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Lisa's leaks – 'Madness in the Magnolias'

~ Literary Agent / Investigative Journalist / Polymath. Once the truth is known, theories naturally become obsolete.

Lisa's leaks – 'Madness in the Magnolias'

Category Archives: Education

John of Salisbury’s Metalogicon and the Equality of Liberal Arts Education

13 Saturday Jan 2018

Posted by Madness in the Magnolias (Lisa's leaks) in Cultural & intellectual history, Education, John Of Salisbury, John of Salisbury's Metalogicon and the Equality of Liberal Arts Education, Language Arts and Literary Theory, Liberal Arts Education, Metalogicon, Philosophy

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Cultural & intellectual history, Education, John Of Salisbury, John of Salisbury's Metalogicon and the Equality of Liberal Arts Education, Language Arts and Literary Theory, Liberal Arts Education, Metalogicon, Middle Ages, Philosophy

  When examining the historical development of society, perhaps the most determining factor is education. Education has a symbiotic relationship with society in that it is shaped by society as much as it shapes society. It provides a means by which humans can recall history as well as shape their own. This is why attempting to understand the educational character of a certain time period is important to a better understanding of the history of thought. John Of Salisbury offers us such a glimpse into the intellectual and social climate of the twelfth century through his work, Metalogicon.

The Metalogicon was written as an impassioned defense of liberal arts education, pointing to the indispensable role of education in creating virtuous and happy lives. While it is significant to the medieval development of pedagogy, it also offers insight into the corresponding social and political environment by understanding the reach and limitations of its arguments for education. The most curious insight comes, as it may seem to us, as a contrast. This is because, despite the significance given to education for a wellfunctioning society, John also emphasizes that not everyone can or should be educated. This raises the question then of what was suitable for what he termed, the “third tier” of society, and its quest for virtue and happiness.

This article will examine these two seemingly opposed ideas in their socio-historical context, but will ultimately argue that these positions are incompatible and incoherent given the potential John Of Salisbury believed liberal arts education to have. The Metalogicon is one of the best twelfth-century sources historians have regarding education during this time in history. This fact alone makes it noteworthy. During the development of Western education, there is perhaps no time more formative to modern views on education than the Middle Ages. Of the Middle Ages, the twelfth century was particularly influential in the shaping of education, and has even been called the birthplace of Western pedagogy.1 The development of liberal arts education is a valuable part of the history of education because its influence is seen even today in liberal arts colleges and general education programs. Out of this time period emerged the first universities, and while John was writing the Metalogicon, there were unparalleled numbers of students involved in courses and further alongside this, a robust discussion and debate over the best methods of education.2

These pedagogical deliberations were important to the development of liberal arts education. However, to appreciate why this is so, it will first be helpful to understand the scholastic environment surrounding the Metalogicon. The Metalogicon was written in 1159 in response to a movement seeking to lessen the emphasis placed on the trivium in education. Traditionally, when universities began, there were seven liberal arts that came to be conceptually divided into the trivium and quadrivium. The first category, regarded as the trivium, was considered to be an elementary grouping focused on language studies and included grammar, rhetoric, and dialectic. The quadrivium focused on mathmatico-physical disciplines and consisted of arithmetic, geometry, astronomy, and music. Historically, the liberal arts were branches of knowledge taught in order to train the free man, and the division into seven liberal arts was codified in late antiquity and popularized during the Middle Ages. John’s defense of the liberal arts demonstrates the widespread practice of these educational methods in the twelfth century. The Cornifician, most likely a pseudonym for this movement attacking the Trivium, argued that the weight placed on liberal arts in education was unnecessary.

John of Salisbury fully opposed the Cornifician movement because he thought it would undermine the entire purpose of education. According to him, education’s primary purpose was the cultivation of reason by which one discovers the path to virtue and happiness. Furthermore, this pursuit of virtue and happiness is what separated humankind from beast, and for that, it was the most important quest a human could take. The Metalogicon defends liberal education as a necessary and proper instrument, irreplaceable to the ends of social order and progress. It argues that training in the liberal arts is essential to becoming wise and successful. John of Salisbury’s own life may be a testament to the wisdom and success that a liberal arts education provides.

It is likely John was born to a poor family, although very little is known about his actual childhood circumstances apart from his own writings.3 Nevertheless, John relentlessly sought to educate himself and, despite his humble beginnings, came to have considerable authority to write on education. He pursued higher education in Paris and studied under some of the greatest masters in the twelfth century for almost twelve years. While in Paris, John studied grammar, logic, and theology extensively between 1136 and 1147. He was educated with the traditional literary and dialectical trivium, and even had some teaching experience of his own. In addition to this, he had years of experience in governmental and diplomatic affairs. With this impressive academic and political career, he was able to write his two major works, the Metalogicon and the Policraticus, from personal experience. Befittingly, his books are filled with examples rather than a philosophical examination of the topics discussed. John was one of the recognized spokesmen against the Cornificians, and he was, at the very least, acquainted with almost all of his generation’s renowned intellectual men in northwestern Europe. By the time John was writing, he was well qualified to express views on education.4

The Cornificians probably began their vocal attack on the liberal arts in the early part of the twelfth century. The term “Cornificius” became known as the symbol of an inadequately trained scholar who said more than he actually knew. John used this term rather than referencing specific opponents to avoid giving the impression of an ad hominem argument, although he did, at times, outwardly accuse his opponents of having, “bloated gluttony, puffed-up pride, obscene mouth, rapacious greed, etc…”5 Still, he attempted to focus on their doctrine and arguments in order to show the mistaken reasoning therein. The Cornificians argued that the curriculum emphasizing grammar and rhetoric was tedious and that these skills were not teachable, but rather they should come naturally to students. In this view, the ability to speak and argue well was a natural gift, and time should be spent on other educational endeavors. They believed that theoretical study could not lead to acquiring skills of eloquence or critical thinking; instead, students should focus more on practical learning, such as medicine or law. According to John, these critics spent their education overly concerned with their careers and never thoroughly studied the trivium. He rather humorously remarked:

They [the Cornificians] would probably teach that a poet cannot write poetry unless he at the same time names the verse he is using; and that the carpenter cannot make a bench unless he is simultaneously forming on his lips the word ‘bench’ or ‘wooden seat.’ The result is this hodgepodge of verbiage, reveled in by a foolish old man, who rails at those who respect the founders of the arts, since he himself could see nothing useful in these arts when he was pretending to study them.6

