ESA’s -Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part IV

https://dawnkazmierzak.net/2016/11/26/testing-assessments-standards-teaching-machines-the-science-of-creating-obedient-citizens-behavioral-science/

 

ESA’s and Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part IV

“Education is what survives when what has been learned has long been forgotten.”

B.F. Skinner, father of Operant Conditioning.

  1. ESA’s (Education Subsidy Accounts) more Behavioral Conditioning, deception, theft and cognitive dissonance.

Education Subsidy Accounts (ESA’s), Education Scholarship Accounts, and Education Savings Accounts (the deception label), expand the role of government regulation, funding, dependency and inflation into the lives of recipients, vendors, service providers, taxpayers, and current public education on all levels. ESA’s create yet, another, bureaucracy and bureaucratic demand for standardized content, Assessments, Testing and third-Party Accountability measures, as a result of yet, another government redistribution scheme of taxpayer monies.

This scheme is a ubiquitous example of Behavioral Science’s Operant Conditioning, again under the guise of free choice and ‘benevolence’. “Let us help you get what you have coming to you….and we’ll show you where to spend it.”

This scheme, like most education schemes in the past, does not originate with the parents, but with those who seek to gain from government funded redistribution programs and dependence on those programs. This scheme does not advance, as their propaganda states, “free-market” competition. In order to have a free-market competition, one must use one’s own resources. Free market does not exist in any market in which the competitors are funded by the endless pocket book of the government; the government which taxes taxpayers directly and indirectly to fund its redistribution schemes. (That is the definition of socialism: Government control of production and distribution of goods, services and ideas.)

a. Whose money is it?

These ESA accounts are NOT being filled with personal savings monies, but are created, out of thin air, using taxpayer monies! Read as digital illusions tracked on digital accounts. Creating ‘money’, even digital “money”, causes inflation of costs to all and reduces the value of all other money and savings.

b. More Shackles and Submission

“Free” money treats are placed in Education doggie bowl accounts in exchange for submission to regulations such as: registration with governing authorities; registration in and subsequent withdrawal from public school within designated time frame; private school accreditation, curriculum approval, assessment testing, expenditure documentation submission via specified modality, submission schedule, provider certification, vendor certification, and various sundry ‘accountability’ measures as the redistributors and planners arbitrarily desire.

Considering the Josephson Institute of Ethics ongoing survey results of students who lie, cheat and steal to get the grade on tests or be ‘successful’, and then as adults continue in their pattern of fallen ethics into their adult professions; perhaps, it is no wonder these adults marketing ESA accounts continue in their conditioned patterns of deception, avarice and taxpayer theft in order to be successful in the goals of their paymasters.

c. Opt-Out….but now, Opt-In? Cognitive Dissonance from the “experts.”

Don’t eat butter! Eat margarine. Hydrogenation is bad, so yes, eat butter. Don’t eat raw foods; pasteurization kills the bacteria; and the digestive enzymes, too. Oops, buy into the raw dairy herd. Don’t eat wheat or dairy, or corn or soy, or palm oil, or gmo, or shellfish, or sugar, or anything, unless it’s stamped ‘fair trade’, and non-gmo, and kosher. And, make certain your foods don’t leave any footprints on the planet. If folks just stop eating, there won’t be any footprints. (See what happened to food when the government subsidized farming and crop insurance?)

Just as the latest incomplete ‘research’ pumps the pedals of the food marketeers; what is being pushed one season by the education ‘reformers’ is a complete opposite of what was parroted the previous season. Notice that the very same groups of education experts who lead the Ed Subsidy Account (ESA) crusade, which will require assessment testing, are the very same crusaders who polished the verbiage and equipped parents to use their weapon of Opting-out of testing and assessments of the government subsidized, public education.

Yes, to recap— those very same folks who pushed the “Opt-out” of testing, assessments, college placements tests for data tracking reasons, are now advocating ESA’s which will require testing, assessments, registration and more data-tracking.

No wonder the herd is so weary of being stampeded from one canyon to the other; and the young bucks hardened, cynical and survival-oriented. 

d. “School Choice” double-speak.

Many of the same groups that promote ESA’s, have done this utilizing another deceptive double speak public relations phrase, that of “School Choice.” To the innocent person the phrase means just what the words say, and what we have always had: the choice of who should fund and direct the education of our child. This choice still exists. Parents may choose privately funded education or government taxpayer funded education.

The double speak is that the groups pushing ESA’s use the term “School Choice” to mislead the innocent, while at the same time create legislation that will expand the role of taxpayer funded government subsidy into private education resulting in placing private education under government control. To do so, will reduce the available options of truly private education. Parents and consumers will directly and indirectly subsidize, not only the latest taxpayer funded scheme, but, as more folks are behaviorally conditioned to accept government Education entitlement accounts, it will make it more difficult for privately funded education to compete with the market inflation caused by the government’s introduction of “free” ESA money.

Recent evidences of these crippling costs exist in the school voucher program, which has escalated the costs to formerly privately funded religious schools. These schools now find their costs tripled to meet the plethora of demands that the voucher program participation requires such as: additional testing, assessments, curriculum, facilities, technology, accreditation, teacher training, additional administrators, software etc.

e. Taxpayer and consumer theft. There is no free lunch and no free service.

Theft is defined as taking something that belongs to another without their consent.

Every consumer is a taxpayer. While not every consumer files a personal income tax return, every consumer who purchases anything, does pay tax. It is these consumer taxes that fund government and its dependency redistribution schemes.

This ESA scheme follows the same pattern of government expansion, dependency and control as evidenced in healthcare, healthcare insurance, Medicare, Medicaid, disability benefits, old age insurance, college loan subsidy, agriculture subsidy, industry bailouts, child welfare, mortgage insurance, and the array of tax deferred, government regulated invested accounts such as: 401 K, IRA, SIMPLE, FSA, HSA, 529, ESA, …blah, blah, blah.

Just because something is permitted, promoted, partially funded or favored via government redistribution of taxpayer funds does not mean that it is right, just or beneficial for anyone. Abortion, which goes by another ‘choice’ mantra, is a clear example of what happens to a society that succumbs to operant conditioning of the masses, fashioning the masses to dispose of people like day-old bread. There is no ‘free’ service; millions of individuals have had to pay for these services with their tax dollars, while millions more have paid for them with their lives. So much for ‘liberty and the pursuit of happiness.’

f. Bogus benevolence.

“The least amount of care is given when spending other peoples’ money on other people.”

Economist Milton Friedman wrote entire books based on this truism.

The middlemen, promoters of any government redistribution scheme whether it be special accounts, favors, tax deferment, tax-exemption, loans, grants, credits, subsidies, insurances etc. etc. practice behavioral science’s mental gymnastics in attempts to market these schemes as benevolent intentions. They are NOT.

It is never humane or charitable to condition a dog to salivate at the sound of a bell, nor is it benevolent to remove an individual’s liberty by coercing them into dependence upon others. Nor is it benevolent to redistribute the resources of others without their consent.

If one desires to be benevolent or charitable to others, then one ought to follow the directives pronounced by God and let Him distribute appropriate rewards.

“Be careful not to do your acts of righteousness before men, to be seen by them. If you do you will have no reward from your Father in heaven.

So when you give to the needy, do not announce it with trumpets, as the hypocrites do in the synagogues and on the streets, to be honored by men. I tell you the truth, they have received their reward in full.

But when you give to the needy, do not let your left hand know what your right hand is doing, so that your giving may be in secret. Then your Father, who sees what is done in secret, will reward you.”

Jesus Christ, as recorded by Matthew 6:1-4

If one desires to be benevolent, then one is to use one’s own personal resources, eliminating the middlemen who forge the shackles of dependence on the socialist welfare state.

So, to all those who promote more redistribution schemes using other peoples’ money to supposedly benefit others, we say,

“Do your own good deeds, using your own resources and leave each of us to use our own resources to do our own benevolence.

We will each keep our own accountability to God and not require the services of any middlemen, nor will we feed the leviathan of bureaucracy which consumes the lives, the liberties, the consciences and the pursuits of individual happiness.”

 

 

 

Partial Resources:

*Beyond Smarter, by Reuven Feuerstein (1921-2014). Professor Feuerstein, developmental, clinical and cognitive psychologist coined the term neuroplasticity, prior to the advent of functioning MRI’s that provide proof of this ongoing structural change in the brain.

Professor Feuerstein, a profoundly gifted, insightful and deeply religious Jew, recognizing that man is created in the image of G-d, and to be respected as such; was vehemently opposed to the use of computers, digital software, artificial intelligence and the like, in the teaching of human beings.

 

Biblical and Talmudic Antecedents of Mediated Learning Experience by Shmuel Feuerstein

Bruce G. Hammond – China and Testing Great Test Scores, Bad Schools: A Cautionary Tale From China http://www.isacs.org/misc_files/Hammond%20article.pdf

 

https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

 

http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[4] http://josephsoninstitute.org/surveys/

 

http://www.usnews.com/education/blogs/on-education/2008/12/02/cheating-on-the-rise-among-high-school-students

http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2000092200

     http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[7] Milton Mayer in They Thought They Were Free, The Germans 1933-1945 https://dawnkazmierzak.net/2016/07/13/they-thought-they-were-free-the-germans-1933-1945/comment-page-1/#comment-97

 

[8][Academy for Systemic Change Common Core State Standards Systems Map Version 2013.6.13]

 

International Mind, Brain and Education Society symposium brochure…frightful what operant conditioning they have planned for folks.

 

[9] https://dawnkazmierzak.net/2016/09/08/the-digital-dictatorships-formation-of-mastered-minions-the-road-to-serfdom/

 

https://dawnkazmierzak.net/2013/12/20/educational-assessments-the-digital-gaming-hunters-of-jurassic-park/

Lord Acton, Essays on the history of Liberty

  1. B. Ashton, The Fascist, His State, His Mind

Milton Friedman, Free to Choose

Walter Lippmann, Public Opinion

J.S. Mill On Liberty

Daniel Siegel, The Neurobiology of We

Vladamir Turchenko, The Scientific and Technological Revolution and the Revolution in Education

Ludwig Von Mises, Socialism: An Economic and Sociological Analysis

  1. G. West, Education and the State, A Study in Political Economy

 

 

 

Posted in Culture, digital media, Education, Faith, Family, government, History, neurobiology, Parenting, perception, psychology, school choice, Senses, social emotional "learning", Technology, Values | Tagged , , , , , , , , , , , , , , , , , , , , , , | Leave a comment

Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part III

 Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part III

“Education is what survives when what has been learned has long been forgotten.”

