How many of us received our secondary or high school education from the State-sponsored public school system? How many of our children still go to public schools? That's practically the entire North American population, isn't it? So who does it affect us for the worse?
When the State assumed the responsibility of providing its citizens, especially children, with education, it effectively took in charge of our physical, mental and moral regression. By keeping us and now our children in school since the age of four to twenty-four, through the education board and system, the government imposes certain intellectual and moral habits upon us that we unconsciously adopt with 2+2=4 and y=MC ^2 that it becomes difficult to separate and reconcile the natural knowledge of things with the State doctrine.
State-sponsored schools and universities are filled with students but hardly any amongst them is capable of original thought and critical thinking. A vast majority of diploma and degree holders are mediocre attendants (servants) of the State. The State gives students ready-made ideas which they follow for the rest of their lives. The State replaces our rational thought and independent judgment with mob-passions.
The teachers (and I am guilty of this too) love to talk about the value of the work they do in "moulding character," but they are generally at a loss to explain what pattern they are aiming at (at least I can say I want children to become Rabbani).
If the school systems provoked intelligence or originality then we and our children would not be so dominated by herd-emotions. We would not settle down into the routine of capitalistic life; play football in our spare time because it is fashionable, and buy a luxury car because we really need it; but because everyone else on the road had one, or because we cannot resist the wiles of the advertiser. Our mental outlook is subtly influenced by a mercenary press and an Americanized cinema; our romantic longings are satisfied y vicarious adventures found in detective thrillers and by standardized love-stories . When the right colours are brought to bear, we rush to the next war.
The State does not attempt to make us think intelligently but its focus is to ensure that we are under the influence of the right set of intellectual and moral ideas. It instills into us modes of feelings and thoughts that support and promote State authority.
Mr. Bernard Shaw said that "it is quite easy to give people as econd nature, however unnatural, if you catch them early enough." That is, any belief, however grotesque and even villainous, can be indoctrinated to children and when they are older, nothing can persuade them against its monstrosity.
So if the State sponsors education, it can very easily strength its government by preaching children certain characteristics and implanting in them a set of opinions. Benjamin Kidd said (and I am paraphrasing) that the State which uses its educational system to form public opinion has at its disposal a very great source of power.
In Russia, Italy and German schools were nothing but seminaries of Bolshevism, Fascism and neo-Nazism. School policies were subordinated to government likening and official textbooks acquiesced government principals. Even in democratic America, state education is given to bias by teh constant need of promoting Darwanism, capitalism and evangelical democracy.
Source: Pink, M. Alderton (1930). A Realist Looks at Democracy. London, England, Whitefriars Press Limited.
So how does State employ the schools, the press, the theater and the internet to indoctrinate us? There are certain degenerative concepts which are bluntly taught to students, i.e. grade one sex education, grade twelve theory of knowledge, university first year psychology and sociology text-books are teeming with government propaganda. But the State also facilitates a bloated growth in human knowledge and crowd-psychology. We are stuffed with so much pointless information that our mind stops reasoning it and simply stacks it up one pile after another. Add to this, the notion of argument. Students are encouraged to argue and defend what they think is right. Then they are shown commercials, cartoons and movies to decide what is right which they do and in doing so, reject all that is sacred, holy and religious. The result? Perfect mindless slaves for the State who think they know a lot but their mind is just hopelessly over-educated so much so that it is as though they have no education at all.
ReplyDeleteAlso note that the State/School prefers to leave religion severely alone not so that its citizens/students will have a broad-minded toleration, but merely so they think that religion is something that does not matter. So it is not liberalism when religious symbols such as the hijab or the niqab is banned from schools and sex and drugs is taught as a subject, it is very atheistic and demonic.
ReplyDeleteWestern Liberal thought finds its roots in the philosophy of Aristotle and Plato. According to Plato, the purpose of state schooling is to separate children from their parents, to have them indoctrinated in the ideals
ReplyDeleteof the state, "They [philosopher-kings] will begin by sending out into the country all the inhabitants of the city who are more than ten years old, and will take possession of their children, who will be unaffected by the habits of their parents; these they will train in their own
habits and laws, I mean in the laws which we have given them: and in this way the State and constitution of which we were speaking will soonest and most easily attain happiness, and the
nation which has such a constitution will gain most."