Equipped with a better understanding of why John wrote the Metalogicon, it becomes easier to understand his philosophy of education. Education, to him, should be aimed at the ultimate principles and purposes of life, which not surprisingly includes engaging with further philosophical questions. While he favored classical authors of philosophy, he did not neglect familiarizing himself with contemporary thought. John also drew from personal experience, and his account of human knowledge played an important role in his educational theory. John argued that truth is an objective reality, as human reason must have some object for its activity. Knowledge is ultimately found in God, but humans have limitations in reaching that truth. John gives three stages to understanding truth: (i.) opinion resulting from the senses; (ii.) science that is acquired by reason; and (iii.) wisdom that comes from understanding.7

This description of knowledge has enormous implications for his pedagogical theory. Through it, one could experience sense data, form an imperfect opinion, and then using reason, break free from deception and discover truth. John believed that human reason has a divine nature and can lead us to the truth. To attain wisdom, which John describes as a full understanding of truth, is the ultimate goal of education whereby one will come to attain virtue and happiness.

According to John, education was primarily the cultivation of reason. This also had implications for the social and political climate of a community. He considered education to be of political importance, and aptly wrote parts of the Metalogicon alongside the Policraticus, which focused on political theory.8 In fact, John regarded political and educational concerns as inseparable. The most prominent reason that he found the Cornifician attacks so dangerous was because John believed that the uprooting of liberal studies would in turn ruin humanity’s social contract.9 Without this social contract, which he considers to be the bond humans make with one another for the purpose of creating a cooperating and peaceable society, he imagines that it could result in extremes such as humankind resorting back to an animal-like state lacking the gift of eloquent speech, unable to adequately communicate. According to John, eloquence and wisdom were both essential to the education of humankind because, “Just as eloquence, unenlightened by reason, is rash and blind, so wisdom, without the power of expression, is feeble and maimed.”10 He fought against such trends because they not only threatened the educational community, but also the state of society at large.

What with the importance John of Salisbury placed on education to avoid disorder and produce a well-functioning society, it would seem to follow that everyone should embark on this quest for happiness and virtue. However, examining his political theory in the Policraticus will show otherwise. The Policraticus explored several aspects of ethical and political life in the twelfth century and, like the Metalogicon, was filled with explicit examples rather than nontangible argumentation. Here again John explained humanity’s end goal by emphasizing, “virtue contains everything to be done and happiness contains everything to be desired.”11 This was the ultimate aim for humanity, and the Policraticus sought to inaugurate a societal order that would fulfill these goals.

The Policraticus sets up John’s political theory using an analogy of the state as a body: an organic and integrated whole unified for the good of its members. This body had three tiers of government, which consisted of: (i.) the governmental authority; (ii.) those who perform governmental functions; and (iii.) the governed. This structure places the most duty and moral weight on the prince, who is the first tier of government. The prince’s obligation is to love his subjects, be self-disciplined, and educate his officials. Because of this, he is to pursue and possess virtue, but also should see to it that his officials are virtuous.

Those in the second tier of government cannot be required to be virtuous, but it is better that they are. John advised a rewards and punishment strategy to ensure good behavior from the second tier of government. This is one instance where John’s political experiences are evident in his writing. He clearly distrusted those with power and believed that they could rarely, if ever, sustain virtue while in such powerful positions. Regardless, the Policraticus makes it clear that education should be available to people of both tiers, even if virtue is seldom found.

The third tier of the government consists of, as he calls it, the feet of the body. This part of society has no state function, yet is the most populous. John proposed that the well-being of this third tier is of special concern to the prince because, in keeping with the analogy, society needs its feet to progress. The third tier has no political power, but should realize that this is for the best and should respect the rights of their superiors. There is little to no mention of education for this third tier, but John apologizes in the Policraticus for his description of them. He hopes that they somehow find virtue, but it is not a requirement for a state’s proper functioning.

His was not the first political theory, nor the last, to assert that a functioning society necessitates an uneducated working class. For example, Aristotle, who greatly influenced medieval thought, similarly argued in his Politics that a flourishing society involved a laboring class. The class of manual laborers served a vital role in that it freed up time for full Athenian citizens to engage in intellectual activities necessary to achieve human happiness.12 While Aristotle has often been criticized on this point, the rigid system may have seemed necessary to Aristotle, especially considering the time period it was written in. In Athens, the criteria to be a full Athenian citizen excluded many, like women and immigrants, so this stringent setup would not have seemed so harsh. It is troubling, however, to note that hundreds of years following this, a theorist came to similar conclusions about the exclusivity of education. Still, in the twelfth century, freedom was not all-inclusive, but unlike Aristotle’s educational theory, the Metalogicon consistently praises the potential of liberal arts education to bring about freedom to the individual.

This seems to entirely contradict John’s position on the telos of humankind. How can he have written such a significant piece on the importance of liberal arts education i.e., freedom for the individual, and then maintain that not everyone in society should pursue this end? This becomes an even more curious position for him to hold when one recalls John’s own humble beginnings. From the little information known of his early life, historians can assume with some certainty that his family would have belonged to this third tier of society. So, was it John’s own natural ability that allowed him to achieve understanding and rise to another tier? If this were true, it would only seem to confirm the Cornifician’s “natural gift” argument against the necessity of practicing the liberal arts. In the Metalogicon, John makes it clear he believes training is essential for the strengthening of these abilities, and it is rather odd that he would not extend this to his theoretical state body. Understanding the prince’s role in the state may lend itself to reconciling the peculiarity of this position.

In the Policraticus, the responsibility of the prince is immense. The prince is chosen and appointed by God, which can happen in a variety of ways, e.g., election, inheritance, or a decision of the priest. The prince is solely responsible for the well-ordering of society, ensuring its proper functioning. His responsibility is to seek wisdom through education, which will lead to the best functioning society. If he trains his officials, who perform the governmental functions, in this wisdom and understanding, then it will ideally result in more unified efforts toward virtue and happiness. Because the third tier will never hold political power, it was not necessary in this conception for them to either understand or practice reasoned judgment.

According to the body analogy, there is a strong interdependence among each member and the only way the body can function properly is if all individuals are playing their parts well. The feet of society owe it to their superiors to produce material goods just as they are given security and proper order. John explains,

Then and then only will the health of the commonwealth be sound and flourishing when the higher members shield the lower, and the lower respond faithfully and fully in like measure to the just demands of their superiors, so that each and all are as it were members one of another by a sort of reciprocity, and each regards his own interest as best served by that which he knows to be most advantageous for the others.13

The set up is similar in its rigid construction to Plato’s Republic. It is said that John’s view is Platonic in that societal relations are fixed, and the world has a design in which the body works perfectly if all accept their roles.14 In this way, contentment in life and politics relies on all individuals accepting and fulfilling the duties appropriate to their stations in life. He appeals to a classical conception of societal happiness, stating that a commonwealth could only be happy if it were governed by philosophers, or if its rulers, at least, became students and lovers of wisdom.

