Pre-K: Pushing, Shoving, Socializing=”Gotch-Ya!”
Pre-K: Pushing, Shoving, Socializing and “Gotch-Ya!” says Big Brother.
The Biggies are at it again. The Triple Alliance of:
Big Education; i.e. Socialism.
Big G, Big C and Big E…all after little Pre-K.
How do you get an adult to love their servitude? How do you get a citizen to be an “effective, happy, global worker?”
You catch them when they are young.
“Train a child in the way he should go,
And when he is old he will not turn from it.”
Absolute Truth works just like gravity. Truth is no respecter of persons or intent; Truth works for the wheat and the tares; the sheep and the goats; the good and the wicked.
In order for an individual child to become an autonomous independent thinker, a unique one of kind person, that child must go through the process of individuation.
Individuation is the process of developing “me.”
The “me” that is separate from “you.”
The “me” that is distinct form those around me; not only in outward appearance, physical experience, but in my thoughts, attitudes, opinions, emotions, dispositions, talents, knowledge, faculties, aspirations, dreams; my personal identity.
Individuation includes the processes by which I develop my own individual personality, which is uniquely “mine.”
Toddlers like to express this with gusto: “mine!” That is a good thing. They are delineating between themselves and the world around them. They are distinguishing that they are an individual person distinct from “the masses of stuff around them and other individuals that comprise their environment, their ‘world.’
But no more.
Today, around the globe and in America, there is a pushing, shoving, “grab and capture” of children; young tiny little children.
Abnormal has become the norm of “developed” nations.
Today, the journey of a child entering into the labor force begins with a push in the delivery room during labor, then a brief interlude with mom of maybe 8-12 weeks. Then, Junior is placed in a daycare or rotated to various friends and relatives while mom returns to the labor force or pursue “education” in preparations to move up the labor force ladder.
Junior continues this lack of stable parental nurture, felt safety and secure attachment as he is seamlessly conveyed to KinderCare, Preschool, Pre-K etc. etc. desperately looking for Someone to keep him safe.
Junior is looking for someone to keep him safe enough for him to develop the abilities to self-regulate, keep himself “together”, on his journey to becoming “me”, a unique, one of a kind individual.
Oh yes, now would be a good time to review what develops the abilities for a person to self-regulate. The middle pre-frontal lobe of the brain oversees the functions that define “self-regulation.” Those functions attributed to the middle pre-frontal lobe include:
Regulating the Autonomic Nervous System; Attunement in communication; Emotional balance; Response flexibility; Fear modulation; Insight, Empathy, Morality, and Bodily Intuition (awareness of how your body feels.)
Being nurtured by loving parents develops the ability to self-regulate. The ability to self-regulate is the hallmark of a secure attachment.
In overwhelming numbers, children in America today are lacking this most basic and most necessary survival quality: the ability to self-regulate. Children today, are externally controlled by their environments.
Parents shoving their children out of the nest prematurely to “socialize” them are making their children vulnerable to the intentional “Gotch-Ya!” of a socialist theme.
Little children do not yet, have their act together to be independent, individuated autonomous thinkers or to self-regulate. That is what parents are for.
Thus, children pushed, shoved and socialized at such premature ages, without mama and papa- are susceptible to External Regulation. These disconnected children will develop a savvy appearance of awareness, because they must stand guard themselves looking for a safe haven to help to them to “regulate.”
Young children will be looking for Someone or Something to attach to and they will fall prey to the Big Brother “Gotch-Ya” of socialized Big Ed.
Big Ed is the socialized “education” of big government that is intent on providing a safe haven of group think, group projects, group experiences, group discovery, group counseling, group collaboration, and peer pressure– as a collective socialist mentality in which there are NO individual thinkers. Only the group.
There will not be individuation, individuals, or independent, creative, spontaneous, ingenious, autonomous self-starting thinkers, if parents keep pushing, shoving, marching in step, and pushing their little children into socializing preschool, Pre-K, and Government public education. This will only continue the trampled path of social engineering of the Bigwig, Bolshevik, Big Government, Big Corporation, and Big Education Global Workforce development of 21st Century laborers. This is a path few recognize because these Truths have not been taught so that the patterns can be recognized.