B.F. Skinner, father of Operant Conditioning.

  1. Mass Men, mass production, minimum Standards and human capital.

If you’ve ever made homemade bread, you realize it takes time and loving attention. One searches out the best ingredients, reads all the labels, and hones appropriate proportions and rise times that depend on factors such as humidity, room and oven temperature, and other variations that occur in real ingredients and in real life. Making good bread, like artisan cheeses, or any handcrafted piece is an art.

Nurturing minds, your own child’s mind is like that as well. One cannot separate the mind from the body or the spirit. Nor can one ignore the emotions, the setting factors, and the variances of talent, temperament, interest or heart in each unique individual. Children are a gift from God to be handled with His guidance, time and loving attention.

Mass produced bread gets shoved here and there and is trashed with very little concern. Homemade bread is crafted with care, anticipated with its attending aroma, appreciated for its taste, texture, nutrient value, extra efforts, shared with family and friends, and savored to the last crumb.

When the Third-Party payers took over education, outsourcing the designated transmitters, the parents accountable to God, they needed student-testing outcomes on dictated minimum standards to report metrics to third party investors.

Now, we all know what “minimum standards” have done for any industry.

Houses were far better constructed when the builder and homeowner worked together, eye-to-eye to design and build a house that would become a home enjoyed for generations, packed with friends and remarked upon as representative of the excellent craftsmanship of the builder.

Medical care was far better when the patient-doctor relationship had no third party middlemen dictating minimum and maximum allowable fees, appointment times, procedure frequency, record documentation, services, interventions, medications, reimbursements, surgeons, stays, providers, co-pays, information transportability, diagnosis codes and insurance processing.

Food was far more nutritious when the farmer raised foods he, his family and neighbors would eat; food that was not genetically modified to kill bugs, weeds and consumers. Nor was the food government subsidized to control market prices and pawned off on government aligned institutions, schools, hospitals, nursing homes, food banks and impoverished countries.

When men are educated in mass, conditioned for obedience to a minimum ‘standard’, and viewed only as human capital to be regimented in rank and file for labor and consumption purposes, then human life is devalued to that of day old commercial bread. In contrast to proposed theories of humanitarian benevolence, the socialist humanist models result in very little respect for human life, individual distinction, or individual liberty.

  1. Liberty requires that education be privately funded, parent directed.

“A general education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body.”

J.S. Mill, On Liberty 1859

Even political economist, parliamentarian, Utilitarian John Stuart Mill (1806-1873), dubbed as “the most influential English-speaking philosopher of the nineteenth century,” rallied against standardized government subsidized education. Mill himself was educated at home by his parents.

J.S. Mill was a great advocate of education for all, as he sought to see the people of England equipped with the abilities to vote and participate in governance. Yet, the locale of education was not to be dictated and “there would be no official pressure to supply people with teachers previously instructed in government training colleges. In the words of Adam Smith: ‘They would soon find better teachers than any whom the state could provide for them.” Educator, Philosopher, Economist Adam Smith (1723-1790), the author of “Wealth of Nations”, noted for division of labor, had himself been a college professor and witnessed the realities of government subsidized education.

“In the University of Oxford, the greater part of the public professors have, for these many years, given up altogether even the pretence of teaching.”

Adam Smith in An Inquiry into the Nature and Causes of Wealth of Nations (1776)

For entire article points 1-11 see link

https://dawnkazmierzak.net/2016/11/26/testing-assessments-standards-teaching-machines-the-science-of-creating-obedient-citizens-behavioral-science/

 

Partial Resources:

*Beyond Smarter, by Reuven Feuerstein (1921-2014). Professor Feuerstein, developmental, clinical and cognitive psychologist coined the term neuroplasticity, prior to the advent of functioning MRI’s that provide proof of this ongoing structural change in the brain.

Professor Feuerstein, a profoundly gifted, insightful and deeply religious Jew, recognizing that man is created in the image of G-d, and to be respected as such; was vehemently opposed to the use of computers, digital software, artificial intelligence and the like, in the teaching of human beings.

 

Biblical and Talmudic Antecedents of Mediated Learning Experience by Shmuel Feuerstein

Bruce G. Hammond – China and Testing Great Test Scores, Bad Schools: A Cautionary Tale From China http://www.isacs.org/misc_files/Hammond%20article.pdf

 

https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

 

http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[4] http://josephsoninstitute.org/surveys/

 

http://www.usnews.com/education/blogs/on-education/2008/12/02/cheating-on-the-rise-among-high-school-students

http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2000092200

     http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[7] Milton Mayer in They Thought They Were Free, The Germans 1933-1945 https://dawnkazmierzak.net/2016/07/13/they-thought-they-were-free-the-germans-1933-1945/comment-page-1/#comment-97

 

[8][Academy for Systemic Change Common Core State Standards Systems Map Version 2013.6.13]

 

International Mind, Brain and Education Society symposium brochure…frightful what operant conditioning they have planned for folks.

 

[9] https://dawnkazmierzak.net/2016/09/08/the-digital-dictatorships-formation-of-mastered-minions-the-road-to-serfdom/

 

https://dawnkazmierzak.net/2013/12/20/educational-assessments-the-digital-gaming-hunters-of-jurassic-park/

Lord Acton, Essays on the history of Liberty

  1. B. Ashton, The Fascist, His State, His Mind

Milton Friedman, Free to Choose

Walter Lippmann, Public Opinion

J.S. Mill On Liberty

Daniel Siegel, The Neurobiology of We

Vladamir Turchenko, The Scientific and Technological Revolution and the Revolution in Education

Ludwig Von Mises, Socialism: An Economic and Sociological Analysis

  1. G. West, Education and the State, A Study in Political Economy

 

 

 

 

 

 

Posted in digital media, Education, Faith, government, History, neurobiology, psychology, Senses, social emotional "learning", Technology | Tagged , , , , , , , , , , , | Leave a comment

Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part II

  1. Conditioned to Compromise, Conform, Lie and Cheat to get the Grade, “Success”, The Positive Reinforcement Reward.

Students want so much to make the grade, get the score, have ‘success’, please the test givers, their parents, peers, audience and get the conditioned reward, that they confess to lying, cheating and stealing to do so…and being okay with their “ethic.”

Josephson Institute on Ethics…

  • Age: 17 or under (51%); 18-24 (36%); 25-40 (18%); 41-50 (11%); Over 50 (10%). Teens are five times and young adults (18-24) are three times more likely than those over 40 to hold the cynical belief that lying and cheating is necessary to success. This belief is one of the most significant and reliable predictors of dishonest behavior in the adult world.

 

“According to the Josephson Institute of Ethics 2010 survey of 43,000 young people, 92 percent of students were satisfied with their personal ethics and character. However:

While 89 percent of students believe that being a good person is more important than being rich, almost one in three boys and one in four girls admitted stealing from a store within the past year. Moreover, 21 percent admitted they stole something from a parent or other relative, and 18 percent admitted stealing from a friend.

On lying, more than two in five said they sometimes lie to save money (48 percent of males and 35 percent of females). While 92 percent of students believe their parents want them to do the right thing, more than eight in ten confessed they lied to a parent about something significant.

Rampant cheating in school continues. A majority of students (59 percent) admitted cheating on a test during the last year, with 34 percent doing it more than two times. One in three admitted they used the Internet to plagiarize an assignment._

In its 2008 report on the relationship between un-ethical behavior in school and unethical behavior as adults, the Josephson Institute of Ethics reported:

Regardless of current age, people who cheated on exams in high school two or more times are considerably more likely to be dishonest later in life. Compared to those who never cheated, high school cheaters are:

Three times more likely to lie to a customer (20% vs. 6%) or inflate an insurance claim (6% vs. 2%) and more than twice as likely to inflate an expense claim (10% vs. 4%).

Twice as likely to lie to or deceive their boss (20% vs. 10%) or lie about their address to get a child into a better school (29% vs. 15%) and one-and-a-half times more likely to lie to spouse or significant other (35% vs. 22%) or cheat on taxes (18% vs. 13%).” [4]

 

 

  1. The problem with Digital media and the human brain

It is a basic practice that when cognition is low, “educators” use behavioral science.

When the client or student is low on cognitive skills, the mediator employs a system of currency, the rewards, and coercions to get them to learn, conform, and cooperate with the desired behavior. The stickers on the refrigerator, the ice cream after the doctor appointment, the candy, the rewards cards, coupons, the new video game, material enticement, whatever shiny object to attract and hold up as an external currency. This is how animals are trained with treats, or affection for a good performance. This is the external reward under the control of the giver of the reward to define “success” or failure and keep the student on the leash.

 

In order to keep cognition low, planners continue to employ behavioral science. The human brain is an information processor. Information to process is received via the sensory systems of sight, sound, smell, balance, proprioception, taste, temperature, and pain and converted to representations in the brain. Sensory information (stimuli) must be transduced from the various forms of receptors into electrical, chemical and structural changes within the brain. This involves encoding, organization, elaboration and integration with previous experiences and memories that are stored all over the brain, nervous system and muscle. This takes time to create an accurate representation in a brain and to catalog it for appropriate recall, analysis and application of reasoned thought. Information processing in the human is an analog process, not a binary, digital one. [9]

When human sensory systems receive too much information, too rapidly, from too many sources, with too much change in scenes, volumes, colors, too many visuals, the systems cannot handle the volume of stimuli. This overwhelms the system and it resorts to the emotional, limbic, survival centers of the brain. This is the same default for preconditioned responses, fear conditioning, stimuli that the amygdala has associated with previously fearful, traumatic, or unpleasant experiences. The Midbrain, functions primarily on an emotional, fight, flight, fright, reactionary, and survival oriented level. This is not cerebral cognition. This is not rational, reasoning, or thoughtful response.