Taking into account the social and political climate of the twelfth century helps to make this rigid construction more understandable because John’s era was one of strictly drawn social distinctions. In fact, not everyone was allowed to seek education, and to John, perhaps it was more probable to create a fair, operating society through a few good rulers than to instill virtue into every citizen. While this opinion may have been advanced for the twelfth-century, given the impassioned way he advocated for the transformative nature of the liberal arts, his final conclusion—excluding a significant part of society—seems disjointed. Still, attempting to read this work in its sociohistorical context, the modern reader must take into account the extent to which concepts of freedom and basic human rights have changed and, in many ways, advanced.

Certainly John of Salisbury took the third tier of society into consideration when setting up his theoretical nation; however, an understanding of his educational theory and its potential, i.e., freedom for the individual, makes it difficult to accept the rest of his political theory. If one had a tool that could improve the lives of everyone—including those who find themselves on the bottom rungs of society—then to restrict this tool to those already at the top seems knowingly unjust.

It is certainly disappointing to have, on the one hand, such a piece dedicated to the importance of liberal arts education, and on the other, such clearly drawn social class distinctions. John of Salisbury argues passionately for liberal arts education and how it can provide freedom for the individual, but in this society, it also necessitated that the individual already be free. The incoherency of John’s position lies in the cyclic nature of this relationship.

A liberal arts education provides freedom for people to think and speak for themselves, but it still has its critics today. There are noticeable similarities between the Cornifician arguments and those critics who find liberal arts education impractical. In fact, many of John’s arguments against the Cornificians still have relevance today. Modern advocates of liberal arts education can appreciate the importance he placed on this subject, but before he is regarded as a champion of the liberal arts, his educational and political ideology serve as reminders of how history and philosophy should work together to untangle some of the confused thinking of past.

***

“Just as eloquence, unenlightened by reason, is rash and blind, so wisdom, without the power of expression, is feeble and maimed. Speechless wisdom may sometimes increase one’s personal satisfaction, but it rarely and only slightly contributes to the welfare of human society. Reason, the mother, nurse, and guardian of knowledge, as well as of virtue, frequently conceives from speech, and by this same means bears more abundant and richer fruit. Reason would remain utterly barren, or at least would fail to yield a plenteous harvest, if the faculty of speech did not bring to light its feeble conceptions, and communicate the perceptions of the prudent exercise of the human mind. Indeed, it is this delightful and fruitful copulation of reason and speech which has given birth to so many outstanding cities, has made friends and allies of so many kingdoms, and has unified and knit together in bonds of love so many peoples.”

— John of Salisbury (1120–1180), ‘The Metalogicon – A twelfth-century defense of the verbal and logical arts of the trivium’ (1159)

 

 

Footnotes:

1 McGarry, Daniel D., The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium- Introduction, (Berkeley: University of California Press, 1955), PDF e-book, xv.

2 A.F. Leach, The Schools of Medieval England, (New York: Macmillan, 1915), 96-155.

3 Daniel D. McGarry, The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium- Introduction, (Berkeley: University of California Press, 1955), PDF e-book, xv.

4 David Knowles, The Evolution of Medieval Thought, (Baltimore: Helicon Press, Inc., 1962), 135.

5 John of Salisbury, The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium, trans. Daniel D. McGarry, (Berkeley: University of California Press, 1955), PDF e-book, 12.

6 Ibid., 16.

7 John of Salisbury, The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium, trans. Daniel D. McGarry, (Berkeley: University of California Press, 1955), PDF e-book, Book 4, Chapters 8-20.

8 Stephen C. Ferruolo, The Origins of the University: The Schools of Paris and Their Critics, 1100-1215, (Stanford: Stanford University Press, 1985), 134.

9 John of Salisbury, The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium, trans. Daniel D. McGarry, (Berkeley: University of California Press, 1955), PDF e-book, 11.

10 John of Salisbury, The Metalogicon of John of Salisbury: A twelfth century defense of the verbal and logical arts of the trivium, trans. Daniel D. McGarry, (Berkeley: University of California Press, 1955), PDF e-book, 10.

11 John of Salisbury, Policraticus, trans. John Dickinson (New York: Russell & Russell, 1963), http://www.constitution.org/salisbury/policrat456.htm, Book 8, Chapter 8.

12 Aristotle, Politics, trans. Benjamin Jowett (Oxford: Oxford University Press, 1905), Book 7, Chapter 9.

13 John of Salisbury, Policraticus, trans. John Dickinson (New York: Russell & Russell, 1963), http://www.constitution.org/salisbury/policrat456.htm, Book 6, Chapter 20. 14 Ibid., Book 4, Chapter 6.

 

References:

References
Aristotle. Politics. trans. Benjamin Jowett. Oxford: Oxford University Press.
1905.
Ferruolo, Stephen C. The Origins of the University: The Schools of Paris and
Their Critics, 1100-1215. Stanford: Stanford University Press. 1985.
Guilfoy, Kevin. “John of Salisbury”. In The Stanford Encyclopedia of Philosophy.
Edward N. Zalta ed.
http://plato.stanford.edu/archives/fall2008/entries/john-salisbury/. 2008.
John of Salisbury. Policraticus. trans. John Dickinson. New York: Russell &
Russell. http://www.constitution.org/salisbury/policrat456.htm. 1963.
John of Salisbury. The Metalogicon of John of Salisbury: A twelfth century
defense of the verbal and logical arts of the trivium. trans. Daniel D.
McGarry. Berkeley: University of California Press. PDF e-book. 1955.
Knowles, David. The Evolution of Medieval Thought. Baltimore: Helicon Press,
Inc., 1962.
Leach, A.F., The Schools of Medieval England. New York: Macmillan. 1915.
McGarry, Daniel D. “Educational Theory in the Metalogicon of John of
Salisbury.” In Speculum 23, no. 4. 1948.

