dysfunctionality, economic instability, defensive vulnerability, can to a great extent be traced back to African Americans not understanding this basic function of education and educational institutions.’ 

141 Humanity, Coloniality of Being
…our economic system too is more a symptom than a cause of separation. The root and the epitome of separation is the discreet isolated self of modern perception… it is a self conditionally dependent on but fundamentally separate from the other, from nature and from other people…[thus we naturally seek to manipulate the ‘not’-self for our best advantage; technology in particular is predicated on some kind of individuation of conceptual separation from the natural environment because it takes the physical world as its object of manipulation and control … our self conception… is based on an illusion… that is why the implications of our present re-conceiving of ourselves are so profound promising no less than a radical re-definition of what it is to be human; how we relate to one another and how we relate to the world (introduction to The Ascent of Humanity) [emphasis mine] Think Brown on despair; Krishnamurti on desire; Adorno on Drab; Moore on celebrity Schumacher on work; Goodman on insult; Illich on dignity; Think about emotion and reason; heart and head 10% of our brains; Eddie Griffin on desire; eyes or ears; eyes of penis, penis or foot The Bullet The Mind

142 Four Fundamentals As explored by Luigi Pirandello as early as 1919 were the four fundamental themes of human existence that were to be tackled by the individual: the definition of madness, the problem of identity, the impossibility of communicating with others the impossibility of being (or knowing) one’s self The processes of social control are no longer those of an anonymous market which devices the economic fate of the individual in terms of offer an demand... the intermediary processes between social control and the individual tend o vanish and the individual has once against to obey the direct verdict of the groups at the helm of society.

143 Motivate Forgetting Many people don’t want to read history… because if they feel about [it] they get angry, [and] upset. Some may feel some shame, and guilt and self doubt and other kinds of things and since these feelings are unpleasant they want to avoid reading the history and avoid the knowledge but look at what’s happening then if you don’t want to read that history and if you try to deny the history it means then that your life become motivated by denial in other words denial itself denial of reality becomes a defining force in your life. if you don’t read that history because you are afraid to deep feel shame or guilt then it means that you have organised your life to escape shame and guilt that means you are motivated by what, fear… so the absence of knowledge means that you are being motivated by negative forces and you organised your life around negatives , in a sense then life becomes organised around escape denial distortion avoidance which means then that you are even more influenced by it now in a negative way but history that you don’t even know. That’s why the very foundations of mental health is a knowledge of reality we measure mental illness by the degree to which the individual is out of touch with the reality

144 Motivate Forgetting if you do not know the reality of … your own history and your own personality… [it is] to this degree that you lack knowledge of that history; to that degree you are suffering from mental maladjustment. Your behaviour then becomes a puzzle to your self and you walk around, “why do I act like this”. “Why do black people behave like this?” it’s not mystery when you know the history when you understand your experience but when you deny knowledge of yourself and when you refuse to know yourself then you are a puzzlement unto yourself and you are baffled by your own behaviour and it means then that you lose control over your self it means that the forces of which you do not know, from which they come, are the things now that are controlling your. As a matter of fact if you faced up to it directly and integrated it correctly into your life you’ll find that it will just increase your health… you cannot exist well with a vacuum in the middle of your mind. (The Developmental Psychology of the Black Child)

145 The Truthication of Europe’s Dominance
Eurocentric history is used to motivate forgetting in the Afrikan personality, to create amnesia, to maintain repression… [yet] the most powerful forces that shape human behaviour are those factors that are consciously not remembered by human beings, that are unknown by the person… that is one of the paradoxes of human behaviour… and so the idea that we don’t know, that we’re not aware of certain early experiences, does not mean that we have escaped their effects. In fact is puts us more profoundly under the influence of these unknown forces…. There are those of us who are made ashamed of our history of enslavement, who are made ashamed by the distorted presentation of Afrikaans history… [so] many of us attempt to repress any knowledge of our … slave experience … life is then lived in terms of denial, in terms of escape and addiction … people who manipulate the past and present manipulate one’s mentality, sanity, contact with reality and the ability to deal with reality … (p. 53) Oppressors produce a consciousness in the oppressed … also by naming the world in which both they and the oppressed exist. To name, to label, is to bring into consciousness and therefore to transform consciousness… to construct the social reality (p. 117) Naming; Branding - Barkeley on thug being a new name for nigger Tupac: currency means nothing if you still aint free[Dead Prez, 50 Cent] Where Do You Work; let’s contrive some responses

146 I Gave You Power/Bonnie and Clyde
I used to love her American Beauty Hip Hop

147 Wilson Words Fanon wrote that the moment a black man is ‘seen’ by the colonising European gaze, he becomes objectified… he ceases to exist for himself, but instead he becomes objectified as a black man; no longer a unified subject. Merely a representational iconic body… that can be read in a transparent chain of signification; the black body reduced to stereotype and metaphor signifying drugs, guns sexual hedonism and so on, depending on the time and place… its power to penetrate the self-consciousness of the black African, to alienate the black subject from his own experiences of his body so that he comes to see himself through the dominant perspective of the legislative gaze of the other he learns to objectify himself… an invisible majority.’ The association of a sense of identity through such naming associations is a powerful rhetorical device for inscribing myths of origins and destiny in social prides of place. It can be very difficult to detach these labels once they have officially been made to stick. More than this these identities can be a prison as well as a refuge. (Denise Noble, p 133) Think “Female Orgasm” and Erin Reya, Joseph Gibson,


