How to control society...

How to Control Society: Education and “National Security”

The following is an excerpt from an interview of one the smartest people in the world. His IQ has been recorded as being somewhere between 190 – 210. In other words, he is off the charts smart. A mentally retarded person = 75 IQ, your average individual = 100, Einstein = 160. Here is what he has to say about the education system in America:



Looking over American education, K-8, high school, college, and graduate school, what say you? Does the U.S. education system make it possible for people like yourself to thrive? Should they?

From where I sit, the bottom line is really very simple. There are many people these days who are quite low on knowledge and ability, but sport impressive college degrees and great jobs, sometimes even in academia itself. Yet, there are others who are at least as intelligent as the average college professor and possessed of the will and ability to contribute to society, but without a degree and at best menially employed. Many intelligent people eventually reach an impasse with the education system despite their best efforts, but when they attempt to make do without its stamp of approval, their situation becomes well nigh impossible.

There is something very wrong here, and given the power of the system, it cannot deny a measure of responsibility for this imbalance and its harmful effects. So my answer would have to be yes, the education system should try harder to let the highly intelligent thrive within it. Where circumstances make this difficult, it should at least make remedial allowances for the exceptional individuals whom it has clearly failed. Through standardized testing alone, for example, it could make low-cost or no-cost degrees available to capable individuals who cannot afford tuition or benefit from its regimented mass-production style of instruction.

Unfortunately, there appear to be some rather unsavory reasons for academia’s reluctance to make such allowances. Historically, it has always been subject to pressure by powerful economic and political interests. This pressure is generally directed toward the creation of a self-reinforcing arrangement: those in power tell academia how they want students to think; academia produces a constant supply of certified experts guaranteed to tell those in power what they want to hear; and those in power, having placed these experts in advisory positions, encourage them to uphold whatever consensus appears to justify their actions and desires.

Obviously, far from wanting to stimulate and empower their future competition, the socioeconomic elite would rather mold potential competitors into docile workers and consumers. Just as obviously, this has nothing to do with maximizing the intellectual potential of individual human beings, especially those with psychological traits that could make them “problematical”. Woodrow Wilson, speaking as the President of Princeton University in 1909, put it like this: “We want one class of persons to have a liberal education, and we want another … a very much larger class of necessity … to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.” This has been impressed on academia through economic and political pressure exerted over many decades by various well-funded and tightly-controlled nonprofit foundations, policy institutes, learned councils, and advisory committees.

In other words, while education is obviously a dire social necessity, the education system shares a peculiar distinction with the mass media: both are ideal means of indoctrination, mental and behavioral conditioning, and social manipulation, all of which are practiced by the wealthy and powerful out of sheer self-interest, and all of which are diametrically opposed to intellectual depth and objectivity. This exposes the education system to forms of interference which bias it against certain ideas and compromise its basic educational functionality. Unfortunately, it appears to be unable to defend itself against such interference; while subjecting nearly everything but itself to ruthless deconstruction, it remains perfectly blind to its own systematic abuse.

Largely thanks to such interference, the education system is now seriously flawed. Its problems are almost too numerous to list: it is bureaucratic and peremptory, profit-oriented in a pyramidal way, full of prejudice against traditional American culture and values, and addicted to various articles of PC nonsense which it prosecutes aggressively and with astonishing intolerance and sanctimony. It worships orthodoxy, punishes originality, and often rewards intellectual mediocrity as if it were the sacred torch of human brilliance. Though unable to justify its highly standardized worldview, it demands near-perfect intellectual conformity therewith, thus creating a suffocating atmosphere for students and teachers alike. One could easily go on.

Despite these failings, most people still see the education system as the universal incubator and caretaker of human knowledge, the cynosure of human intellectual progress, and a safe repository of the priceless intellectual resources of mankind, naively trusting in the integrity of honest and dedicated teachers and researchers to prevent outside forces from subverting its machinery for ulterior purposes. However, America’s steady decline in overall academic performance, and our current dismal socio-economic predicament – for both of which academia clearly bears a large measure of responsibility – show that this faith has been largely unwarranted.

While some of the responsibility can be “kicked upstairs” to the political realm and beyond, educators are still left holding the bag. It is time for them to worry more about education, and less about guarding the power structure and promoting its conceptions of political correctness and social justice at a net loss of our most crucial intellectual resources.

Read more at http://investmentwatchblog.com/how-to-control-society-education-and-national-security/#TiPIrzlU65G6lQjw.99