This is the level of Operant Conditioning. Trained impulse reflexive behaviors. Like Pavlov’s dogs, and Skinner’s Utopianists. Success means survival in “The Call of The Wild” and in government subsidized “education” for 21st century laborforce development.

“A government strong enough to act in defiance of public feeling may disregard…for it is able to punish.

But a government entirely dependent on opinion looks for some security as to what that opinion shall be, strives for the control of the forces that shape it, and is fearful of suffering the people to be educated in sentiments hostile to its institutions.”

Lord Acton (1834-1902)

Essays in the History of Liberty

 

  1. Forging Shackles: The Master-Slave: Patron- Proselyte Paradigm

The consequences of operant conditioning go beyond the immediate reinforcements. A student who tests well, will be offered monetary rewards, scholarships, special considerations in placement and in turn become indebted to his patrons. This is the simple master-slave relationship. The relationship becomes one of obligation of servitude to identify with one’s patron in funding, master in academia and their ideologies.

A student who receives an academic or merit scholarship is psychologically under obligation and angst to perform well in his studies, rank high in testing, and carry on the creed, in order to continue to receive the monetary rewards, subsidies, approbation and favors.

Often these relationships result in references for future professional positions in academia, research consortia, networks or related positions in the intelligentsia, bureaucracy, or influential laborforce. By this time, the recipient has long lost their individuality and the patrons know it. These well-trained proselytes, high performance pleasers, become the fiercest defenders of their patrons, mentors, system and alma maters in which they excelled, received recognition, approbation and identity. They will quite often demonstrate an obeisance, a worship of the patrons and masters who have forged their chains.

To accept money from another creates a relationship in which the recipient is the slave and the donor the master. The slave will continue to carry the baggage.

 

  1. Big Money in Test Prepping

Students in public schools spend over half their school days in preparation for accountability testing. Student Outcomes on testing determine funding, program continuation, teacher and administration employment. Now that vouchers have infected many private schools, they too, spend days on end prepping to pass the state and national tests to make the grade to continue voucher dollars. Prepping Vendors market videos, on-line courses, private tutoring, extended courses, Test prep study guides etc. Parents shell out millions (thousands per student) to purchase Junior all the possible advantages to score high on the college placement, industry, and digital badge tests. They pay thousands of dollars in prep and continue to pay for taking the same exams repeatedly to keep raising scores. Practice does not make perfect, but it does create permanence in conditioning the logic of the test. Those that invest dollars in prepping to give the desired answers often get rewarded with higher scores. Test scores are often used to award monetary scholarships, which again reinforces the notion that it takes money to get more money. This also reinforces the attitudes expressed in the Josephson Institute Ethics studies on why students are willing to lie, cheat and steal to get the high scores. And why so many go on to lie, cheat, and rationalize their unprincipled actions later in life. They’ve been ‘rewarded’, conditioned to do so.

 

  1. Academia reinforces notion that there is No Absolute Truth.

In a survival oriented society of animals, the concept of moral absolutes, or absolute truth has little bearing. It is survival of the fittest, might makes right, the Darwinian dogma promoted by socialists that invaded campuses over a century ago.

Humanists (B.F. Skinner signed the Humanist Manifesto II) aligned with Marxist philosophies have labored toward creating a Utopia. They continue efforts to systematically transform humans to fit their idealized Utopian society.

The Academy for Systemic Change, promoting the utopian plans of MIT systems engineers, Peter Senge and Joe Hsueh, provides insightful systems maps to produce their “Effective Responsible Happy Citizens” goals. “The goal is to invest in various high-leverage points to the extent where the system tips to self-sustaining change processes.” [8]

Those key leverage points consist of: Peer Pressure Network Loops and Student Testing Outcomes.

In his book, The Fascist, His State, His Mind, E.B. Ashton points out that the Germans and Italians embraced fascism because the mindset of the people was such that they wanted it. Focusing on material goods, productivity, and prosperity as coordinated and distributed by the state, removed from the people the need to think. Citizens under Mussolini and Hitler’s National Socialist Workers (Nazi) Party, had only to do, to obey, to be “Effective Responsible Happy Citizens” just as the Academy for Systemic Change envisions for our citizens today.

 

The problem with conditioning citizens using awards, stickers, degrees of expertise and positions of authority in business and bureaucracy is that they eventually begin to believe they really are experts, above the law, above their fellow citizens, above God. This is what Chuck Colson said had allowed him to lie, cheat and steal during the 1970’s Watergate scandal and what the German Academics said allowed them to take the oath to the Nazi party. Their extensive education had taught them that they could rationalize away their principles, their faith, their consciences and convictions of right and just as defined by God.

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Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science. Part I

Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science.

“Education is what survives when what has been learned has long been forgotten.”

B.F. Skinner, father of Operant Conditioning.

  1. Behavior modifies the Neural System.

The human brain is neuroplastic. It changes all the time. The mere act of seeing something, reading something, doing something, thinking about something or being emotionally engaged in something changes the brain itself. “The behavior modifies the neural system no less than the neural system directs the behavior.” *

Behavioral Science is the branch of psychology that specializes in studying behaviors and means of influencing, modifying, and controlling those behaviors. Behavioral Science is known to ply its trade on and through living things such as: animals, humans, communities, markets, cultures, herds, etc. as well as computers and artificial intelligence.

Behavioral Sciences utilizes tests, assessments, embedded formative assessments, computers, artificial intelligence, peer relations, group dynamics, ethical training, digital media, digital learning, public relations media, polls, social media, advertising etc. to ply its trade on its subjects. Behaviors are largely modified without subject consent.

Russian psychologist, Ivan Pavlov (1849-1936) is noted for his Classical Conditioning of dogs, often called Pavlovian Conditioning. Pavlov trained, (conditioned), dogs to salivate at the sound of a bell by associating the ringing of a bell each time the dogs were presented with food. The dogs associated the stimulus, the ringing bell, with the food so well, that eventually, they would salivate with only the ringing of the bell and no food presented. Their habit became reflexive, formed and embedded. The association of two stimuli to elicit a behavior is called “classical conditioning”. Classical conditioning is a form of learning. Cell phones are conditioning users ad nauseum these days. The general public resembles Alessandro Volta’s electrified frogs with each buzz, beep, jingle, flash or vibration of the conditioning cell phone.

American psychologist, Burrhus Frederic (B.F.) Skinner (1904-1990) took Pavlov’s work further. Skinner is known as the father of Operant Conditioning, the branch of Behaviorism that seeks to reinforce the desired behavior, action, or ideology, via the use of positive or negative consequences. Skinner designed tests, assessments, teaching machines, operant conditioning chambers, etc. using rewards for desired responses and punishment, “aversive stimulus”, for undesirable responses. (Or resistance to the desired behavior criteria: the logic or standards of the training experiment-the test.)

Skinner advanced the use of testing, assessment, “teaching machines” that would train human beings to the desired behaviors of his utopian society, which he wrote about in his novel entitled “Walden Two.” The methods espoused in Skinner’s novel are now known and employed as applied behavior **analysis (ABA). **Note the misleading word “analysis” which is, in fact, shaping the neural system, behaviors, attitudes, values and framework upon which future stimuli will be integrated and acted upon. Any test, assessment, media that stimulates any of the receptive sensory systems (auditory, visual, proprioceptive, olfactory, tactile, chemical, thermal, pain, vestibular) or engages cognition, thought, of the participant changes the subject himself.

  1. Rewards, Testing, Stickers, Grades, Degrees and Positive Reinforcement, Operant conditioning in the Brain- Yours, your child’s, your culture’s.

Learning happens every moment whether we are cognizant of it or not. We can experience active learning in which we are intentional about building brain pathways, encoding new information with previous experiences and organizing this input for future reference, rumination, pruning or reflexive reactions. Learning also happens passively, even when we are not focused, engaged and perceiving accurately nor being organized wisely.

Learning happens whether the information is true, accurate, beneficial, novel, interesting or in agreement with our personal convictions and faith. This is why education was to be administered by parents. Genesis 18:19 provides explicit details and intentions in establishing parents with the transmission of knowledge, beliefs and values to their children.

“For I have chosen him, so that he will direct his children and his household after him to keep the way of the LORD by doing what is right and just, so that the LORD will bring about for Abraham what He has promised.”

Genesis 18:19

This decree contains the four essentials for successful transmission of culture. The Source is God; the content is that which is right and just; the transmitter is the parent and the target is the child, and heirs.

Behavioral science has long yoked with political science to remove the parents from the education and transmission of culture to their heirs and to instead create a dependency on the government as being the “paternal state.”

When the education of the child became a taxpayer funded, government administrated entity, compulsory, and universal,- it removed the parents as being the transmitters of knowledge, values, and beliefs. It also sought to remove the responsibility of the parents to answer to God for successful transmission of what is right and just. The responsibility remains.

In the statist model, the parents were replaced with a Third-party payer system that had millions of payers, taxpayers, who demanded accountability for their assumed interests and returns on their third party payer investments.

Thus, enters the Operant Conditioning system of tests, assessments, teaching machines, social-emotional rewards and punishment based not upon the parents’ assigned content, but upon those of the administration, governors, planners, peer review, group consensus, investors, vendors, employees, and future employers of the infrastructure upon which the paternal government builds its power; and shapes public opinion.

So, in order to convince:

Parents- that junior is learning;

Taxpayers- that teachers are laboring;

Administrators- that teachers are intimidated and teaching to the test;

Employers- that workers (human capital) will be produced and productive;

Government- that taxes will be harvested;

Colleges and Universities- that academia will still produce proselytes;

and Politicians -that folks will be easily led …the Operant Conditioning reward system is employed on all levels. (How many reward cards do you have? How many regulated tax deferred ‘savings’ accounts…ESA, FSA, HSA, 401 K, 529, IRA, SIMPLE, Roth etc. ….or non-profit tax deductible affiliations? How many degrees? Certifications? Guild memberships? Accreditations?)