149 Orthodoxy Unconsciousness
The basic assertion [of friendship orthodoxy] is that to achieve peace and harmony whites and blacks must work toward recognition of their fundamental commonality, must undertake, as individuals, to see through superficial differences to the needs and longings that all share. The discourse declares that we must teach ourselves how to get along together and how to become friends (p 4) Race problems belong to the passing moment. Race problems do not involve group interests and conflicts developed over centuries. Race problems are being smoothed into nothingness, gradually… by good will [and] affection. (p. 11) [the] is lesson [is that] once blacks are awarded unconditional white friendship, as individuals, they cases to harbour any sense of vexation or injury that would need suppressing… incessantly and deliberately, the world of pop is engaged in demonstrating, through images, that racism has to do with private attitudes and emotions… not with differences in rates of black and white joblessness, or in black and white income levels… in the world of pop, racism and fraternity have to do solely with the conditions of personal feeling. Racism is unconnected with ghetto patterns… racism has nothing to do with the survival strategies prudently adopted by human beings without jobs or experience of jobs or hope of jobs… pop shows it audiences that racism is nothing but personal hatred… (p 23)

150 The Roots of Race In Bullwhip days, James Mellon was to ask when and where did the kind of racism peculiar to America originate? If even the earliest colonists – those who themselves had immigrated to these shores – already shared a pervasive conviction that black people are fundamentally inferior to white people, could American racism have originated in America? And, allowing that it originated in the Old World, why was racial antipathy so much deeper and more pronounced among the British and northern European colonists than among immigrants from the Mediterranean world?’ In his much referenced book, Lie My Teacher Told Me, James Loewen looks at the true nature of racism, in it’s substance and form, revealing it to be, at it’s root, based on aristocratic old world fables and ideas: ‘Some slave masters secretly feared that their slaves might revolt even as they assured the abolitionists that slaves really liked slavery’. Slavery, subordination to the superior race is his natural position it was believed. Blacks had no rights that whites must respect. ‘What made the white men believe that black people were inferior in their intellects? It wasn’t because they believed there was a creator god who created mankind; it was because they believed that the black race had not evolved as far as the white race. That’s the real cause of racism.

151 The Roots of Race We are talking about an elite who have their own religion, their own belief system, which differs from everybody else's and they believe that their spirit, is different from that of Joe average; they believe that they were a separate created race, you might say, spiritually and physically, from Joe Average... what they believe is that they themselves were banished, or cast out - and this is where the whole fallen angel philosophy comes from - and because they were [they believe] created higher than man, they still retained special powers when they arrived here and [that] through pure will they created their own physical bodies which they claimed were perfect and they could do with them amazing things ... but when they started to inter-breeds with the [races] of people here, they started to loose them powers and so they turned to intensive in-breeding to try and get back what they were... Sweet Liberty Broadcasts, (12/27/04, 12/28/04, & 12/08/04) Alan Watt with Jackie Patru George Santayana Rudolph Steiner

152 The Roots of Race they believe again that there was a creator... but that they rebelled because they believed they had all the powers of the creator themselves and of course that's where all your Luciferian doctrine comes from...the same philosophy... the light-bringer, and so it is ancient religion which belongs to an in-bred [special few] ... even in Sumer too they did find some of the royalty in an underground grave... and they found the wigs which the royalty wore ...wigs made from the local people which was black but they themselves had red or blonde hair and its the same in Egypt... so the nobility were literally a different race from the people they lorded over ... they might look like you but they don’t believe they are the same as you, you’re an inferior species to them, your skin might be white but it takes more then that to belong to them genetically. They don’t identity with you the peasant of America is no different to the peasant of China Sweet Liberty Broadcasts, (12/27/04, 12/28/04, & 12/08/04) Alan Watt with Jackie Patru to them and we’re all peasants as far as they’re concerned, there’s no love for the people they rule over, whatsoever.

153 When we believe those lies then we then internalise racism
When we believe those lies then we then internalise racism. At that point then we become recruited against ourselves. We become self oppressive we become allies with the oppressor against our own selves. Hence, without going the long way about it, we get black on black crime.

154 Karate Kid 3 Catwoman Batman

155 Unconsciousness The vital link between [the friendship] orthodoxy and pseudo- and antihisotry was forged, in Roots, with the creation of the figure of the Unscathed Slave (Arguably the rise of the orthodoxy commenced, in fact, with this invention.) Nominated for thirty-three Emmy Award, the series intimated, to a seemingly enthralled audience of over 130 million, that the damaged resulting from generations of birth-ascribed, seminal status were largely temporary, that [British] slavery was a product of motiveless malignity on the social margins rather than of respectable rationality, and that the ultimate significance of the institution lay in the proof, implicit in its defeat, that no force on earth can best the energies of American Individualism. (p. 124) The assault on history encourages belief that two centuries of labour bondage followed by a century of post-emancipation repression has no consequences to speak of; that the bondage had no permanent injury (p. 144) Benjamin Demott The Trouble with Friendship: Why American's Can't Think Straight about Race, (1995) New York : Atlantic Monthly Press