The intended transformation in American Education that John Dewey, America’s Education Reformer, his Russian counterpart Lev Vygotsky, and followers Ralph Tyler and John Goodlad have been implemented in American education; and are clearly reflected in the template for America’s socialist push, from Vladimir Turchenko’s book from 1976, The Scientific and Technological Revolution and the Revolution in Education:
“The essence of socialization…is…that an individual is not born a person but becomes one through a process of education. A child at the moment of birth is but a biological organism that turns into a person or rational human being capable of working and creating only in the process of adults influencing the child by training and by “introducing” him to value systems and patterns of behavior.
Therefore, it is necessary to examine socialization as, above all, a process of forming the social personality. With the assimilation of new values and norms connected with the transition of “adults” (in the sense of people already socialized) from one set of social conditions to another…social adaptation.
Education by itself means nothing. It can be not only an instrument of enlightenment, but can also be a weapon in the ideological enslavement of the masses.”
One of the most, if not the most, important changes that the revolution in education is bringing is the introduction of elements of education beginning with two-year olds, and possibly even among younger children. It is possible that the greatest untapped reserves for raising the productivity of labor in the realm of education are connected with a fuller accounting of age-linked potential…Research…can be substantially speeded up by…statistical analysis, ….the introduction of electronic teaching machines, optimization of the flow of information….and a transition to education from early childhood and perhaps infancy.”*
Junior will be tagged, dissolved, absorbed, and melded into the Gang; The Chain Gang of labor, 21st Century College and Career workforce development, to benefit those at the helm of the triple alliance. He will love his servitude, because his parents failed to parent him as an individual, created in the image of God to develop his own personal identity and explore realms yet imagined. But will never be imagined because Junior is no more.
We all need to learn to be productive citizens, but the development of unique individuals of creative intellect and autonomous thinking is the privilege and express responsibility of the parents. The choice of labor ought to be the choice of the laborer.
Being pushed, shoved, captured and socially engineered to fill a social labor slot is slavery.
“Can a blind man lead a blind man? Will they not both fall into the pit? A disciple is not above his teacher (teaching machine), but everyone when he is fully trained will be like his teacher.”
“Beware lest any man spoil you through philosophy and vain deceit, after the tradition of man, after the rudiments of the world, and not after Christ.”
“Where the Spirit of the LORD is, there is Liberty.”
2 Corinth 3:17
United for Education: Defining Who’s Minding the Minds
The Biblical and Talmudic Antecedents of Mediated Learning Experience by Shmuel Feuerstein and Reuven Feuerstein
The Story Killers A Common-Sense Case Against Common Core by Terrence O. Moore
Credentialed to Destroy, How and Why Education Became a Weapon by Robin Eubanks
The Neurobiology of We by Dan Siegel
TCU’s Institute of Child Development, The Connected Child, The Attachment Dance, The Neurochemistry of Fear…Karyn Purvis, David Cross and team
Neurogistics, Pam Helmley, Emily Roberts
Trauma Through a Child’s Eyes by Peter Levine and Maggie Kline
* More from Vladimir Turchenko’s book 1976, The Scientific and Technological Revolution and the Revolution in Education :
“The stage of pre-school education and upbringing will, probably, consist of a ramified network of appropriate children’s institutions and an institute of instructors, preschool teachers and psychologists, who will give systematic and skilled aid to families. This stage will cover children of the corresponding age and will be a very important, inseparable element of the whole educational system. The development of polytechnisation and the combining of education and industrial labor in the general secondary school, on the one hand, and the development of general secondary education into a system of vocational training, on the other hand, will lead objectively to a convergence of the two systems…….This means that that the modern system of production is increasingly becoming a system of constant training of personnel.”
[Education, degrees, certifications, continuing ed…the Cash cow of Socialized Education and the Triple Alliance. Ugh !!!!]