 

Resources/Related:

John Of Salisbury, (born 1115/20, Salisbury, Wiltshire, Eng.—died Oct. 25, 1180, probably at Chartres, France), one of the best Latinists of his age, who was secretary to Theobald and Thomas Becket, archbishops of Canterbury, and who became bishop of Chartres. After 1135 he attended cathedral schools in France for 12 years and studied under Peter Abelard (1136). He was a clerk in Theobald’s household in 1148 and during the next five years was mainly employed by the archbishop on missions to the Roman Curia. His Historia pontificalis (c. 1163) gives a vivid description of the papal court during this period, partly through its character sketches.

From 1153 John’s main duty was to draft the archbishopric’s official correspondence with the Curia, especially in connection with appeals. In the late summer of 1156 this activity angered King Henry II, who regarded him as a champion of ecclesiastical independence. The crisis passed, but to some extent it influenced John’s two books, the Policraticus and the Metalogicon (both 1159), in which his general intention was to show his contemporaries that in their thought and actions they were defecting from the true task of humanity. His work represented a protest against the professional specialization slowly developing in royal and papal administration and in the universities. He unfavourably contrasted the way of life followed by courtiers and administrators with an ideal practice derived from Latin poets and from classical and patristic writers.

Out of favour with Henry, John was exiled to France (1163) shortly before Becket was exiled. From his refuge in the monastery of Saint-Rémi at Reims, John wrote many letters assessing the prospects of the Canterbury case. After the reconciliation of Henry and Becket, he returned to England (1170) and was in Canterbury Cathedral when Becket was assassinated (Dec. 29, 1170). Thereafter, John was occupied with collecting Becket’s correspondence and preparing a biographical introduction. He became bishop of Chartres in 1176 and took an active part in the third Lateran Council (March 1179). He was buried at Chartres.

 

Bernard de Chartres, (born 11th century, Brittany, France—died c. 1130, possibly Paris), humanist and philosopher, head of the celebrated school of Chartres, in France, whose attempt to reconcile the thought of Plato with that of Aristotle made him the principal representative of 12th-century Platonism in the West. A teacher of logic and grammar at the cathedral school of Chartres (where his brother, Thierry de Chartres, also taught) from 1114, Bernard was elected chancellor of the school in 1119. He seems to have played some part in the movement that was to turn grammar into a field of philosophical speculation.

For Bernard as grammarian, the relation of the primitive word to its derivatives was of the same sort as the relation of the Platonic Idea to its immersion in the material world. Thus, a white object, for example, immediately suggested to Bernard the source of its reality in the eternal Idea of whiteness. Apparently called to teach philosophy at Paris in 1124, he had as a student John of Salisbury, later secretary to Thomas Becket, archbishop of Canterbury, and bishop of Chartres. John’s treatises are the chief sources for data on Bernard’s life and thought. According to the Metalogicon (1159) of John of Salisbury, Bernard wrote three works: a treatise, De expositione Porphyrii (“On the Interpretation of Porphyry,” the 4th-century Neoplatonist logician); a verse form of the same tract; and a comparative study of Plato and Aristotle. Although only three fragments of Bernard’s verse are extant, his philosophical doctrine can be determined from a résumé given in John’s Metalogicon.

Reflecting the early Platonism of the anonymous 5th-century philosopher known as Pseudo-Dionysius and his 9th-century interpreter John Scotus Erigena, Bernard proposed the basic Platonic dichotomy between the real world of eternal Ideas and the apparent world of material objects. According to Bernard, reality is composed of three invisible, immutable principles: God, Ideas, and matter. The Ideas are not coeternal with God but possess only a derived eternity. The manner of the Ideas’ existence in the world of matter is that of a forma nativa (“begotten form”), or a projected copy of the eternal exemplar immanent in God. Immersed in matter, the “begotten form,” Bernard held, constitutes sensible objects able to move. Matter of itself is immobile. The texts of Bernard preserved in John of Salisbury’s Metalogicon are contained in the series Patrologia Latina, edited by J.-P. Migne, vol. 199 (1890).

 

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Open Your Eyes, Open Your Mind and Fly by Hopsin

26 Monday Jun 2017

Posted by Madness in the Magnolias (Lisa's leaks) in Education, Fly by Hopsin, Hopsin – Fly Lyrics

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Education, Fly by Hopsin, Hopsin – Fly Lyrics

[Intro]
I was taught that education is the only way to make it
Then how’d I get so much money inside my savings?

My teachers never saw the heights that I was fuckin’ aimin’
Did the man who invented college go to college? Hm, okay then
Am I the only one that noticed humans on the same shit?
Y’all thoughts are sailin’ on the same ship
And if that’s the case, then that’s the reason that you ain’t shit

Let me enlighten you, my niggas, just let your brain drift

[Verse 1]
First of all, the best type of marketin’
Is marketin’ that doesn’t feel like marketin’
It makes the people feel like they a part of it
And when it’s done right, corporations think it’s marvelous
They feed us these ideas and then we place ’em in our hearts to sit
It’s why players are good at gettin’ chicks
It’s why Nike is good at sellin’ kicks
It’s why Disney is loved by all the kids
Why McDonald’s owners are super rich
We’re too blinded to ever see ’em pitch
See, when this happens we take our health
Wealth, lives, and just hand them off
Thinkin’ that we did this from organic thoughts

I know you seen parents trick kids
With candy, toys, and Santa Claus
The same method is used to trap adults
But instead of candy it’s with money, religion, drugs, and alcohol
Mention that shit and it’s gon’ arouse us all
I done seen niggas get into fights
Over cigarettes like a pack of dogs
They get you hooked and then they laugh at y’all

[Hook]
I really hate to break it to you
But your life’s being played with
You have not witnessed the world
‘Cause you’re stuck in the Matrix
Everything we have been taught was all a lie
Open your eyes, open your mind, and fly!

[Verse 2]
Man, can’t you see we’re robots
Who know not what we do and we got no shot
In the real world until we climb out of this ice-cold box
Your whole life has been part of a whole plot
To keep you at the bottom while they on top
Stay quiet, then they won’t stop

They always tryna show us what we don’t got
They do it to all of us ’til we finally break and go cop a gold watch
Knowin’ we need the cash for rent, my ass is sick

Just thinkin’ about how rich and powerful all these bastards get
They package ideas like it’s oxygen
They make us feel like if we ain’t got it
We’re fucked and we cannot fit in
This fuckin’ system is not your friend
And understand they controllin’ your thoughts
‘Cause they got a lot to win

Niggas get turned away when I mention this
Ignorance is bliss, but I don’t give a fuck,
I won’t censor shit
The Matrix is real and you done entered it
It’s way too intricate
For you to ever realize it, you fuckin’ simpleton

[Hook]
I really hate to break it to you
But your life’s being played with
You have not witnessed the world
‘Cause you’re stuck in the Matrix
Everything we have been taught was all a lie
Open your eyes, open your mind, and fly!