156 To By or not To By

157 “to date we have not been taught how to think; if you think back to your school days or your university not once were we ever taught how to think; we were taught to learn something parrot fashion and occasionally we had to do a little bit of interpretation and write our understanding of things invariably, the way the way the media treats us... it’s never designed to allow you to come up with your own conclusions; conclusions were pre-designed for us, implanted in our minds and generally for many of us being able to think is a new experience... we [must] leave it up to you to try and establish what exactly is the case ... Michael Haupt of on the Grassy Knoll, with Vyzygoth, (Oct, 21, 2005) Hours 1 & 2,

158 Unrepentant Schools represented, especially to American Indians, a new relationship to space, which was conceived of in linear terms. Lines, corners, squares, and strait rows represented industrial civilization’s relationship to wilderness. Space was colonized by the disciplinary imperative: freedom of movement was carefully regulated. As the student learns to heed the teacher’s commands, he internalizes the discipline that shapes individuals. “A relation of surveillance, defined and regulated, is inscribed at the heart of the practice of teaching, not as an additional or adjacent part, but as a mechanism that is inherent to it and which increases its efficiency.”[69] Is it any wonder that schools resemble prisons? Comenius, an educator born in 1592, believed that children are not born human, but can become human through the proper training — educating them thus became God’s purpose. Christian schools not only trained docile children, but also tried to make sure parents stayed faithful and replicated the discipline of the school in the home.[ […] ‘the process of a forcible expropriation of the people, received in the 16th century, a new and a frightful impulse from the Reformation… William Roberts on radio show, 2005_06_29_B_Shaw_Roberts_web

159 The Written Word, The Spoken Form
Language structures our perception of “reality”… the fact that the new media are inseparable from the changes occurring in the environment requires that the school’s virtually exclusive with print literacy be extended to include these new forms (161) The invention of writing produced a chain of more or less radical reactions at almost every level of society (162) Not until the invention of print did another linguistic medium drastically intrude on man’s symbolic consciousness (163) The book, by isolating the reader and his responses, tended to separate him from the powerful oral influences of his family, teacher, and priest. Print thus created a new conception of self as well as of self-interest. At the same time, the printing press provided the wide circulation necessary to create national literatures and intense pride in one’s native language. Print thus promoted individualism on the one hands and nationalism on the other. (164) Since the sixteenth century, written examinations and written assignments have been an integral art of the methodology of school teaching; and since the sixteenth century, the image of the isolated student, the student who reads and studied by himself, has been the essence of our conception of scholarship (165) The effect of the teacher’s isolation of the “intellect” is that certain important features of human beings tend to go unnoticed. For example, the curricula of most schools – especially those most single-mindedly pursuing “the intellect.” (p84) Postman, Neil, Teaching as a Subversive Activity Intellectual education stifles fantasy and breeds people who later in life become lonely and continually confronted with their inability to make real contact with other people [p 35] (Phases)

160 On Changing Childhood In the essay ‘Down With Childhood’ Shulamith Firestone argues, that the creation of childhood ‘dictated that children were a species different not just in age, but in kind, from adults… with a resulting belief that children were asexual.’ From this point, even costumes were creator for children, with the purposes of exaggerating the difference between them and adults. With this, children came to be sentimentalised, and with this, they came to be the targets of ‘affection’ in the form of fondling. (‘The Smile is the child/woman equivalent of a shuffle; it indicates acquiescence of the victim to his own oppression.’ (p 38)) Much rather, the authors advocates that ‘”raising” a child is tantamount to retarding his development. The best way to raise a child is to LAY OFF.’ As it were, at present ‘the myth of childhood happiness flourishes so wildly not because it satisfied the needs of children but because it satisfied the needs of adults.’ Childhood is an oppressive period, ripe with economic and physical dependence, as well as sexual, educational and family repression. As R.D. Laing wrote about family’s, and their own keeping up of appearances, or Games, ‘there are concerted family resistances to discovering what is going on, and there are complicated stratagems to keep everyone in the dark, and in the dark that they are in the dark.’ Szasz on helplessness, shame, children, xianity and then moral masochism, etc

161 The Full Monty From the 1880 until the 1960’s, children were taken from their homes and sent to strict, military-style boarding schools to be turned into ‘Americans’ or ‘Canadians’. They were brutally punished for speaking their own languages and taught to despise their own people. The boarding school system devastated Native American communities. Families were broken up, and thousands of children died form disease, brutality and despair. If they tried to run away, they were hunted and rounded up like escaped animals … when they finally returned to their reserves and reservations; many children spoke on English and could no longer communicate with their own families. Not surprisingly, many of them ended up unsure about who they were and where they belonged Today, most boarding schools have gone, but children are still confused about their identity (p 31) 1870 Naturalisation Act restricted immigration

