The Essence of the Jimmy Saville story

This is the essence of the Jimmy Saville/ The Pope/ David Cameron/ George Bush/Tony Blair/ Saddam Hussien etc etc etc story - those who use Power do so because they lack empathy, and respect - the basis of love.

They were not born thus, but became thus largely due to their earliest childhood traumas... this is not to excuse what they do - they are adults, and adults are always, always accountable for any harm they cause to others - it is to say that as a society, as individuals and parents we must address who we relate to children, how we treat them...

As Charlie Chaplin is reputed to have said : "You need power only when you want to do something harmful. Love is enough to get everything done."

We all will do to our own, to a greater or lessor extent, what was done to us if we cannot resolve what we went through in those earliest days and months. Few can recall what occurred because we learn by experience, by feeling and by emotion at depth. That learning is the primary relational information we have, and it is mostly unconscious.

This that leaves a majority of people open to direct manipulation .... which is essential for Power and Mass Media to operate..... without that, they would fall.

The psychology of any given society, community or family is both revealed and perpetuated in how the children are related to and treated. Change that and you can change everything.

It cannot be change by Government dictat, as all dictats run counter to this change towards empathy, it must be changed at the grass roots and grow from there...

We are at across roads, in that so much information is emerging about abuse, and about the natural development of empathy in early childhood..

With this information, which concurs with common sense we can move forwards.....

Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe

The Corruption of The Curriculum.

I read this rather clear and yet short piece, on the 'corruption of the curriculum' and it's a damning indictment of Educational policy and tinkering with teaching practice, learning 'styles' and course content.

It states the following :

 "The school curriculum has been corrupted by political interference, according to a new report from independent think-tank Civitas. The traditional subject areas have been hi-jacked to promote fashionable causes such as gender awareness, the environment and anti-racism, while teachers are expected to help to achieve the government's social goals instead of imparting a body of academic knowledge to their students."

The article then outlines in concise language some of the 'corruptions' and their adverse effects.

The describe 'educational apartheid' (subjects excluded for some students based on income and class), 'history without dates' (without a coherent narrative), a policy of behavioural change that reduces

It's well worth a read, and I would like to put it in context, "join-the-dots" so to speak. To go further. To clarify.

After all, it was issued by Civitas, who are pretty much a right wing think tank, and why would I be impressed by what ever spewed forth from such an establishment. So I gotta put that right. I am not at all impressed, because the article itself is tinkering, and while it makes a critique that has some substance, it fails (as intended) to set things in context.

Has anyone mentioned to you that it is known, and proven, that State Education was initially instigated by intensive and long-term lobbying from business? 

"Perhaps the greatest of school's illusions is that the institution was launched by a group of kindly men and women who wanted to help the children of ordinary families—to level the playing field, so to speak."

It was of course,  presented as philanthropy,  the trojan horse of modern social engineering effected by the use of wealth, by stealth. And yes some people really did believe they were genuine seeking to help others and to help 'mankind'.

In fact there was close to a century of lobbying at  local, national and international levels of Industrial Society, and a huge, vast amount of money was spent over that time in this project to introduce Compulsion Schooling for all children.

"The real makers of modern schooling were leaders of the new American industrialist class, men like:

	Andrew Carnegie, the steel baron...
John D. Rockefeller, the duke of oil...
	Henry Ford, master of the assembly line which compounded steel and oil into a vehicular dynasty...
and J.P. Morgan, the king of capitalist finance...

The primary driver was of this project was the power and control of business, mostly the coal business, which with coal being the first fossil fuel, has a certain resonance with corporate power play within Governance by the petroleum industry. that we know today ... the coal and steel business was or became the central power in 'Civilisation' and one of the most aggressive in terms of 'expansion' (globalisation) and in terms of infiltrating Governance. The project to compel all children into education started in the 1750s.

And what has happened is that for a while it worked, as all training does, then some people started to see through the system, and found ways to use it as the basis for real learning outside the system, and began to resist the indoctrination and worse, actively self organise.

Power cannot allow that. For two reasons.

!. To many power players is dangerous if they are all equals.  There has to be manageable limits.

2. "If some 'poor' people learn to do what we are doing, we are out of business. So let us 'educate' them such that they cannot really learn, but can remember what they have been told, and they'll confuse memorising for learning. And we will set the psychological limit within the education SYSTEM, the systemic process does the work, not merely the curriculum."

The curriculum can be tinkered with, both by Power and by those Power allows, within limits and under their watchful eyes.

The article I quoted is complaining about the tinkering, and not the system. It prefers the 'traditional tinkering'. That's as far as it goes.

Not impressive.

The SYSTEM must  remain, even as it's façade is ever changing as either genuine empathic understanding emerges (they can't fool all the people all of the time) which Power will always seek to co-opt, by systematising whatever emerges organically, thus neutering any potential threat to Power it might represent.

Any right winger knows this. Well,the ones who dictate policy. Who ever they are..

This is partly why John Taylor Gatto says we must disestablish the SYSTEM, retaining the infrastructure and applying and modifying those infrastructure so that they can be used as places of self motivated learning, where the full person is allowed to grow, as such to truly meet the needs of the children, and indeed of all of us, as natural learners.

"After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves."

Self motivated, self organised. Self Governing. Common Sense. Biologically mandated.

The article is a brief overview of a book, by Frank Furedi...

'The Corruption of the Curriculum' by Frank Furedi, Shirley Lawes, Michele Ledda, Chris McGovern, Simon Patterson, David Perks and Alex Standish is published by Civitas, 77 Great Peter Street, London SW1P 2EZ

Kindest regards

Corneilius

Do what you love, it's Your Gift to Universe