[Verse 3]
Yo, fuck Hollywood! Fuck all these reality shows!
Makin’ us feel lame unless we blowin’ stacks on new clothes
Makin’ us feel like we ain’t cool unless we have a few hoes
Makin’ us feel like we ugly unless we have a new nose
I see naturally beautiful women get Botox, fake tits
Fake lips, they so brainwashed and it doesn’t make sense

Focus on your life and the path you’re pursuin’
‘Cause y’all too busy worried about what Kim Kardashian’s doin’
Check it, most of this shit that you sheep are watchin’ on television
Is fake as fuck and is not real,
I rebel against it

It’s the Devil’s business, they just reel y’all in
If they say it, we do it, yo, I’m tryna tell y’all, man

The system created the stereotype for the Black image
That’s why my people are scared to be different
Why don’t you get it?
I’m done practicin’ these ridiculous rituals
It’s time I become a real individual and just do me

[Hook]
I really hate to break it to you
But your life’s being played with
You have not witnessed the world
‘Cause you’re stuck in the Matrix
Everything we have been taught was all a lie
Open your eyes, open your mind, and fly!

[Outro]
Use your mind, be yourself
Don’t blame nobody else but you
You and the meaning of life has no rules, no rules, no rules
Fly away! Fly away! Fly and fly away!

Life’s too short not to live it
The world is all yours, come get it
Just go and get it, it’s beautiful

end

It’s nice to have a rapper that puts a real perspective on life in his music…

Respect to hop to not givin a fuck about the system and speakin the truth

 

 

 

 

 

 

Resources\Related:

Hopsin – Fly Lyrics | Genius Lyrics

Fly by Hopsin | Free Listening on SoundCloud

Hopsin Sends a Powerful Message in ‘Fly’ | Hopsin | Music | BET

Between The Lines: Hopsin Breaks Down “Fly” Lyrics [New Video]

 

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Is Expeditionary Learning the Future in Public Schools? Some Say Yes

21 Wednesday Sep 2016

Posted by Madness in the Magnolias (Lisa's leaks) in Education, Expeditionary Learning, Public Schools vs Alternative Education, Schools Using The Whole Child Model

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Education, Expeditionary Learning, Public Schools vs Alternative Education, Schools Using The Whole Child Model

expeditionary-learningExpeditionary learning allows children to take education into their own hands, literally. Learn more about this new learning philosophy that is improving test scores and graduation rates.

We are crew, not passengers.” – Expeditionary Learning philosophy

A new wave of learning is sweeping schools across the country, engaging children in meaningful learning activities that claim to prepare them more adeptly for the world of higher education. This trend, known as expeditionary learning, has been implemented in numerous K-12 public schools today, and the results in many of these institutions have been impressive. What is expeditionary learning and how does it benefit students? The information about this unique program is spelled out within this article.

What is Expeditionary Learning?

expeditionary-learningAccording to the website for Pathfinder K-8 School in Seattle, expeditionary learning can be defined as “learning by doing, with a particular focus on character growth, teamwork, reflection and literacy.”
Instead of sitting in a traditional classroom each day, schedules are broken into projects that engage students, challenge their thinking and teach them critical problem solving skills. Work may be done inside or outside the classroom, with a particular emphasis on Outward Bound expeditions that promote teamwork and challenge students to their physical and mental limits.
The Casco Bay High School for Expeditionary Learning lists the 10 design principles that reflect the values and beliefs of both expeditionary learning and Outward Bound:
  • The Primacy of Self Discovery – Learning happens best with challenge, emotion and proper support.
  • The Having of Wonderful Ideas – Time is given to foster curiosity, experiment and make observations.
  • The Responsibility of Learning – Learning takes place individually and as a group.
  • Empathy and Caring – Both students’ and teachers’ ideas are respected.
  • Success and Failure – Students learn from their failures and celebrate successes.
  • Collaboration and Competition – Education involves the integration of group and individual learning experiences.
  • Diversity and Inclusion – Students learn about their own communities and cultures, as well as others, to increase their overall learning experience.
  • The Natural World – The cultivation of a direct and respectful relationship with the natural world is important.
  • Solitude and Reflection – Students and teachers are given time to explore their own observations and connect their thoughts.
  • Service and Compassion – Service projects are used to teach students the strength of service to one another and their community.
When these design principles are properly incorporated into the classroom experience, students develop curiosity, skills, knowledge and courage in a safe, supportive environment. They learn to imagine a better world and how to do their part to realize it.

Does it Work?

expeditionary-learningWhile the philosophies may sound good in theory, the proof is in the pudding for most educators and parents. According to a report on expeditionary learning schools by the University of Colorado, the impact is significant.
A middle school teacher in Decatur, Georgia, told researchers conducting the study, “Kids who used to say, ‘I can’t,’ now know that they can do it.” An expeditionary learning teacher in Portland added, “This year, the kids are more independent, self-starters.”
It appears that this approach to learning is engaging more students in the process than ever before, which may be particularly beneficial to students who would be less likely to participate on their own.

Positive Test Scores and Graduation Rates

 While teachers involved in the program are raving about the benefits, test scores and graduation rates also suggest that expeditionary learning may be a positive choice for many students. The Expeditionary Learning website states that expeditionary schools outperform district averages in both reading and math proficiencies. This is true across the board, no matter what type of school adopts the philosophy (district, charter or otherwise) or the grades that are taught at the schools. Results are also similar in urban, suburban and rural schools.
Another impressive statistic seen in many expeditionary learning schools is the number of students who graduate from these schools and go on to four-year universities. According to two different press releases on PR Newswire, five expeditionary high schools across the country boasted that 100% of their graduates had plans to attend four-year universities last year. The high schools were located in Buffalo, New York; Springfield, Massachusetts; Prescott, Arizona; and two in Denver, Colorado.
Scott Hartl, president and CEO of Expeditionary Learning, said in one press release, “College access is one of the most important civil rights issues facing this generation of high school graduates. We’re opening high schools in urban neighborhoods and not only ensuring that every student has the option to attend college, but also preparing them to succeed once they get there.”
Expeditionary learning schools appear to be gaining steam across the country as more educators are tuning into the potential success this learning style offers. If you are interested in learning whether your community offers an expeditionary learning school, contact your local school district for specific information.