162 Many languages and cultures were almost destroyed
Many languages and cultures were almost destroyed. Because the children were taken away from home, their parents and grandparents were unable to pass on to them their traditional stories and beliefs. When they finally returned to their reserves and reservations, many children spoke only English and could no longer communicate with their own families. Not surprisingly, many of them ended up unsure about who they were and where they belonged. Today, most boarding schools have gone, but children are still often confused about their identity. Most of their classes are in English and they learn many of the same things as other American Children. Every morning, in most schools in the USA, they have to pledge allegiance to the American flag, and they are taught to respect national leaders like Andrew Jackson, who was President of the USA from He hated Native Americans and tried to destroy them […] For most of this century, Christian missionaries were one of the biggest threats to Native American culture. The Canadian and US governments gave them enormous power of the reserves and reservations, including their right to run some of the boarding schools. Traditional ceremonies such as the Sun Dance and the Potlatch were banned, and people who did not go to church or who tried to prevent their children being sent to mission schools were punished, sometimes by imprisonment. (p 32) Cf Toni Morrison magazine article (Ebony, or Essence) on passing traditions the key fulcrum is the Second World War because under the guise of the necessity for everyone to be on the same page in that monumental war any number of things can be done and the publicising of these things can be controlled centrally by the government and by intelligence agencies so when we wake up after the war we are absolutely in the beginning of a brave new world where the ability to read and to imagine has been seriously crippled and that continues… you make the questions easier and then you make the scoring of those tests easier and you do that on a regular basis every couple of years… and this is a monumental operations and the destruction of the ability to read … is an important part of it because it means that independently without great personal effort you can in fact reach accurate information; you’re locked into the standardised media that themselves are controlled; they’re corporations themselves… the foundations after World War Two held [the] hands of [the] people all over the country and said… “this is all for the best we’re moving into a more humane world but secretly the next barrier that had to be shattered was… independence because we [the people] had all these inconvenient traditions [which needed stood in the way of]… this internationalisation, globalisation path.”

163 Gatto, John Taylor: The Congregational Principle
Since 1960 there has been a deadly difference in the effects of schooling, in combination with the universal spread of television which was achieved in that year, by 1960, 94% of all American households had a television set. The destructive power of schooling with television is now awesome and thoroughly out of control, a television institution structurally very similar to a teacher to the style of mass schooling has expanded so successfully that most of the escape routes are now blocked. Children could come home from school before 1960 and then they could cure themselves but if you snap on the tube it does its job the same way, it tells you what to watch. I don’t believe there are good shows and bad shows; there are only shows which tell you what to watch, from what perspective to see it and exactly how long to give it your attention and then the next show in the sequence has nothing to do with the one that came before. No, television and schools are the same institution.

164 Threatened Cultures Even the most isolated Native American communities now have television. Many people feel it has taken over from the school system as the worst threat facing their cultures… because the programmes they receive are mostly American of Canadian, they teach children to speak English rather than their own languages and to see the world through different eyes. One Oglala leader remembers: When I was a kid, I used to watch Westerns on TV, and I was so brainwashed I’d be cheering for the Cavalry rather than for the Indians. Through television, children are down a way of life very different from their own and taught to think of it as normal. They are encouraged to want things which are often inappropriate to their own cultures and which they and their families cannot afford

165 Pre-colonial East Afrika
In pre-colonial Africa (as for the vast majority of people in western countries prior to the industrial revolution), all education was of the informal type described above. As pointed out by President Nyerere, in his essay “Education For Self Reliance”, this informational education system was ideally suited to its purpose of transmitting from one generation to the next the accumulated wisdom and knowledge of the society, and preparing children for their future participation in the maintenance and development of the society. With the advent of colonial rule this changed. A Formal system of education was introduced, the function of which was not to prepare children for service to the community in which they lived, but rather they produce servants to the colonial administration. The selected few who entered the African sector of the racially segregated school system were taught according to a curriculum modelled on that used in the Metropole, and instilled with the individualistic, competitive, materialist values of western capital society. This alien system of education was a powerful factor contributing to the emergence, in many newly independent African countries, of a ruling class who had internalised the values of western capitalism and had a vested interest in maintaining the status quo and the educational system which supports it.

166 Alternative Cosmologies
If at any time during his or her life, the person commits a crime or abhorrent social act. The individual is called to the centre of the village; the people in the community form a circle around him or her, and they sing their song. The tribe remembers that the correction for anti social behaviour is not punishment but love and the remembrance of identity. When you recognise your own song you have no desire or need to do anything that would hurt another person and a person and a friend is someone who knows your song and sings it to you when you’ve forgotten it. Those who love you are not fooled by your mistakes that you have made or dark images that you might hold about yourself. They remember your beauty when you feel ugly, your wholeness when you feel broken, your innocence when you feel guilty and your purpose when you’re confused… life is always reminding you of when your in tune with yourself and when your not. When you feel good what you’re doing matches your song and when you feel awful it doesn’t … just keep singing and you’ll find your way home. October 1, 2006, “Creativity and Change” Karen Vyner-Brooks and Rev. Dr. Arvid Straube