  1. Tests used to Sort, Lane, verify conformity of proselytes, to assign stickers of state to wards of state.

Each time the politically “correct” answer is regurgitated in the class, on the quiz, on the test, on the “assessment”, on the computer…. the student gets a “good boy!” This desired response is positively reinforced via a hit of dopamine in the reward center of the brain, the nucleus accumbens. Consistently regurgitating the “correct” response results in more approbation: “You memorize well, Johnny….You are so smart! ….. We need to advance you to the Alpha class. …..You will go to college and manage other people. You may even run testing machines like I do.” Or “Johnny, you may be a scientist…or even a planner! Planners are above us managers. Keep giving the “right” answer, the one the planners want or you may just be a ‘worker’.”

Tests are used for embedding ideas, conformity, shaping predictable behaviors and for student sorting. Laning and sifting out which students perform well, meaning conform well and take orders well. These will be good for administrators in civil servant, bureaucracy positions. The use of digital media, computers with artificial intelligence with self-adapting algorithms makes Skinner’s dreams of “teaching machines” to upload Utopian mindsets a very present reality. The logic uploaded is not that of the Source, God, nor that of the parent, but rather the logic of the software. The software programmer embeds the logic of the governing authorities over him; whoever pays his wage dictates what is deemed as “correct”, politically correct.

Most of Socialist Europe employs classical education methods whose content is reinforced via high pressure testing, sorting and laning for assigned positions within the socialist frameworks often called “republics.”

See the educational methods and mindset of Germany, Hungary, Austria, United Kingdom, Romania, Italy, Russia, Ukraine and China. Access, Placement, Advancement, lifework and societal rank are determined by test performance and evaluations at specific ages. These systems remove the need for the individual to think and self-direct. They are conditioned to only “do” as told, to fulfill their assigned role in the state. Germans know this as “Gleichschaltung”, the integration of man into the State. [ 7]

In the early to mid 20th century, parents from Europe and Asia sent their children to America for education. But, as American education duplicates the socialist mindset of these socialist nations, her education system is no longer one of excellence nor is it fit for those seeking to prepare their heirs for constitutional self-governance.

See articles from academics on the failure of the Organization for Economic Cooperation and Development (OECD)’s Programme of International Student Assessment known as PISA exams, which entails over 60 countries https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

and by Bruce G. Hammond on Chinese test takers– China and Testing Great Test Scores, Bad Schools: A Cautionary Tale From China

http://www.isacs.org/misc_files/Hammond%20article.pdf

If the student regurgitates the desired responses flawlessly they will get many “A’s”, the teacher will get good evaluations, the school will get its funding for successful operant conditioning, the student will get scholarships, Advanced Placement (AP) credits, approval from parents and family. The student will be called a ‘scholar’ and advance to the next round of testing and assessments conditioning him to do whatever it takes to pass the test, get the grade, get the neurochemical fix and sense of self worth that is reinforced in these operations. Students learn to “give the system, the test, the teacher, what they want”, advance past “GO” collect the rewards and keep collecting the stickers, the currency, the prestige and the position-the ‘reward’.

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Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science.

 

Testing, Assessments, Standards, Teaching Machines… The Science of Creating Obedient Citizens. Behavioral Science.

“Education is what survives when what has been learned has long been forgotten.”

B.F. Skinner, father of Operant Conditioning.

  1. Behavior modifies the Neural System.

The human brain is neuroplastic. It changes all the time. The mere act of seeing something, reading something, doing something, thinking about something or being emotionally engaged in something changes the brain itself. “The behavior modifies the neural system no less than the neural system directs the behavior.” *

Behavioral Science is the branch of psychology that specializes in studying behaviors and means of influencing, modifying, and controlling those behaviors. Behavioral Science is known to ply its trade on and through living things such as: animals, humans, communities, markets, cultures, herds, etc. as well as computers and artificial intelligence.

Behavioral Sciences utilizes tests, assessments, embedded formative assessments, computers, artificial intelligence, peer relations, group dynamics, ethical training, digital media, digital learning, public relations media, polls, social media, advertising etc. to ply its trade on its subjects. Behaviors are largely modified without subject consent.

Russian psychologist, Ivan Pavlov (1849-1936) is noted for his Classical Conditioning of dogs, often called Pavlovian Conditioning. Pavlov trained, (conditioned), dogs to salivate at the sound of a bell by associating the ringing of a bell each time the dogs were presented with food. The dogs associated the stimulus, the ringing bell, with the food so well, that eventually, they would salivate with only the ringing of the bell and no food presented. Their habit became reflexive, formed and embedded. The association of two stimuli to elicit a behavior is called “classical conditioning”. Classical conditioning is a form of learning. Cell phones are conditioning users ad nauseum these days. The general public resembles Alessandro Volta’s electrified frogs with each buzz, beep, jingle, flash or vibration of the conditioning cell phone.

American psychologist, Burrhus Frederic (B.F.) Skinner (1904-1990) took Pavlov’s work further. Skinner is known as the father of Operant Conditioning, the branch of Behaviorism that seeks to reinforce the desired behavior, action, or ideology, via the use of positive or negative consequences. Skinner designed tests, assessments, teaching machines, operant conditioning chambers, etc. using rewards for desired responses and punishment, “aversive stimulus”, for undesirable responses. (Or resistance to the desired behavior criteria: the logic or standards of the training experiment-the test.)

Skinner advanced the use of testing, assessment, “teaching machines” that would train human beings to the desired behaviors of his utopian society, which he wrote about in his novel entitled “Walden Two.” The methods espoused in Skinner’s novel are now known and employed as applied behavior **analysis (ABA). **Note the misleading word “analysis” which is, in fact, shaping the neural system, behaviors, attitudes, values and framework upon which future stimuli will be integrated and acted upon. Any test, assessment, media that stimulates any of the receptive sensory systems (auditory, visual, proprioceptive, olfactory, tactile, chemical, thermal, pain, vestibular) or engages cognition, thought, of the participant changes the subject himself.

  1. Rewards, Testing, Stickers, Grades, Degrees and Positive Reinforcement, Operant conditioning in the Brain- Yours, your child’s, your culture’s.

Learning happens every moment whether we are cognizant of it or not. We can experience active learning in which we are intentional about building brain pathways, encoding new information with previous experiences and organizing this input for future reference, rumination, pruning or reflexive reactions. Learning also happens passively, even when we are not focused, engaged and perceiving accurately nor being organized wisely.

Learning happens whether the information is true, accurate, beneficial, novel, interesting or in agreement with our personal convictions and faith. This is why education was to be administered by parents. Genesis 18:19 provides explicit details and intentions in establishing parents with the transmission of knowledge, beliefs and values to their children.

“For I have chosen him, so that he will direct his children and his household after him to keep the way of the LORD by doing what is right and just, so that the LORD will bring about for Abraham what He has promised.”

Genesis 18:19

This decree contains the four essentials for successful transmission of culture. The Source is God; the content is that which is right and just; the transmitter is the parent and the target is the child, and heirs.

Behavioral science has long yoked with political science to remove the parents from the education and transmission of culture to their heirs and to instead create a dependency on the government as being the “paternal state.”

When the education of the child became a taxpayer funded, government administrated entity, compulsory, and universal,- it removed the parents as being the transmitters of knowledge, values, and beliefs. It also sought to remove the responsibility of the parents to answer to God for successful transmission of what is right and just. The responsibility remains.

In the statist model, the parents were replaced with a Third-party payer system that had millions of payers, taxpayers, who demanded accountability for their assumed interests and returns on their third party payer investments.

Thus, enters the Operant Conditioning system of tests, assessments, teaching machines, social-emotional rewards and punishment based not upon the parents’ assigned content, but upon those of the administration, governors, planners, peer review, group consensus, investors, vendors, employees, and future employers of the infrastructure upon which the paternal government builds its power; and shapes public opinion.

So, in order to convince:

Parents- that junior is learning;

Taxpayers- that teachers are laboring;

Administrators- that teachers are intimidated and teaching to the test;

Employers- that workers (human capital) will be produced and productive;

Government- that taxes will be harvested;

Colleges and Universities- that academia will still produce proselytes;

and Politicians -that folks will be easily led …the Operant Conditioning reward system is employed on all levels. (How many reward cards do you have? How many regulated tax deferred ‘savings’ accounts…ESA, FSA, HSA, 401 K, 529, IRA, SIMPLE, Roth etc. ….or non-profit tax deductible affiliations? How many degrees? Certifications? Guild memberships? Accreditations?)

  1. Tests used to Sort, Lane, verify conformity of proselytes, to assign stickers of state to wards of state.

Each time the politically “correct” answer is regurgitated in the class, on the quiz, on the test, on the “assessment”, on the computer…. the student gets a “good boy!” This desired response is positively reinforced via a hit of dopamine in the reward center of the brain, the nucleus accumbens. Consistently regurgitating the “correct” response results in more approbation: “You memorize well, Johnny….You are so smart! ….. We need to advance you to the Alpha class. …..You will go to college and manage other people. You may even run testing machines like I do.” Or “Johnny, you may be a scientist…or even a planner! Planners are above us managers. Keep giving the “right” answer, the one the planners want or you may just be a ‘worker’.”

Tests are used for embedding ideas, conformity, shaping predictable behaviors and for student sorting. Laning and sifting out which students perform well, meaning conform well and take orders well. These will be good for administrators in civil servant, bureaucracy positions. The use of digital media, computers with artificial intelligence with self-adapting algorithms makes Skinner’s dreams of “teaching machines” to upload Utopian mindsets a very present reality. The logic uploaded is not that of the Source, God, nor that of the parent, but rather the logic of the software. The software programmer embeds the logic of the governing authorities over him; whoever pays his wage dictates what is deemed as “correct”, politically correct.

Most of Socialist Europe employs classical education methods whose content is reinforced via high pressure testing, sorting and laning for assigned positions within the socialist frameworks often called “republics.”

See the educational methods and mindset of Germany, Hungary, Austria, United Kingdom, Romania, Italy, Russia, Ukraine and China. Access, Placement, Advancement, lifework and societal rank are determined by test performance and evaluations at specific ages. These systems remove the need for the individual to think and self-direct. They are conditioned to only “do” as told, to fulfill their assigned role in the state. Germans know this as “Gleichschaltung”, the integration of man into the State. [ 7]

In the early to mid 20th century, parents from Europe and Asia sent their children to America for education. But, as American education duplicates the socialist mindset of these socialist nations, her education system is no longer one of excellence nor is it fit for those seeking to prepare their heirs for constitutional self-governance.