 

 

 

 

 

Related:

Expeditionary learning schools

Expeditionary Learning

Academic Achievement – EL Education

Core Practices | EL Education

Resources | Models of Excellence

Resources | EL Education

Students – Public School Review

Expeditionary Learning Clears a Path to Higher Education

Expeditionary Learning: Is It the Triple-Threat of

Alternative Schooling – Education Encyclopedia – StateUniversity.com

Charter School vs Public School – Difference and Comparison

The 41 Most Innovative Schools in America

Schools Using The Whole Child Model

Traditional versus alternative: in which school are kids more engaged …

Alternative school vs public schools (SAT, teacher, girls …

Alternative vs. Traditional | Debate.org

An Introduction to Educational Alternatives | Education Revolution …

Alternative Education | IDOE

Alternative education

Schools & Programming

Glossary – School Choice for Kids

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Lift Off: The American Dream

30 Monday May 2016

Posted by Madness in the Magnolias (Lisa's leaks) in Donovan Livingston's Harvard graduation speech, Education, The American Dream

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Donovan Livingston, Donovan Livingston's Harvard graduation speech, Education, The American Dream

harvardspeech_coverHarvard Grad Delivers Powerfully Poetic Speech On Overcoming Injustice

You may have heard some inspiring graduation speeches before, but you’ve never heard one like this.

Last Wednesday, Donovan Livingston spoke at Harvard Graduate School of Education. Livingston, who was receiving his master’s degree in education, presented a spoken word poem during his speech. A video of his address has gone viral, with more than 11 million views on Facebook.

In his poem entitled “Lift Off,” Donovan Livingston stepped up to the mic to speak about the trials and tribulations black people have endured, especially in the education system.

He began with a nearly two-century-old quote from Horace Mann in which he called education The Decline of the ‘Great Equalizer.’

At the time, Mann said black people would be lynched for even attempting to read.

Donovan LivingstonLivingston, a North Carolina native, used his speech to address issues Black people face in the United States education system. He had entered a competition to speak at the ceremony and school administrators quickly realized his speech was very different from those of the other competitors.

“I wanted people to understand both the legacy of inequalities in education, and how we often laud education as this thing that is the great equalizer in our society, and it’s really not. In many ways, some education systems work to reinforce inequalities in the country. Highlighting that was really important to me.”

You can read Livingston’s remarks (or see below video) from the Harvard Graduate School of Education and check out his speech in the video below.

“Education then, beyond all other devices of human origin,
Is a great equalizer of the conditions of men.” – Horace Mann, 1848.
At the time of his remarks I couldn’t read — couldn’t write.
Any attempt to do so, punishable by death.
For generations we have known of knowledge’s infinite power.
Yet somehow, we’ve never questioned the keeper of the keys —
The guardians of information.

Unfortunately, I’ve seen more dividing and conquering
In this order of operations — a heinous miscalculation of reality.
For some, the only difference between a classroom and a plantation is time.
How many times must we be made to feel like quotas —
Like tokens in coined phrases? —
“Diversity. Inclusion”
There are days I feel like one, like only —
A lonely blossom in a briar patch of broken promises.
But I’ve always been a thorn in the side of injustice.

Disruptive. Talkative. A distraction.
With a passion that transcends the confines of my consciousness —
Beyond your curriculum, beyond your standards.
I stand here, a manifestation of love and pain,
With veins pumping revolution.
I am the strange fruit that grew too ripe for the poplar tree.
I am a DREAM Act, Dream Deferred incarnate.
I am a movement – an amalgam of memories America would care to forget
My past, alone won’t allow me to sit still.
So my body, like the mind
Cannot be contained.

As educators, rather than raising your voices
Over the rustling of our chains,
Take them off. Un-cuff us.
Unencumbered by the lumbering weight
Of poverty and privilege,
Policy and ignorance.

I was in the 7th grade, when Ms. Parker told me,
“Donovan, we can put your excess energy to good use!”
And she introduced me to the sound of my own voice.
She gave me a stage. A platform.
She told me that our stories are ladders
That make it easier for us to touch the stars.
So climb and grab them.
Keep climbing. Grab them.
Spill your emotions in the big dipper and pour out your soul.
Light up the world with your luminous allure.

To educate requires Galileo-like patience.
Today, when I look my students in the eyes, all I see are constellations.
If you take the time to connect the dots,
You can plot the true shape of their genius —
Shining in their darkest hour.

I look each of my students in the eyes,
And see the same light that aligned Orion’s Belt
And the pyramids of Giza.
I see the same twinkle
That guided Harriet to freedom.
I see them. Beneath their masks and mischief,
Exists an authentic frustration;
An enslavement to your standardized assessments.

At the core, none of us were meant to be common.
We were born to be comets,
Darting across space and time —
Leaving our mark as we crash into everything.
A crater is a reminder that something amazing happened here —
An indelible impact that shook up the world.
Are we not astronomers — looking for the next shooting star?
I teach in hopes of turning content, into rocket ships —
Tribulations into telescopes,
So a child can see their potential from right where they stand.
An injustice is telling them they are stars
Without acknowledging night that surrounds them.
Injustice is telling them education is the key
While you continue to change the locks.

Education is no equalizer —
Rather, it is the sleep that precedes the American Dream.
So wake up — wake up! Lift your voices
Until you’ve patched every hole in a child’s broken sky.
Wake up every child so they know of their celestial potential.
I’ve been a Black hole in the classroom for far too long;
Absorbing everything, without allowing my light escape.
But those days are done. I belong among the stars.
And so do you. And so do they.
Together, we can inspire galaxies of greatness
For generations to come.
No, sky is not the limit. It is only the beginning.
Lift off.

 

 

 

 

 

Related:

Donovan Livingston (@DLive87) | Twitter

Donovan Livingston’s Harvard graduation speech inspires America …

Lift Off | Harvard Graduate School of Education

Black Voices

Quincy Jones | GOOD BLACK NEWS

“I am a DREAM Act, dream deferred… – HuffPost LatinoVoices …

‘Vogue’ stuck celebs in a tube of lights at the Met Gala, and it got weird

Volatile Sakurajima Volcano is a Lightning Laboratory

The Decline of the ‘Great Equalizer’ – The Atlantic

HORACE MANN ON EDUCATION AND NATIONAL WELFARE 1848 ..