167 Peace Villiage Voices of Our Ancestors, Dhyani Ywahoo furthers another notion that relates to dealing with people who act irresponsibly, or out of character: the Peace Village: Up until the 1800’s throughout much of the south-eastern part of what is now the United States, there were villages called Peace Villages. The Peace Village was one way the Tsalagi people saw to maintain peace and balance – to maintain villages whose single purpose was to mediate the various aspects of the mind, always aware of the whole… the Peace Villages were places of sanctuary where no blood was shed, no harm was done. Any person, even a killer or a thief, who made his or her way to the village and followed the cycle of purification within the sanctuary for one year could be forgiven all transgression… even “white criminals,” non-native criminals in flight from the laws of their own people, could find sanctuary there, and many did.(p. 148) As much as it would be peaceful enough to believe that the abuses of the ‘Natives’ ceased in the 19th century, looking to Canada, we find further proof of the government’s abuse’s continuing well into the 20th century for, Hidden from history is the Canadian genocide. In the early 1900’s, in residential schools, the death rate of Indians was exceeding more than 50%, with the corpses of more than 50,000 victims vanishing, with many of these being children, ‘killed by beatings and torture and after being deliberately exposed to tuberculosis and other diseases by paid employees of the churches and the government’, in what was viewed as a ‘final solution.’ These schools, which existed to convert the natives and eradicate their cultures had their intent enunciated by the 1857 Gradual Civilisation Act, ‘which defined aboriginal culture as inferior, stripped native people of citizenship and subordinated them in a separate legal category from non-Indians.’ After this the 1874 Federal Indian Act established the residential school system after establishing the moral inferiority of the Indians who were “an uncivilised person, destitute of the knowledge of God and of any fixed and clear belief in religion.” During this period of European colonialism, the State sanctioned the Christian invasion of the 1880’s, which took to ethnic cleansing of the pagans, who were also subjected to sterilisation programmes also. Natives were compulsorily required to attend these schools, despite the horrible death rates, with it even being reported that some students were ‘starved to death, thrown form windows, strangled and kicked or thrown down stairs to their deaths.’ Nuns would even abort babies and kill mothers, with girls who were beaten or raped being buried beneath floorboards however, ‘some 50,000 corpses have literally and officially gone missing.’ Other students, under the guise of tuberculosis treatment ‘were subjected to medical experiments and sexual sterilisations at the Nanaimo Hospital’. In addition to this physical warfare, on another level, as it attempted to turn ‘the Indians it hasn’t killed into third-class replicas of white people.’ On December , Alberni survivor Harriett Nahanee would testify to Kevin at North Vancouver, BC, the following:

168 The Yellow Pages They used the gauntlet on a boy and girl who were caught together kissing. The two of them had to crawl naked down a line of other students, and we beat them with sticks and whips provided by the principal. The girl was beaten so badly she died from kidney failure. That gave us all a good lesson: if you tried having normal feelings for someone, you'd get killed for it. So we quickly learned never to love or trust anyone, just do what we were told to do. They were always pitting us against each other, getting us to fight and molest one another. It was all designed to split us up and brainwash us so that we would forget that we were Keepers of the Land. The Creator gave our people the job of protecting the land, the fish, the forests. That was our purpose for being alive. But the whites wanted it all, and the residential schools were the way they got it. And it worked. We've forgotten our sacred task, and now the whites have most of the land and have taken all the fish and the trees. Most of us are in poverty, addictions, family violence. And it all started in the schools, where we were brainwashed to hate our own culture and to hate ourselves so that we would lose everything. That's why I say that the genocide is still going on. Hidden From History, The Canadian Holocaust,

169 Forgetting Selves For as long as they can remember the Guarani have been searching – searching for a place revealed to them by their ancestors… this [seems like a] permanent quest … today this manifests itself in a more tragic way: profoundly affected by the loss of almost all their land in the last century, the Guarani suffer a wave of suicide unequalled in South America… Rosalino Ortiz puts it this way, ‘The Guarani are committing suicide because we have no land. We don’t have space anymore. In the old days, we were free, now we are no longer free. So our young people look around them and think there is nothing left and wonder how they can live. They sit down and think, they forget, they lose themselves and then commit suicide.’ … squeezed onto tiny patches of land, living in cramped and polluted communities, suffering an epidemic of suicide and violence, it is perhaps only the deeply spiritual side to he Guarani’s nature that has enabled them to survive at all. (p. 64) The Welfare Culture. As Native Americans have been forced to settle on small reserves and reservations, it has become impossible for most of them to live by traditional activities such as hunting. With no other way of making a living, many of them have become dependent on government welfare. There are some families in which welfare has been the only source of income for four generations. The dependence on welfare has had a terrible effect. It is one of the main causes of the social problems in most tribes: the high levels of violence, suicide, family breakdown and alcoholism. People who cannot work to support themselves and their families often lose their pride and their self-respect. They feel powerless to control their own lives and give up hope of ever being successful or respected by other people. Many of them feel trapped in a cycle of poverty and despair, and turn to alcohol or drugs as their only escape. (p 33) Wilson James, Native Americans

170 Threatened Cultures by Anna Lewington
Missionary Boarding Schools Rain Forest Amerindians Kalahari Bushmen Australian Aborigines Maori Romanichal Gypsies English Gypsies Bedoun Anuak (Southern Ethipia)