See articles from academics on the failure of the Organization for Economic Cooperation and Development (OECD)’s Programme of International Student Assessment known as PISA exams, which entails over 60 countries https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

and by Bruce G. Hammond on Chinese test takers– China and Testing Great Test Scores, Bad Schools: A Cautionary Tale From China

http://www.isacs.org/misc_files/Hammond%20article.pdf

If the student regurgitates the desired responses flawlessly they will get many “A’s”, the teacher will get good evaluations, the school will get its funding for successful operant conditioning, the student will get scholarships, Advanced Placement (AP) credits, approval from parents and family. The student will be called a ‘scholar’ and advance to the next round of testing and assessments conditioning him to do whatever it takes to pass the test, get the grade, get the neurochemical fix and sense of self worth that is reinforced in these operations. Students learn to “give the system, the test, the teacher, what they want”, advance past “GO” collect the rewards and keep collecting the stickers, the currency, the prestige and the position-the ‘reward’.

  1. Conditioned to Compromise, Conform, Lie and Cheat to get the Grade, “Success”, The Positive Reinforcement Reward.

Students want so much to make the grade, get the score, have ‘success’, please the test givers, their parents, peers, audience and get the conditioned reward, that they confess to lying, cheating and stealing to do so…and being okay with their “ethic.”

Josephson Institute on Ethics…

  • Age: 17 or under (51%); 18-24 (36%); 25-40 (18%); 41-50 (11%); Over 50 (10%). Teens are five times and young adults (18-24) are three times more likely than those over 40 to hold the cynical belief that lying and cheating is necessary to success. This belief is one of the most significant and reliable predictors of dishonest behavior in the adult world.

“According to the Josephson Institute of Ethics 2010 survey of 43,000 young people, 92 percent of students were satisfied with their personal ethics and character. However:

While 89 percent of students believe that being a good person is more important than being rich, almost one in three boys and one in four girls admitted stealing from a store within the past year. Moreover, 21 percent admitted they stole something from a parent or other relative, and 18 percent admitted stealing from a friend.

On lying, more than two in five said they sometimes lie to save money (48 percent of males and 35 percent of females). While 92 percent of students believe their parents want them to do the right thing, more than eight in ten confessed they lied to a parent about something significant.

Rampant cheating in school continues. A majority of students (59 percent) admitted cheating on a test during the last year, with 34 percent doing it more than two times. One in three admitted they used the Internet to plagiarize an assignment._

In its 2008 report on the relationship between un-ethical behavior in school and unethical behavior as adults, the Josephson Institute of Ethics reported:

Regardless of current age, people who cheated on exams in high school two or more times are considerably more likely to be dishonest later in life. Compared to those who never cheated, high school cheaters are:

Three times more likely to lie to a customer (20% vs. 6%) or inflate an insurance claim (6% vs. 2%) and more than twice as likely to inflate an expense claim (10% vs. 4%).

Twice as likely to lie to or deceive their boss (20% vs. 10%) or lie about their address to get a child into a better school (29% vs. 15%) and one-and-a-half times more likely to lie to spouse or significant other (35% vs. 22%) or cheat on taxes (18% vs. 13%).” [4]

  1. The problem with Digital media and the human brain

It is a basic practice that when cognition is low, “educators” use behavioral science.

When the client or student is low on cognitive skills, the mediator employs a system of currency, the rewards, and coercions to get them to learn, conform, and cooperate with the desired behavior. The stickers on the refrigerator, the ice cream after the doctor appointment, the candy, the rewards cards, coupons, the new video game, material enticement, whatever shiny object to attract and hold up as an external currency. This is how animals are trained with treats, or affection for a good performance. This is the external reward under the control of the giver of the reward to define “success” or failure and keep the student on the leash.

In order to keep cognition low, planners continue to employ behavioral science. The human brain is an information processor. Information to process is received via the sensory systems of sight, sound, smell, balance, proprioception, taste, temperature, and pain and converted to representations in the brain. Sensory information (stimuli) must be transduced from the various forms of receptors into electrical, chemical and structural changes within the brain. This involves encoding, organization, elaboration and integration with previous experiences and memories that are stored all over the brain, nervous system and muscle. This takes time to create an accurate representation in a brain and to catalog it for appropriate recall, analysis and application of reasoned thought. Information processing in the human is an analog process, not a binary, digital one. [9]

When human sensory systems receive too much information, too rapidly, from too many sources, with too much change in scenes, volumes, colors, too many visuals, the systems cannot handle the volume of stimuli. This overwhelms the system and it resorts to the emotional, limbic, survival centers of the brain. This is the same default for preconditioned responses, fear conditioning, stimuli that the amygdala has associated with previously fearful, traumatic, or unpleasant experiences. The Midbrain, functions primarily on an emotional, fight, flight, fright, reactionary, and survival oriented level. This is not cerebral cognition. This is not rational, reasoning, or thoughtful response.

This is the level of Operant Conditioning. Trained impulse reflexive behaviors. Like Pavlov’s dogs, and Skinner’s Utopianists. Success means survival in “The Call of The Wild” and in government subsidized “education” for 21st century laborforce development.

“A government strong enough to act in defiance of public feeling may disregard…for it is able to punish.

But a government entirely dependent on opinion looks for some security as to what that opinion shall be, strives for the control of the forces that shape it, and is fearful of suffering the people to be educated in sentiments hostile to its institutions.”

Lord Acton (1834-1902)

Essays in the History of Liberty

  1. Forging Shackles: The Master-Slave: Patron- Proselyte Paradigm

The consequences of operant conditioning go beyond the immediate reinforcements. A student who tests well, will be offered monetary rewards, scholarships, special considerations in placement and in turn become indebted to his patrons. This is the simple master-slave relationship. The relationship becomes one of obligation of servitude to identify with one’s patron in funding, master in academia and their ideologies.

A student who receives an academic or merit scholarship is psychologically under obligation and angst to perform well in his studies, rank high in testing, and carry on the creed, in order to continue to receive the monetary rewards, subsidies, approbation and favors.

Often these relationships result in references for future professional positions in academia, research consortia, networks or related positions in the intelligentsia, bureaucracy, or influential laborforce. By this time, the recipient has long lost their individuality and the patrons know it. These well-trained proselytes, high performance pleasers, become the fiercest defenders of their patrons, mentors, system and alma maters in which they excelled, received recognition, approbation and identity. They will quite often demonstrate an obeisance, a worship of the patrons and masters who have forged their chains.

To accept money from another creates a relationship in which the recipient is the slave and the donor the master. The slave will continue to carry the baggage.

  1. Big Money in Test Prepping

Students in public schools spend over half their school days in preparation for accountability testing. Student Outcomes on testing determine funding, program continuation, teacher and administration employment. Now that vouchers have infected many private schools, they too, spend days on end prepping to pass the state and national tests to make the grade to continue voucher dollars. Prepping Vendors market videos, on-line courses, private tutoring, extended courses, Test prep study guides etc.

Parents shell out millions (thousands per student) to purchase Junior all the possible advantages to score high on the college placement, industry, and digital badge tests. They pay thousands of dollars in prep and continue to pay for taking the same exams repeatedly to keep raising scores. Practice does not make perfect, but it does create permanence in conditioning the logic of the test. Those that invest dollars in prepping to give the desired answers often get rewarded with higher scores. Test scores are often used to award monetary scholarships, which again reinforces the notion that it takes money to get more money. This also reinforces the attitudes expressed in the Josephson Institute Ethics studies on why students are willing to lie, cheat and steal to get the high scores. And why so many go on to lie, cheat, and rationalize their unprincipled actions later in life. They’ve been ‘rewarded’, conditioned to do so.

  1. Academia reinforces notion that there is No Absolute Truth.

In a survival oriented society of animals, the concept of moral absolutes, or absolute truth has little bearing. It is survival of the fittest, might makes right, the Darwinian dogma promoted by socialists that invaded campuses over a century ago.

Humanists (B.F. Skinner signed the Humanist Manifesto II) aligned with Marxist philosophies have labored toward creating a Utopia. They continue efforts to systematically transform humans to fit their idealized Utopian society.

The Academy for Systemic Change, promoting the utopian plans of MIT systems engineers, Peter Senge and Joe Hsueh, provides insightful systems maps to produce their “Effective Responsible Happy Citizens” goals. “The goal is to invest in various high-leverage points to the extent where the system tips to self-sustaining change processes.” [8]

Those key leverage points consist of: Peer Pressure Network Loops and Student Testing Outcomes.

In his book, The Fascist, His State, His Mind, E.B. Ashton points out that the Germans and Italians embraced fascism because the mindset of the people was such that they wanted it. Focusing on material goods, productivity, and prosperity as coordinated and distributed by the state, removed from the people the need to think. Citizens under Mussolini and Hitler’s National Socialist Workers (Nazi) Party, had only to do, to obey, to be “Effective Responsible Happy Citizens” just as the Academy for Systemic Change envisions for our citizens today.

The problem with conditioning citizens using awards, stickers, degrees of expertise and positions of authority in business and bureaucracy is that they eventually begin to believe they really are experts, above the law, above their fellow citizens, above God. This is what Chuck Colson said had allowed him to lie, cheat and steal during the 1970’s Watergate scandal and what the German Academics said allowed them to take the oath to the Nazi party. Their extensive education had taught them that they could rationalize away their principles, their faith, their consciences and convictions of right and just as defined by God.

  1. Mass Men, mass production, minimum Standards and human capital.

If you’ve ever made homemade bread, you realize it takes time and loving attention. One searches out the best ingredients, reads all the labels, and hones appropriate proportions and rise times that depend on factors such as humidity, room and oven temperature, and other variations that occur in real ingredients and in real life. Making good bread, like artisan cheeses, or any handcrafted piece is an art.

Nurturing minds, your own child’s mind is like that as well. One cannot separate the mind from the body or the spirit. Nor can one ignore the emotions, the setting factors, and the variances of talent, temperament, interest or heart in each unique individual. Children are a gift from God to be handled with His guidance, time and loving attention.