Sacred Trust: A Children’s Education Bill of Rights

The Decline of the ‘Great Equalizer’ – The Atlantic

HORACE MANN ON EDUCATION AND NATIONAL WELFARE 1848 ..

Sacred Trust: A Children’s Education Bill of Rights

Horace Mann- The Father of American Education by Tyler Bucklin on …

Horace Mann Facts, information, pictures | Encyclopedia.com articles ..

Language, Culture, and Teaching: Critical Perspectives

 

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‘School Choice’ Mantra Masks the Harm of Siphoning Funds from Public Education

19 Friday Feb 2016

Posted by Madness in the Magnolias (Lisa's leaks) in ‘School Choice’, Education, Education Policy, Public Schools

≈ 2 Comments

Tags

‘School Choice’, Charter Schools, Education, Education Reform, Education Savings Accounts (ESAs), Public Education

charters protestsAsk an education “reform” proponent about any issue facing public education and the answer is always the same: “School Choice.” Whether they’re championing charter schools, vouchers or Education Savings Account (ESAs), advocates prefer to frame the debate around the right of parents to send their child to a better-performing school. This is merely a smokescreen to divert attention away from what school choice is really about: the transfer of public money to the private sector without accountability or transparency.

Many school choice campaigns are bankrolled by a faction of incredibly wealthy conservative donors and political groups, including the Koch Brothers and the American Legislative Exchange Council (better known as ALEC). Their agenda is clear: dismantle public education.

national-school-choice-week-logo480x240But it’s a safe bet you won’t hear their names during National School Choice Week. What you will hear is a lot of people parroting messages about “freedom,” “innovation,” “options,” even “civil rights” – buzzwords that underpin the campaigns to expand charter schools, vouchers and ESAs across the country. But the jargon masks the devastating impact these policies have had on public education, particularly on those students who are supposed to benefit the most.

Unaccountable Charter Schools: The Truth Hurts

Many people support the idea behind charter schools, but how many are aware of the mounting troubles the charter industry has experienced lately? Probably not enough. Proponents work very, very hard to maintain a facade of success and transparency in the face of evidence that many of these schools operate without any oversight, while wasting taxpayer money and fostering inequity and racial segregation.

Take the North Carolina State Board of Education, which recently rejected the Department of Public Instruction’s annual report on charter schools as “too negative.” Dominated by school privatization stalwarts, the board is determined to prevent any meaningful oversight of the state’s charters and demanded revisions to the report before it could be submitted to the legislature.

Scrutiny over mismanagement in the charter sector is intensifying, The Center for Popular Democracy estimated that charter school waste and fraud squandered $1.5 billion in taxpayer money in 2015.Scrutiny over mismanagement in the charter sector is intensifying, The Center for Popular Democracy estimated that charter school waste and fraud squandered $1.5 billion in taxpayer money in 2015.

North Carolina educator Stuart Egan took the board to task in an open letter to Lt. Governor and board member Dan Forrest: “Overall, charter schools seem to lack diversity and operate under a different set of rules according to the report you are trying to squelch. The fact is that many of the charter schools you have enabled are perpetuating segregation and are not accomplishing what you advertised they would do,” Egan wrote.

Given the magnitude of waste and fraud in the sector, it’s unsurprising why many charter operators are hiding from accountability and regulation.  And according to a new study, the expansion of unregulated charter schools, particularly in urban communities, is beginning to resemble the effort a decade ago to pump up bad mortgages that eventually blew up the economy.

“Supporters of charter schools are using their popularity in Black, urban communities to push for states to remove their charter cap restrictions and to allow multiple authorizers,” Preston Green III of the University of Connecticut and co-author of “Are We Heading Toward a Charter School ‘Bubble’?: Lessons from the Subprime Mortgage Crisis” told EduShyster. “At the same time, private investors are lobbying states to change their rules to encourage charter school growth. The combination of multiple authorizers and a lack of oversight is creating an abundance of poor-performing schools in low-income communities.”

Vouchers: Who Is Really Benefiting?

According to the 2015 PDK/Gallup poll, a whopping 70 percent of Americans oppose school vouchers. They see it for what it is: a privatization scheme that subsidizes tuition for students in private schools. And perhaps they are aware that there is no conclusive evidence that vouchers improve student achievement. The public is also not fooled by the often-repeated falsehood that vouchers are primarily benefiting disadvantaged students.

Public Schools RallyIn Scott Walker’s Wisconsin and Mike Pence’s Indiana, where vouchers have expanded dramatically, promises that the programs would serve low-income students in failing schools didn’t last. “That tale quickly and methodically changed,” said Teresa Meredith, president of the Indiana State Teachers Association. By 2015,  only 2 percent of participants [in the voucher program] had attended an ‘F’ public school.

“The most expansive voucher program in America has become an entitlement program which, in large part, now benefits middle class families who always intended to send their children to private (mostly religious) schools and taxpayers are footing the growing bill,” Meredith said.

Education Savings Accounts (or Vouchers on Steroids)

In 2015, Nevada lawmakers were hoping to blaze a new trail for school choice with a new gambit, education savings accounts (ESA), which allow parents to claim more than $5,000 in state funds each year and use it for any qualified education expense. This includes religious-based private schools, but also a variety of other services, all with little or no oversight over student outcomes. In addition, states impose no quality controls on the textbooks, curriculum, tutoring, or supplemental materials that parents can purchase with ESA funds.

Education savings accounts exist in five states, but Nevada became the first to pass a bill that offered them to every public school student regardless of family income. Very few private schools in the state, however, have tuition low enough to be covered by the $5,100 or $5,700 provided annually by ESAs. Wealthier parents can supplement their own income to pay for the tuition, but for lower-income families private school will remain largely out-of-reach.

Education-Concerns-3Earlier this month, a state judge slapped an injunction on the program. In his ruling, District Judge James Wilson said the law diverted public funds to pay for private school tuition and was therefore unconstitutional. The decision will be appealed because advocates have vested a lot in the scheme. ESAs are unquestionably the new school choice battleground and are being pushed in a growing number of states with proponents deploying the usual tropes about “freedom” and “flexibility” to mask their real impact: erosion of public school funding, fewer education resources, wider achievement gaps and increased segregation.

Real Innovation That Works

The good news is that a growing number of communities are finding solutions to struggling schools and achievement gaps that benefit all students, not just some. Educators and parents are working together to expand the community schools model, which is currently present in nearly 5,000 schools nationwide. When public schools extend services and programs beyond the school day, creating strong learning cultures and safe and supportive environments for both students and educators—in effect becoming community “hubs” – student outcomes improve. In 2015, Minnesota educators were instrumental in persuading the legislature to pass a bill creating a grant program for “Full-Service” Community Schools and other states may soon follow suit.