171 Rhodes to Rhodesia Guest: I think it is deteriorating and I feel it’s deteriorating to an extent that probably in a year or so we’ll have the same type of situation that developed in Nigeria where you had two and a half million people dead as a result of tribal warfare. Interviewer: Can you see the same type of thing happening in South Africa Guest: Eventually, the situation is developing in that area to the extent that they’re encouraged by what is happening in south east Africa, shortly to be called Namibia, and of course, what has happened in Zambia and Rhodesia, now Zimbabwe of course. Host: Do you see this government in Zimbabwe lasting very long Guest: No there’s bound to be tribal conflict there because probably a fight to the finish if one can put it that way, between the economy and Robert Mugabe Host: And if the same thing were to happen in South Africa do you think there’d tribal conflict there also in time Guest: Yes, definitely because this is what Africa is, full of tribes, smaller nations who of course have always been in conflict with each other and the stabilizing force has always been the white man

172 Further Falsification
European history to a considerable degree, attempts to control consciousness by the way it Is presented,,, we are focused on their so-called birth. Even more pernicious than this is the fact that many of our people feel as if they do not come into existence and self-conscious until they have been recognised by European historians. So Columbus “discovers” America and it’s almost as if the “Indian” comes into reality and into self-consciousness as the result of Columbus discovery. Before that time they were nothing. Dead! And many of us still have that deep psychology, that we are “invisible” people until White-folks recognise us today; we are not famous until they make us famous; we are not anything until they make us something. Before that we are nothing… history by Europeans is seen as a validation of truth… consequently, we can only feel it is the truth when it comes out of a European mouth – solely. (p.33)


174 When Santayana Met The Boys
Inheritance arrests the flux by repeating a series of phases with a recognisable rhythm; memory reverses it by modifying this rhythm itself by the integration of earlier phases into those that supervene. Inheritance and memory make human stability. .. Inheritance is repetition on a larger scale, not excluding spontaneous variations ; while habit and memory are a sort of heredity within the individual, since here an old perception reappears, by way of atavism, in the midst of a forward march. Life is thus enriched and reaction adapted to a wider field ; much as a note is enriched by its overtones, and by the tensions, inherited from the preceding notes, which give it a new setting. . Progress, far from consisting in change, depends on retentiveness. When change is absolute there re- mains no being to improve and no direction is set for possible improvement: and when experience is not retained, as among savages, infancy is perpetual. Those who cannot remember the past are condemned to repeat it. In the first stage the mind is frivolous and easily distracted; it misses progress by failing in consecutiveness and persistence. This is the condition of children and barbarians, in whom instinct has learned nothing from experience. In a second stage men are docile to events, plastic to new habits and suggestions, yet able to graft them on original instincts, which they thus bring to fuller satisfaction. This is the plane of manhood and true progress. Last comes a stage when retentiveness is exhausted and all that happens is at once forgotten; a vain, because unpractical, repetition of the past takes the place of plasticity and fertile readaptation. In a moving world re- adaptation is the price of longevity.  The Life of Reason and I (1906) George Santayana was to prove himself of elitist persuasion when he wrote: ‘some races are obviously superior to others… it is therefore of the greatest importance not to obscure this superiority by intermarriage with inferior stock, and thus nullify the progress made by a painful evolution... itis only when blood means character and capacity, and is tested by them, that it becomes important Another Steiner tome, Materialism and the Task of Anthroposophy (1921), asserts that the Anglo-Saxon ‘race was the only one designed to fully evolve. In yet another book, Health and Illness (1922), he writes, ‘If the blonds and blue-eyed people die out, the human race will become increasingly dense if men do not arrive at a form of intelligence that is independent of blondness. Blond hair actually bestows intelligence.... It is indeed true that the more the fair individuals die out the more will the instinctive wisdom of humans vanish.’ “Still another Steiner book, The Gospel of St. John and Its Relation to the Other Gospels (1909), condemns race mixing. He writes, ‘[T]he mixing of different bloods obscured the ancient wisdom more and more.... [A]s a consequence of the Luciferic and Ahrimanic influences, human blood became ever less fitted to provide the faculty of seeing the outer world in its true light: a steady increase in illusion was bound up with the blood’s deterioration...and destruction by miscegenation.’ Steiner believed that the inferior races must be educated by the superior Aryan race. This supercilious worldview and Steiner’s advocacy of deregulation of industry appealed to the wealthy industrialists of the early twentieth century, who financed his Waldorf schools. Charter Schools, Character Education & the Eugenics Internationale Behind the Conservative Curtain: Pseudo Grassroots Organizations Front for Corporate/Government Takeover ( Chapter XII (Flux and constancy in human nature)

175 On Psychiatry and Eugenics
Proponents of standardized tests often wrap themselves in the language of high standards. But that's not the issue. No one advocates low standards. The issue is what we mean by higher standards, and how we can reach those standards.By and large, calls for more standardized tests come from politicians eager to prove they are serious about school reform and creating a "high skills," internationally competitive workforce. But they offer little if any evidence that links increased testing to improved teaching and learning. Similarly, test-pushers pay scant attention to key issues such as smaller classes, improved teacher education, more time for teacher planning and collaboration, and ensuring that all schools receive adequate and equitable resources needed to boost achievement. [...] Dating back to the development of IQ tests at the turn of the century, standardized tests have been used to sort and rank children, most reprehensibly along racial and class lines, and to rationalize giving more privileges to the already privileged. Indeed the first standardized tests were developed by eugenicists anxious for "scientific" data to prove their theories of biological determinism. Contradiction: Anti-intellectualism (John McWorther) – no, it will use whatever vehicle