Mass produced bread gets shoved here and there and is trashed with very little concern. Homemade bread is crafted with care, anticipated with its attending aroma, appreciated for its taste, texture, nutrient value, extra efforts, shared with family and friends, and savored to the last crumb.

When the Third-Party payers took over education, outsourcing the designated transmitters, the parents accountable to God, they needed student-testing outcomes on dictated minimum standards to report metrics to third party investors.

Now, we all know what “minimum standards” have done for any industry.

Houses were far better constructed when the builder and homeowner worked together, eye-to-eye to design and build a house that would become a home enjoyed for generations, packed with friends and remarked upon as representative of the excellent craftsmanship of the builder.

Medical care was far better when the patient-doctor relationship had no third party middlemen dictating minimum and maximum allowable fees, appointment times, procedure frequency, record documentation, services, interventions, medications, reimbursements, surgeons, stays, providers, co-pays, information transportability, diagnosis codes and insurance processing.

Food was far more nutritious when the farmer raised foods he, his family and neighbors would eat; food that was not genetically modified to kill bugs, weeds and consumers. Nor was the food government subsidized to control market prices and pawned off on government aligned institutions, schools, hospitals, nursing homes, food banks and impoverished countries.

When men are educated in mass, conditioned for obedience to a minimum ‘standard’, and viewed only as human capital to be regimented in rank and file for labor and consumption purposes, then human life is devalued to that of day old commercial bread. In contrast to proposed theories of humanitarian benevolence, the socialist humanist models result in very little respect for human life, individual distinction, or individual liberty.

  1. Liberty requires that education be privately funded, parent directed.

“A general education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body.”

J.S. Mill, On Liberty 1859

Even political economist, parliamentarian, Utilitarian John Stuart Mill (1806-1873), dubbed as “the most influential English-speaking philosopher of the nineteenth century,” rallied against standardized government subsidized education. Mill himself was educated at home by his parents.

J. S. Mill was a great advocate of education for all, as he sought to see the people of England equipped with the abilities to vote and participate in governance. Yet, the locale of education was not to be dictated and “there would be no official pressure to supply people with teachers previously instructed in government training colleges. In the words of Adam Smith: ‘They would soon find better teachers than any whom the state could provide for them.” Educator, Philosopher, Economist Adam Smith (1723-1790), the author of “Wealth of Nations”, noted for division of labor, had himself been a college professor and witnessed the realities of government subsidized education.

“In the University of Oxford, the greater part of the public professors have, for these many years, given up altogether even the pretence of teaching.”

Adam Smith in An Inquiry into the Nature and Causes of Wealth of Nations (1776)

  1. ESA’s (Education Subsidy Accounts) more Behavioral Conditioning, deception, theft and cognitive dissonance.

Education Subsidy Accounts (ESA’s), Education Scholarship Accounts, and Education Savings Accounts (the deception label), expand the role of government regulation, funding, dependency and inflation into the lives of recipients, vendors, service providers, taxpayers, and current public education on all levels. ESA’s create yet, another, bureaucracy and bureaucratic demand for standardized content, Assessments, Testing and third-Party Accountability measures, as a result of yet, another government redistribution scheme of taxpayer monies.

This scheme is a ubiquitous example of Behavioral Science’s Operant Conditioning, again under the guise of free choice and ‘benevolence’. “Let us help you get what you have coming to you….and we’ll show you where to spend it.”

This scheme, like most education schemes in the past, does not originate with the parents, but with those who seek to gain from government funded redistribution programs and dependence on those programs. This scheme does not advance, as their propaganda states, “free-market” competition. In order to have a free-market competition, one must use one’s own resources. Free market does not exist in any market in which the competitors are funded by the endless pocket book of the government; the government which taxes taxpayers directly and indirectly to fund its redistribution schemes. (That is the definition of socialism: Government control of production and distribution of goods, services and ideas.)

a.Whose money is it?

These ESA accounts are NOT being filled with personal savings monies, but are created, out of thin air, using taxpayer monies! Read as digital illusions tracked on digital accounts. Creating ‘money’, even digital “money”, causes inflation of costs to all and reduces the value of all other money and savings.

b. More Shackles and Submission

“Free” money treats are placed in Education doggie bowl accounts in exchange for submission to regulations such as: registration with governing authorities; registration in and subsequent withdrawal from public school within designated time frame; private school accreditation, curriculum approval, assessment testing, expenditure documentation submission via specified modality, submission schedule, provider certification, vendor certification, and various sundry ‘accountability’ measures as the redistributors and planners arbitrarily desire.

Considering the Josephson Institute of Ethics ongoing survey results of students who lie, cheat and steal to get the grade on tests or be ‘successful’, and then as adults continue in their pattern of fallen ethics into their adult professions; perhaps, it is no wonder these adults marketing ESA accounts continue in their conditioned patterns of deception, avarice and taxpayer theft in order to be successful in the goals of their paymasters.

c. Opt-Out….but now, Opt-In? Cognitive Dissonance from the “experts.”

Don’t eat butter! Eat margarine. Hydrogenation is bad, so yes, eat butter. Don’t eat raw foods; pasteurization kills the bacteria; and the digestive enzymes, too. Oops, buy into the raw dairy herd. Don’t eat wheat or dairy, or corn or soy, or palm oil, or gmo, or shellfish, or sugar, or anything, unless it’s stamped ‘fair trade’, and non-gmo, and kosher. And, make certain your foods don’t leave any footprints on the planet. If folks just stop eating, there won’t be any footprints. (See what happened to food when the government subsidized farming and crop insurance?)

Just as the latest incomplete ‘research’ pumps the pedals of the food marketeers; what is being pushed one season by the education ‘reformers’ is a complete opposite of what was parroted the previous season. Notice that the very same groups of education experts who lead the Ed Subsidy Account (ESA) crusade, which will require assessment testing, are the very same crusaders who polished the verbiage and equipped parents to use their weapon of Opting-out of testing and assessments of the government subsidized, public education.

Yes, to recap— those very same folks who pushed the “Opt-out” of testing, assessments, college placements tests for data tracking reasons, are now advocating ESA’s which will require testing, assessments, registration and more data-tracking.

No wonder the herd is so weary of being stampeded from one canyon to the other; and the young bucks hardened, cynical and survival-oriented. 

d.“School Choice” double-speak.

Many of the same groups that promote ESA’s, have done this utilizing another deceptive double speak public relations phrase, that of “School Choice.” To the innocent person the phrase means just what the words say, and what we have always had: the choice of who should fund and direct the education of our child. This choice still exists. Parents may choose privately funded education or government taxpayer funded education.

The double speak is that the groups pushing ESA’s use the term “School Choice” to mislead the innocent, while at the same time create legislation that will expand the role of taxpayer funded government subsidy into private education resulting in placing private education under government control. To do so, will reduce the available options of truly private education. Parents and consumers will directly and indirectly subsidize, not only the latest taxpayer funded scheme, but, as more folks are behaviorally conditioned to accept government Education entitlement accounts, it will make it more difficult for privately funded education to compete with the market inflation caused by the government’s introduction of “free” ESA money.

Recent evidences of these crippling costs exist in the school voucher program, which has escalated the costs to formerly privately funded religious schools. These schools now find their costs tripled to meet the plethora of demands that the voucher program participation requires such as: additional testing, assessments, curriculum, facilities, technology, accreditation, teacher training, additional administrators, software etc.

e.Taxpayer and consumer theft. There is no free lunch and no free service.

Theft is defined as taking something that belongs to another without their consent.

Every consumer is a taxpayer. While not every consumer files a personal income tax return, every consumer who purchases anything, does pay tax. It is these consumer taxes that fund government and its dependency redistribution schemes.

This ESA scheme follows the same pattern of government expansion, dependency and control as evidenced in healthcare, healthcare insurance, Medicare, Medicaid, disability benefits, old age insurance, college loan subsidy, agriculture subsidy, industry bailouts, child welfare, mortgage insurance, and the array of tax deferred, government regulated invested accounts such as: 401 K, IRA, SIMPLE, FSA, HSA, 529, ESA, …blah, blah, blah.

Just because something is permitted, promoted, partially funded or favored via government redistribution of taxpayer funds does not mean that it is right, just or beneficial for anyone. Abortion, which goes by another ‘choice’ mantra, is a clear example of what happens to a society that succumbs to operant conditioning of the masses, fashioning the masses to dispose of people like day-old bread. There is no ‘free’ service; millions of individuals have had to pay for these services with their tax dollars, while millions more have paid for them with their lives. So much for ‘liberty and the pursuit of happiness.’

f.Bogus benevolence.

“The least amount of care is given when spending other peoples’ money on other people.”

Economist Milton Friedman wrote entire books based on this truism.

The middlemen, promoters of any government redistribution scheme whether it be special accounts, favors, tax deferment, tax-exemption, loans, grants, credits, subsidies, insurances etc. etc. practice behavioral science’s mental gymnastics in attempts to market these schemes as benevolent intentions. They are NOT.

It is never humane or charitable to condition a dog to salivate at the sound of a bell, nor is it benevolent to remove an individual’s liberty by coercing them into dependence upon others. Nor is it benevolent to redistribute the resources of others without their consent.

If one desires to be benevolent or charitable to others, then one ought to follow the directives pronounced by God and let Him distribute appropriate rewards.

“Be careful not to do your acts of righteousness before men, to be seen by them. If you do you will have no reward from your Father in heaven.

So when you give to the needy, do not announce it with trumpets, as the hypocrites do in the synagogues and on the streets, to be honored by men. I tell you the truth, they have received their reward in full.

But when you give to the needy, do not let your left hand know what your right hand is doing, so that your giving may be in secret. Then your Father, who sees what is done in secret, will reward you.”

Jesus Christ, as recorded by Matthew 6:1-4

If one desires to be benevolent, then one is to use one’s own personal resources, eliminating the middlemen who forge the shackles of dependence on the socialist welfare state.

So, to all those who promote more redistribution schemes using other peoples’ money to supposedly benefit others, we say,

“Do your own good deeds, using your own resources and leave each of us to use our own resources to do our own benevolence.