Plato contains many other nefarious policies, including the elimination of marriage and the family, compulsory education, the use of eugenics
by the state, and the employment of deceptive propaganda methods. According to Plato, “all these women shall be wives in common to all the men, and not one of them shall live privately with any man; the children too should be held in common so that no parent shall know which is his own offspring, and no child shall know his parent”.
More pernicious still is his prescription for infanticide: “The offspring of the inferior, and any of those of the other sort who are born defective, they will properly dispose of in secret, so that no one will know what has become of them. That is the condition of preserving
the purity of the guardians’ breed.”
Source:Plato and Totalitarianism. http://www.worldfuturefund.org/wffmaster/Reading/Quotes/plato.htm
Plato’s Royal Lies, http://www.lifeissues.net/writers/irv/irv_69plato2.html
In 1926, Antonio Gramsci, an Italian communist in Mussolini’s wrote, “prison notebooks”, a plan for destroying Western faith and culture. Gramsci advocated "slow march through the culture” (or institutions) to destroy the West. By attacking: truth, morality, sexual restraint, monogamous marriage, personal responsibility, education, language, religion and law, Gramsci aimed to install sheer madness which would soon pay way for totalitarian control.
ReplyDeleteGramsci hated marriage and the family, the very founding blocks of a civilized society. To him, marriage was a plot, a conspiracy to perpetuate an evil system that oppressed women and children. He said marriage was a dangerous institution, characterized by violence and exploitation. So he contemplated ways to feminize the family with legions of single and homosexual mothers and ‘fathers’ who would serve to weaken the structure of civilized society.
George Lukacs, a follower of Gramsic, and a deputy commissioner in Hungary put radical sex education in the schools to lax the concept of marriage. Consequently, Hungarian children learned free love, sexual intercourse, and the archaic nature of middle-class family codes, the obsolete nature of monogamy, and the irrelevance of organized religion, which deprived man of pleasure. Children were urged to deride and ignore parental authority, and precepts of traditional morality.
If this sounds familiar, it is because this is what is happening in our public schools!
(to be continued...)
(to be continued...)
ReplyDeleteHerbert Marcuse, another follower of Gramsci in the United States relaxed all taboos, especially ones on sexuality. “Make love, not war!” was his battle cry that echoed through ivy-covered college campuses all over America. Result? You guess it! An epidemic of AIDS and HIV. Marcuse also destroyed language, he confused and obliterated word meanings among the youth, giving rise to ignorance, inability to write and articulate expressively.
Marcuse also pushed for feminism. You see, women are the transmitter of culture to the next generation. We teach children religion and moral values. But when women left children for work and TV producers, newspapers, video games and the internet became the only cultural transmitters, divorce, sexual assault, child abandonment, drugs and death was the result.
Today there are over 11 million to 12 million fatherless children in America. These are children either, born out of wedlock or are children to divorced parents, dead or jailed fathers. Why? Because divorce, drugs and love is cheap and captivating by TV, state sponsored education and law. Divorce can be quickly obtained at request of either partner without cause. It is normal for a boy of twenty to have had three or four sexual partners, and for a girl of the same age to have had three or four abortions.
What was the ramification for that? Lost children, unhappy adults and a collapsed social order.
When Romania was modeled under Gramsic’s theory, religion was eradicated and moral codes, enacted. Marriage was to be legalized in a civil ceremony at the local registry. Because of the more loose procedures, the divorce rate grew dramatically, tripling by 1960, and the number of abortions also increased rapidly.
In his book, The American Sex Revolution, Harvard sociologist Pitirim Sorokin reviewed the history of societies through the ages, and found that none survived after they ceased honoring and upholding the institution of marriage between a man and a woman.”
God, Allah is the only lifeline for society. Foster a strong personal understand and relationship with Allah through which you can build a righteous character and decent community.
Source:
-King, Jennifer. Who are the Real Radicals? Rightgrrl, December 1998. A brief exposition of Antonio Gramsci http://www.rightgrrl.com/jennifer1.html
-“Marxism and Feminism are one, and that one is Marxism” Heidi Hartmann and Amy Bridges, The unhappy marriage of Marxism and Feminism. -- opening page of Chapter 1, Toward a Feminist Theory of the State. Catharine A. MacKinnon, 1989, First Harvard University Press (paperback in 1991)
-The Atlantic Monthly; July 1926; The Russian Effort to Abolish Marriage; Volume 138, No. 1; page 108-114.