176 The Next Million Years The English mathematician Sir Francis Galton first coined the term in He wrote, "Eugenics is the study of the agencies under social control that seek to improve or impair the racial qualities of future generations either physically or mentally." What Galton saw as a new branch of scientific inquiry became a dogmatic prescription in the ranking and ordering of human worth. His ideas found their most receptive audience at the turn of the century in the United States [..] Eugenicists used a flawed and crude interpretation of Gregor Mendel's laws on heredity to argue that criminality, intelligence, and pauperism were passed down in families as simple dominant or recessive hereditary traits. Mainline eugenicists (those eugenicists who were explicitly preoccupied with issues of race), believed that some individuals and entire groups of people (such as Southern Europeans, Jews, Africans, and Latinos) were more predisposed to the "defective genes." Charles Davenport, a leader in American eugenics, argued for laws to control the spread of "inferior blood" into the general population. He told an international gathering of scholars "that the biological basis for such laws is doubtless an appreciation of the fact that negroes and other races carry traits that do not go well with our social organization." . Francis Galton, Inquiries into Human Faculty and its Development (London: Macmillan, 1883), frontispiece. Alan Stoskepf: Eugenic ideology worked its way into the educational reform movements of the 1910s and 20s, playing a key role in teacher training, curriculum development, and school organization. It also provided the guiding ideology behind the first IQ tests. Those tests were used to track students into separate and unequal education courses, establish the first gifted and talented programs, and promote the idea that educational standards could be measured through single-numbered scores… Eugenics was a common feature in college curricula. Universities "offering courses in eugenics increased from 44 in 1914 to 376 in 1928." A recent analysis of 41 high school biology textbooks used through the 1940s revealed that nearly 90% of them had sections on eugenics. Major figures in education were attracted to eugenics and wrote books for teachers and the general public. Eugenics became a top-down model of "education reform" for these educators. A cadre of university experts trained in the latest testing methods and embracing eugenic principles believed they could make schooling a more efficient enterprise. Schools would be the place where students both learned basic eugenic principles and also were tracked into their future roles as dictated by their biological worth. IQ tests soon became the favorite eugenic tool for identifying "superior and inferior" students and then charting their educational destiny… In Gifted Children: Their Nature and Nurture (1926), a book that is frequently cited by researchers of "gifted" programs today, Hollingworth wrote: “[Eugenics would] ultimately reduce misery if the stupid, the criminal, and other mentally, physically, and morally deficient would refrain from reproduction.” (p.199)

177 "Learning Disability": A Rose by Another Name
"Labeling is disabling" because children believe what we tell them. If we must label something, let it be the learning environment, not the learner: instead of "hyperactive child", let's concern ourselves with "activity-restrictive" schools; instead of an "attention-deficient" student, we ought to worry about "inspiration-deficient" classrooms; instead of "school-phobic child", we should use honest words such as "anxious" and "frightened", and be very careful when we look for the source of that anxiety. Using Occam's Razor, let's look for the simplest theory that fits the facts, not the most obscure and complicated one. A stressful, punitive, and threatening environment more than sufficiently explains learning problems. There is no need to confuse ourselves with school techspeak, unproven theories, and scape-goating which serve to protect a social institution that has failed our children. Armstrong urges, "give children the encouragement they need in order to feel like competent, successful human beings."2 Children are born to learn. They deserve a safe, nurturing learning environment where they can do so, in an atmosphere of patience, respect, gentleness, and trust, not threats, force, and cynicism. As Einstein warned us years ago, "It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion." by Jan Hunt Every child is a gifted child. What could be done instead? Mcgill University Professor Norman Henchey recommends that we "rethink the whole notion of compulsory schooling...”

178 Therapy or torture Do psychiatrists really concentrate on curing illness and alleviating pain like other doctors, or are we merely using them to control ‘socially unacceptable’ behaviour: “when a branch of medicine deals with intangibles like delusions, when it cannot agree on diagnosis, when treatments are introduced on insufficient evidence, when its relationships with the law are vague and contentious, it is open to manipulation from within and without” Amos Wilson on Peter Breggin Gail Hornstein on four things Epistemic Insult Existential Depression Existential Guilt The stereotypes of good students, bad students and every other category of student conceal the question of the desirability of systems of grading and categorization.  ...