We will each keep our own accountability to God and not require the services of any middlemen, nor will we feed the leviathan of bureaucracy which consumes the lives, the liberties, the consciences and the pursuits of individual happiness.”

 

 

Partial Resources:

*Beyond Smarter, by Reuven Feuerstein (1921-2014). Professor Feuerstein, developmental, clinical and cognitive psychologist coined the term neuroplasticity, prior to the advent of functioning MRI’s that provide proof of this ongoing structural change in the brain.

Professor Feuerstein, a profoundly gifted, insightful and deeply religious Jew, recognizing that man is created in the image of G-d, and to be respected as such; was vehemently opposed to the use of computers, digital software, artificial intelligence and the like, in the teaching of human beings.

 

Biblical and Talmudic Antecedents of Mediated Learning Experience by Shmuel Feuerstein

Bruce G. Hammond – China and Testing Great Test Scores, Bad Schools: A Cautionary Tale From China http://www.isacs.org/misc_files/Hammond%20article.pdf

 

https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

 

http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[4] http://josephsoninstitute.org/surveys/

 

http://www.usnews.com/education/blogs/on-education/2008/12/02/cheating-on-the-rise-among-high-school-students

http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2000092200

     http://www.gtbe.org/uploads/images/files/Doing%20the%20Right%20Thing%20-%20for%20Public%20Schools(1).pdf

[7] Milton Mayer in They Thought They Were Free, The Germans 1933-1945 https://dawnkazmierzak.net/2016/07/13/they-thought-they-were-free-the-germans-1933-1945/comment-page-1/#comment-97

 

[8][Academy for Systemic Change Common Core State Standards Systems Map Version 2013.6.13]

 

International Mind, Brain and Education Society symposium brochure…frightful what operant conditioning they have planned for folks.

 

[9] https://dawnkazmierzak.net/2016/09/08/the-digital-dictatorships-formation-of-mastered-minions-the-road-to-serfdom/

 

https://dawnkazmierzak.net/2013/12/20/educational-assessments-the-digital-gaming-hunters-of-jurassic-park/

Lord Acton, Essays on the history of Liberty

  1. B. Ashton, The Fascist, His State, His Mind

Milton Friedman, Free to Choose

Walter Lippmann, Public Opinion

J.S. Mill On Liberty

Daniel Siegel, The Neurobiology of We

Vladamir Turchenko, The Scientific and Technological Revolution and the Revolution in Education

Ludwig Von Mises, Socialism: An Economic and Sociological Analysis

G. West, Education and the State, A Study in Political Economy

 

 

 

 

 

 

 

 

 

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How the Emperors Lost Their Pants:The Systematic Stripping Away of Principles

How the Emperors Lost Their Pants:The Systematic Stripping Away of Principles

That is why all totalitarian states are distinguished by their utter lack of principle. Only his individual conscience binds man to the Eternal Power that sanctions treaties and enables him unflinchingly to defend obligations to his fellows, which may not be violated for any price, against the tyranny of national profit and the unfettered passions of the herd.”

F.W. Foerster in Europe and the German Question, 1940

How does the intellectual Atlas continue its attempts to hold back the heavens from embracing the earth? Recalling the mythology, Atlas was on the losing side and was condemned to stand at the western edge of the earth and hold the heavens on his shoulders– No, not the globe. See how myths propagate more myths in the Intellectual Imperialism?

So, how did the Emperors, the current self-proclaimed “conservative champions”, lose their pants, their principles and their coalition? No Armor by which to Stand.

  1. Belt of Truth.What is right derives from God, not from what the globalists want to promote as politically correct, the latest “legislation” or court decision. Oh yes, the entire entourage will bow, compromise and model this intellectual appeasement for others to: past the test, make the scores look good, get the scholarships, get the degrees; keep the charter, the funding, the grants, the tax-exemption, the credits, the donations, the non-profit status, the position, the power, the applause, the bogus benevolence, the tax-deduction and the lifestyle.

But, without the resolve to hold undeviatingly to the principle of Truth, there is nothing to hold Atlas’s pants up or toga together. As a result, he’s propagating many illegitimate children, who continue the slavery of compromise.

  1. Breastplate of Righteousness.

As Intellectual Atlas continues to displace God from The Throne, Atlas continues to place materialism’s favorite son, “Economic Prosperity” on the dais and himself as the noble, sage of satiation of all sensory needs. Intellectual Atlas will dictate what is “right, good, beautiful and noble” and the ways to attain this higher life via education, media, arts and commerce. Of course, Atlas proclaims his syncretic “religion”, not unlike the myths from which he was derived, because Atlas loves to hear himself orate, debate, lecture, stimulate and community organize. He loves to be quoted, twitted, tweeted, posted, linked and “liked.” Most ‘gods’ do.

  1. Feet fitted with readiness that comes from the Gospel of Peace.

Atlas has been moving all right, he is definitely networked. But, just whose “gospel” and “peace” with whom is the problem. Attention deficit is just as prevalent in the Intellectual Imperialism as it is for those on digital dictatorship. In fact, the overlap is prodigious. Atlas seems to have missed the point of the peace, the reconciliation is with God, and the only means by which that reconciliation transpires is through Jesus Christ. Period. No debate indicated. Humility is not a strong suit with Atlas.

How did it happen that the Greek mythology continued? How was it that the visible church got yoked, again, with the state? Oh yes, “economics and prosperity” via state funded “education,” and economic “infrastructure.” Clarification: state redistribution of taxpayer monies, exemptions, grants, favors etc. to those who covenant to indoctrinate with allegiance to state ideologies which enshrine the ‘state’ as the benevolent provider, defender, employer, healer, entertainer, “god.”

The Intellectual Emperors create Intellectual prostitutes of their young proselytes appointing them to rank and position in their education, political and media networks.

Alas, trilogies of lament could be composed; as yet another young comrade is enslaved via the classical methods of approbation and compromise, (the art of ‘statesmanship,’) thereby conscripted into the latest Intellectual crusade. Like the Germans under the Third Reich, they too think they are “free.”

  1. Shield of Faith.

Sadly, the Intellectual Emperors, themselves have long lost the essentials of faith. Having trusted only in “enlightened” man’s sciences, stickers, degrees, positions of influence and power; and having become addicted to the approbation, which accompanies the ivory towers of manipulation, they place their faith in their information, networks, appointed hierarchy positions and ideology warehouses.

  1. Helmet of Salvation.

Atlas continues to think he can think himself out of this; that he can save himself. He recognizes the effects of gravity, the dumbing down of humanity, the consequences of failed political and behavioral science, social engineering. Yet, with the perseverance and egocentric blindness of a donkey Atlas continues to spout his theories. Theories that by sheer repetition begin to masquerade as evidence in his own mind. Tell a lie long enough, keep repeating the myth, and Atlas begins to believe and act upon his own propaganda, his own means to his own end.

  1. Sword of The Spirit-The Word of God.

The Intellectual Emperors educate themselves so well on the myths of pagan man that they become blinded and incapable of comprehending The Word of God and the times in which they live.

Isaiah 29:9-14, Romans 1:21-32

  1. Prayer, at all times.

Atlas may take up the torch of Christendom, the appearance of faith, when it fits his agenda. Yet, like the Laodicean church, men led, not led by the Spirit of God, the illusion, the myth of Atlas evaporates in the gaze of God Who is a consuming fire.

Evil does not present itself as a Greek mythological monster, but masquerades quite often as purveyors of beauty and benevolence, ‘all for your good and with your best interest in mind,’ of course.

“The sentimental advocacy of indiscriminate generous human sympathies, or the prevalence of universal pity, cannot suffice to save a society which has denied its Divine ordination.

I have observed that the philosophers in order to insinuate their political atheism into young minds systematically flatter all their passions natural and unnatural. They explode or render odious or contemptible that class of virtues with restrain the appetite. In place of this, they substitute a virtue which they call humanity or benevolence. By this means their morality has no idea of restraint, or indeed of a distinct settled principle of any kind. When their disciples are thus left free and guided only by present feeling they are no longer to be depended on for good or evil. The men who today snatch the worst criminals from justice will murder the most innocent persons tomorrow.” Edmund Burke to the Chevalier de Rivarol, 1791

Interesting how the cries for government ‘money to follow the child’, “School Choice”, ESA’s, vouchers etc. never originated with the parents of children, the private academic or private religious schools. They have always recognized the choice and the personal cost. Teach your own children, pay to educate your child privately, or enlist them in the government system.

The rebranded “School Choice” momentum originated with the Intellectual Emperors, Professional educators, Universities, Colleges, curriculum vendors, community organizers, Testing boards, political engineers, Economic development chambers and those integrated into the government infrastructure. All supposedly acting in benevolence for the little people who “need” Atlas and his Intellectual Emperors to govern them.

The Intellectual Emperors stripped of God’s Principles bowing to a myth cannot hold up their own pants, let alone the heavens. They certainly cannot be expected to uphold that which they do not possess. Just be certain you do.

 

 

 

 

 

 

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Choosing The Lesser of Two Evils, Expanding the Gleichschaltung and the Collective Guilt of Americans

Choosing The Lesser of Two Evils, Expanding the Gleichschaltung and the Collective Guilt of Americans

Gleichschaltung is defined as the integration of man into The State.

Is man the slave of The State or The State the servant of man? Who is to control whom?

What defines “freedom”? Does man recognize he is a captive? How did a man, a community, a collective become subjugated to The State?

How is it that individuals rationalize their participation in the Dictatorship– particularly, those who by their knowledge of God, of history, of principle, ought to know better?

The Dictatorship, also known as The Collective, or The Community, removes personal responsibility from those who have been absorbed into its system ie. Gleichschaltung. Or does it?

In 1953, Jewish Journalist and Professor Milton Mayer returned to Germany to ask German individuals these very questions? Why did they become Nazi’s? Why did they choose to become integrated into The State led by men who were known to be evil? Did they regret the atrocities they as part of The Collective had committed against mankind? Below are excerpts from Mayer’s interviews published in his book entitled: They Thought They Were Free, The Germans 1933-1945.