179 Carl Jung “The Undiscovered Self”
The mass State has no intention of promoting mutual understanding and the relationship of man to man; it strives, rather, for atomization, for the psychic isolation of the individual. The more unrelated individuals are, the more consolidates the State becomes, and vice versa. Fear that anarchist instincts will thereby be let loose is a possibility that is greatly exaggerated, seeing that obvious safeguards exist within and without. Above all, there is the natural cowardice of most men to be reckoned with The fatally short-sighted habit of our age is to think only in terms of large numbers and mass organization, though one would think that the world had seen more than enough of what a well disciplined mob can do in the hands of a single madman. Unfortunately, this realization does not seem to have penetrated very far (p 38) I]n the mass society, individuals have a tendency to withdraw from each other more and more. Their relationship is only artificial; it is only the product of the mass media.” there is something far wrong with a group in which some members are so bored with their jobs that they use media solely as a stupefying drug… similarly, those children who are drawn into delinquency are the result of an unsatisfactory home life and an environment within which delinquency is a possible and even socially-accepted way out for frustrated youth. The supposition that they are perverted by the mass media alone is a gross oversimplification of a serious and complex problem. [324]

180 Can The Subaltern Speak (1994)
For me, the mundane call for a language of "simplicity and clarity" represents yet another mechanism to dismiss the complexity of theoretical issues, particularly if these theoretical constructs interrogate the prevailing dominant ideology. It is for this very reason that Gayatri Spivak correctly points out that the call for "plain prose cheats." I would go a step further and say, "The call for plain prose not only cheats, it also bleaches.“ to substitute monologue, slogans, and communiques for dialogue is to attempt to liberate the oppressed with the instruments of domestication. Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects which must be saved from a burning building; it is to lead them into the populist pitfall and transform them into masses which can be manipulated. Jung on mass appeals and the sloganeering of the propagandists Jung on the black adult being just on par with the european child and also writing on giftedness etc The pedagogy of the oppressed, which is the pedagogy of people engaged in the fight for their own liberation, has its roots here. any apparent dialogue or communication between the elites and the masses is really the depositing of "communiques," whose contents are intended to exercise a domesticating influence. Edward Said, Orientalism etc, Homi Bhaba, (Clarence Walker)

181 Techniques of Persuasion – Brown (1963)
The new media of radio, television, and the cinema were at first welcomed by progressives who saw [opportunity] in them… but this hope… has not been realized; for even in the democracies the radio and television are controlled their directly or indirectly by the government or, worse still, by commercial companies paid by advertisers who ‘give the public what it wants’ – that is, according to this view, the rubbish it has been conditioned to want… according to Wright Mills, Vance Packard, and many others, the media and the social pressure of the messaged conditioned by the media act to bring about increasing uniformity. Through them the individual is told who he is in terms of status and role, how he ought to think and behave in his role, what his aspirations ought to be and how should strive to attain them [33,34] [there is] the anonymity of the individual when he loses himself in a crowds and the feeling of permissiveness he develops when the observed behaviour of others makes him believe that he can safely express emotions and behaviour he would ordinarily repress… The usually isolated individual enjoys the sensation of freedom and from conventional restraints and the awareness of power which participation in a crowd gives him and he may express views or commit acts of which he would otherwise be ashamed...the many ordinary men and women in frustrating jobs, with no job at all, or with frustrating home situations, find a new purpose in life [92] The Negro, with his low standard of living, is prepared to take jobs at less hen the prevailing rates. He is, in short, a strike-breaker and, even if involuntarily, a traitor to the working class. [38] As Herman Rauschning remarked: ‘marching diverts men’s thoughts; Marching kills thought... Marching makes an end of individuality.’ [115] People are said to have lost the ability to take cultural issues seriously – a view expressed in T.W. Adorno’s statement that ‘radio has made of Beethoven’s Fifth Symphony a hit tune which is easy to whistle’, implying that popular culture has made of the classic something to be consumed rather than understood. [142]

182 Trivial Trivium Tripole Tripartate Tripe
The Trivium is an ancient method to learn and think effectively, and therefore to come to truth. It is like a manual for how our mind, as a "processing unit" works, and for how to use it in an effective way, without prejudging and logic errors [...] It is the "Three-Fold Path to Truth", consisting of the three steps of gathering information, understanding it, and expressing it (Input, Processing, Output)  The Liberal Arts and Sciences are a grouping of seven subjects: The Trivium, consisting of the three subjects Grammar, Logic, and Rhetoric, and the Quadrivium, consisting of the four subjects of Arithmetic, Geometry, Music, and Astronomy. The Trivium (Arts) deal with the Mind, and the Quadrivium (Sciences) with Matter. This group of seven subjects, as well as numerous variations containing more or less subjects, has origins in Ancient Hindu and Greek cultures, and it was revived in the Roman era, and once again during the Middle Ages, each time forming in a way peculiar to the time and place. Not only was the Trivium presented as a historical grouping of subjects, it was an actual method for learning called, the Integrated Trivium.

183 Trivial Trivium Tripole Tripartate Tripe
The Integrated Trivium incorporates all of the knowledge of the three subjects and combines them with a three-part metaphor for the learning process in which Grammar, Logic, and Rhetoric (in that order) symbolize the natural mental processes of absorbing information, organizing information, and communicating information. Grammar asks the Who, What, Where, and When. Logic answers the Why, and Rhetoric provides the How Grammar – Input – Knowledge Logic – Processing – Understanding Rhetoric – Output – Wisdom He who teaches, learns He who teaches, learns – Joseph Lancaster (not the same as the Pennsylvania Amish in Lancaster PA)

184 Monolectical, Dialectical, Trialectical
General Grammar, Aristotelian Logic, and Classical Rhetoric comprise the first three rules-based subjects of the 7 Liberal Arts and Sciences. As these disciplines are learned and practiced together, they form the overarching, symbiotic system for establishing clarity and consistency of personal thought called the Trivium.

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