  1. Abandoning Principle…little by little.

“ Yes,” said my colleague, shaking his head, “the ‘excesses’ and the ‘radicals.’ We all opposed them, very quietly. So your two ‘little men’ thought they must join, as good men, good Germans, and even as good Christians, and when enough of them did, they would be able to change the Party. They would ‘bore from within.’ ‘Big men’ told them only to abandon one little principle after another, to throw away, little by little, all that was good. I was one of those men.”

  1. Attrition of the minds, mental deafness ensues.

“You know,” he went on, “when men who understand what is happening—the motion, that is, of history, not the reports of single events or developments—when such men do not object or protest, men who do not understand cannot be expected to. How many men would you say understand –in this sense—in America? And when, as the motion of history accelerates and those who don’t understand are crazed by fear, as our people were, and meld into a great ‘patriotic’ mob, will they understand then, when they did not before?

We learned here—I say this freely—to give up trying to make them understand after, oh, the end of 1938, after the night of the synagogue burning and the things that followed it. Even before the war begun, men who were teachers, men whose faith in teaching was their whole faith, gave up, seeing that there was no comprehension, no capacity left for comprehension, and the thing must go its course, taking first its victims, then its architects, and then the rest of us to destruction. This did not meat surrender; it meant conservation of energy, doing what little one could (now that it was too late to do anything!) and consuming one’s energy doing it, to relieve the present victim (if only by brazenly saying ‘Hello’ to him on the street!) and to prevent, or at least postpone, the fate of the next victim (if only writing a ‘nonpolitical’ letter abroad asking somebody to take an emigrant!).”

  1. Compromising Conscience by Choosing the Lesser of Two Evils

Another colleague of mine brought me even closer to the heart of the matter—and closer to home. A chemical engineer by profession, he was a man of whom, before I knew him, I had been told, “He is one of those rare birds among Germans,– a European.” One day, when we had become very friendly, I said to him, “Tell me now—how was the world lost?”

“That,” he said, “is easy to tell, much easier than you may suppose. The world was lost one day in 1935, here in Germany. It was I who lost it, and I will tell you how.

“I was employed in a defense plant (a war plant, of course, but they were always called defense plants). That was the year of the National Defense Law, the law of ‘total conscription.’ Under the law I was required to take the oath of fidelity. I said I would not; I opposed it in conscience. I was given twenty-four hours to ‘think it over.’ In those twenty-four hours I lost the world.” 

Yes?” I said.

“You see, refusal would have meant the loss of my job, of course, not prison or anything like that. (Later on, the penalty was worse, but this was only 1935.) But losing my job would have meant that I could not get another. Wherever I went I should be asked why I left the job I had, and, when I said why, I should certainly have been refused employment. Nobody would hire a ‘Bolshevik.’ Of course I was not a Bolshevik, but you understand what I mean.”

“Yes,” I said.

“I tried not to think of myself or my family. We might have got out of the country, in any case, and I could have got a job in industry or education somewhere else.

  1. Submission to evil rationalized by illusions of Humanitarian Benevolence.

“What I tried to think of was the people to whom I might be of some help later on, if things got worse (as I believed they would.) I had a wide friendship in scientific and academic circles, including many Jews, and ‘Aryans,’ too, who might be in trouble. If I took the oath and held my job, I might be of some help, somehow, as things went on. If I refused to take the oath, I would certainly be useless to my friends, even if I remained in the country. I myself would be in their situation.

“The next day, after ‘thinking it over,’ I said I would take the oath with the mental reservation that, by the words with which the oath began, ‘Ich schwore bei Gott,’ I swear by God,’ I understood that no human being and no government had the right to override my conscience. My mental reservations did not interest the official who administered the oath. He said, Do you take the oath?’ and I took it. That day the world was lost, and it was I who lost it.”

“Do I understand,” I said, “that you think that you should not have taken the oath?”

“Yes.”

“But,” I said, “you did save many lives later on. You were of greater use to your friends than you ever dreamed you might be.” (My friend’s apartment was, until his arrest and imprisonment in 1943, a hideout for fugitives.)

“For the sake of argument,” he said, “I will agree that I saved many lives later on. Yes.”

“Which you could not have done if you had refused to take the oath in 1935.”

“Yes.”

“And you still think that you should not have taken the oath.”

“Yes.”

“I don’t understand,” I said.

“Perhaps not,” he said. “but you must not forget that you are an American. I mean that, really. Americans have never known anything like this experience—in its entirety, all the way to the end. That is the point.”

“You must explain,” I said.

  1. Choosing Evil: the problem of the ‘lesser evil.’

“Of course I must explain. First of all, there is the problem of the lesser evil. Taking the oath was not so evil as being unable to help my friends later on would have been. But the evil of the oath was certain and immediate, and the helping of my friends was in the future and therefore uncertain. I had to commit a positive evil, there and then, in the hope of a possible good later on. The good outweighed the evil; but the good was only a hope, the evil was a fact.

“But,” I said, “the hope was realized. You were able to help your friends.”

“Yes,” he said, “but you must concede that the hope might not have been realized—either for reasons beyond my control or because I became afraid later on or even because I was afraid all the time and was simply fooling myself when I took the oath in the first place.

“But that is not the important point. The problem of the lesser evil we all know about; in Germany we took Hindenburg as less evil than Hitler, and in the end we got them both. But that is not why I say that Americans cannot understand. [but can now in 2016] No, the important point is –how many innocent people were killed by the Nazis, would you say?

“Six million Jews alone, we are told.”

“Well, that may be an exaggeration. And it does not include non-Jews, of whom there must have been many hundreds of thousands, or even millions. Shall we say, just to be safe, that three million innocent people were killed all together?”

I nodded.

“And how many innocent lives would you like to say I saved?”

“You know better than I,” I said.

“Well,” said he, “perhaps five, or ten, one doesn’t know. But shall we say a hundred, or a thousand, just to be safe?”

I nodded.

“And it would be better to have saved all three million, instead of only a hundred or a thousand?”

“Of course.”

  1. The Point:

Those who know better, the ‘educated’ influential mentors, should have been Prepared to Resist.

“There then is my point. If I had refused to take the oath of fidelity, I would have saved all three million.”

“You are joking,” I said.

“No.”

“Or that others would have followed your example?”

“No.”

“I don’t understand.”

“You are an American, “ he said again, smiling. “I will explain. There I was in 1935, a perfect example of the kind of person who, with all his advantages in birth, in education, and in position, rules (or might easily rule) in any country.

If I had refused to take the oath in 1935, it would have meant that thousands and thousands like me, all over Germany, were refusing to take it. Their refusal would have heartened millions. Thus the regime would have been overthrown, or, indeed, would never have come to power in the first place.

The fact that I was not prepared to resist in 1935, meant that all the thousands, hundreds of thousands, like me were also unprepared, and each one of these hundreds of thousands was, like me, a man of great influence or of great potential influence. Thus the world was lost.

  1. “Education” –Intellectualism, position, rationalizes away faith.

“You are serious?” I said.

“Completely,” he said. “These hundred lives I saved—or a thousand or ten as you will—what do they represent? A little something out of the whole terrible evil, when, if my faith had been strong enough in 1935, I could have prevented the whole evil.”

“Your faith?”

“My faith. I did not believe that I could ‘remove mountains.’ The day I said ‘No,’ I had faith. In the process of ‘thinking it over,’ in the next twenty-four hours, my faith failed me. So, in the next ten years, I was able to remove only anthills, not mountains.”

“How might your faith of that first day have been sustained?”

“I don’t know, I don’t know,” he said. “Do you?”

“I am an American,” I said.

My friend smiled. “Therefore you believe “education.”

“Yes,” I said.

My education did not help me,” he said, “and I had a broader and better education than most men have had or ever will have. All it did, in the end, was to enable me to rationalize my failure of faith more easily than I might have done if I had been ignorant. And so it was, I think among educated men generally, in that time in Germany. Their resistance was no greater than other men’s.”

*********

Any institution (church, school, college, hospital etc.), organization (service, social and special interest groups), business/industry (contractor, supplier, producer, distributor, vendor, manufacture) or local government (municipal, county, regional, state, etc.) that accepts: funding, tax-exemption, loans, contracts, grants, subsidy or favors from The State (national or local) is part of the process of integrating man into the collective of The State. ie. Gleichschaltung. 

Socialist Dictatorships (fascism, communism etc.) are embraced because the people, the collective masses, have been ‘educated’ to want them. The propaganda of socialism is focused on some entity, utopia for which it will control production and distribution, such as economic prosperity and equality.

The people, educated under tutelage of The State, have never developed the spirit, the aptitude, or the desire for Liberty, which of itself originates from faith in The God who abhors the slave State. Sadly, the German and the majority of European institutions of “faith” had long been married to, funded and controlled by The State. 

If The State, The Collective, The Community establishes itself as God- as Provider, Lawgiver, Judge and Savior does it also remove personal and collective guilt?

The majority of Germans interviewed by Mayer, never acknowledged any guilt regarding the horrendous slaughters in which they partook against the members of their “communities” and against humankind. After all, they were just obeying what the “educated” State had instructed them to do.

“The Pharisee stood up and prayed about himself,

‘God I thank You that I am not like other men…’ “

Luke 18:11

 

https://dawnkazmierzak.net/2015/04/16/framework-for-fascism-usa-an-altered-state-of-mind-heartand-soul/

https://dawnkazmierzak.net/2015/04/23/framework-for-fascism-usa-continuing-the-forcible-coordination/

https://dawnkazmierzak.net/2016/07/13/they-thought-they-were-free-the-germans-1933-1945/

https://dawnkazmierzak.net/2014/07/17/double-trouble-a-tale-of-two-republics-eugenics-genetics-and-history-repeating/

https://dawnkazmierzak.net/2014/07/21/double-trouble-twin-republics-eugenics-euphemisms-history-repeating-part-ii/

https://www.amazon.com/Credentialed-Destroy-Education-Became-Weapon/dp/1492122831

They Thought They Were Free, The Germans 1933-1945, by Milton Mayer

pages 175-181

The Fascist, His State, His Mind, by E.B. Ashton

Socialism, An Analysis Von Mises

Edmund Burke, Alexis de Tocqueville, Lord Acton, Margaret Thatcher

The Road to Serfdom by Hayek

Frederic Bastiat

 

 

 

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