To learn more about community schools, read “Investing in What Works” by the Southern Education Foundation and the Annenberg Institute for School Reform.

 

 

 

 

Resources:

School Choice – NEA Today

School Choice

standards – The People, LLC

Another Study Finds Unaccountable Charter Schools

Point: Charter schools shouldn’t be on the public’s dime

Education Policy: Charter Schools

Duncan’s grand charter give-away. Feeding the beast

Judge puts sweeping Nevada school choice program on hold

ALEC Exposed

American Legislative Exchange Council – SourceWatch

The Koch Connection | The Nation

‘Dark money’: ALEC wants image makeover – Politico

Little to cheer about latest CPS suspension/expulsion rates. Charters are main culprit.

State Supreme Court Rules Charter Schools Unconstitutional

Education Savings Account

529 Plans vs. Coverdell Education Savings Accounts

Advantages and disadvantages of Coverdell education

More evidence that PARCC test is bogus. Parents were smart to opt-out.

 

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Criticisms of the public education system

03 Sunday Jan 2016

Posted by Madness in the Magnolias (Lisa's leaks) in Criticisms of public education, Education, Education Philosophy, Education System, Federal Government in Public Education, Public Education

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Criticisms of public education, Education Philosophy, Education System, Federal Government in Public Education, Public Education

students_in_rows– Photo:Kids do not belong at a desk 7 hours/day. This is no way to optimize learning. We wrongly identify education with schooling because most of our education happens outside of the school environment.

Kids need less school rather than more, our current system of education stifles the natural curiosity, joy and a love of learning, and that between school, television, video games, and the internet, kids today are left with less than 12 hours a week “to create a unique consciousness.”

It appears to me as a schoolteacher that schools are already a major cause of weak families and weak com­munities. They separate parents and children from vital interaction with each other and from true curiosity about each others lives. Schools stifle family originality by appropriating the critical time needed for any sound idea of family to develop — then they blame the family for its failure to be a family.

Why, then, are we locking kids up in an involuntary network with strangers for twelve years?

Look again at [what I consider to be] the seven lessons of school teaching: confusion, class position, indifference, emotional and intellectual dependency, conditional self-esteem, and surveillance. All of these lessons are prime training for permanent underclasses, people deprived forever of find­ing the center of their own special genius. And over time this training has shaken loose from its original purpose: to regulate the poor. For since the 1920s the growth of the school bureaucracy as well as the less visible growth of a horde of industries that profit from schooling exact­ly as it is, has enlarged this institution’s original grasp to the point that it now seizes the sons and daughters of the middle classes as well.

Observations and valid criticisms

1. What’s gotten in the way of education in the United States is a theory of social engineering that says there is ONE RIGHT WAY to proceed with growing up.

2. Schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders.

3. I’ve concluded that genius is as common as dirt. We suppress genius because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

4. Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive.

5. The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

6. We don’t need state-certified teachers to make education happen — certification probably guarantees it won’t.

7. This was once a land where every sane person knew how to build a shelter, grow food, and entertain one another. Now we have been rendered permanent children. It’s the architects of forced schooling who are responsible for that.

8. School is a twelve-year jail sentence where bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.

9. Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard.

10. The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth.

11. Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

Schoolboy-writing-lines-o-00112. The paradox of the schools is evident: increased expenditure escalates their destructiveness at home and abroad.

13. Most people acquire most of their knowledge outside school, and in school only in so far as school, in a few rich countries, has become their place of confinement during an increasing part of their lives.

14. Skill teachers are made scarce by the belief in the value of licenses… Most teachers of arts and trades are less skillful, less inventive and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills.

15. Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself the product of schools because sound common sense tells us that only children can be taught in school. Only by segregating human beings in the category of childhood could we ever get them to submit to the authority of a schoolteacher.

16. Once a man or woman has accepted the need for school, he or she is easy prey for other institutions. Once young people have allowed their imaginations to be formed by curricular instruction, they are conditioned to institutional planning of every sort.

17. School initiates young people into a world where everything can be measured, including their imaginations, and, indeed, man himself.

18. School prepares for the alienating institutionalization of life by teaching the need to be taught. Once this lesson is learned, people lose their incentive to grow in independence.

19. The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.

20. School is the advertising agency which makes you believe that you need the society as it is.

 

 

 

 

Related:

John Taylor Gatto

Weapons of Mass Instruction

Cesspool of Humanity: Regna Lee Wood on literacy

Fool’s Gold: Why the Internet Is No Substitute for a Library

The Dumbbell Curve by Regna Lee Wood

Education System’s Most Infamous Critic

The Six-Lesson Schoolteacher, by John Taylor Gatto

Deschooling Society

Ivan Illich Deschooling Society – The New Observer

Philosophy of Education — Ivan Illich

Public School Is a 12-Year Jail Sentence

A critique of the modern education system, by – India Together

How Public Education Cripples Our Kids, and Why – The …

Criticism of Public Education – Inequality of Opportunity, Highly

School System (Learn in Freedom)

Let Them Be Themselves – FamilyEducation.com

John Gatto | Thrive

American Journal of Education

Memory and intellectual improvement applied to …

MODERN METHODS AND CURRENT CRITICISMS OF …

Criticism of Modern Primary Education System – EssayForum

A Critique of the Modern University part I: Education

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The Sexual-Abuse-to-Prison Pipeline

17 Saturday Oct 2015

Posted by Madness in the Magnolias (Lisa's leaks) in Education, School-to-Prison Pipeline, Sexual Abuse, Sexual Abuse to Prison Pipeline

≈ Leave a comment

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Education, Human Rights Project for Girls, School-to-Prison Pipeline, Sexual Abuse, Sexual Abuse to Prison Pipeline

locked_upNew study concludes that a history of abuse is not just a predictor of future incarceration—it is a cause

If we truly believe that children are our future—all children—then it is imperative that we stop the cruel and unjust funneling of victims of abuse into incarceration, and improve the lives of sexually abused girls currently in our Juvenile Justice System.

Recently, the Ms. Foundation for Women, the Georgetown Law Center on Poverty and Inequality, and the Human Rights Project for Girls released a report, “The Sexual Abuse to Prison Pipeline: The Girls’ Story,” with groundbreaking new data on this problem. Among the study’s many findings are data confirming that sexual abuse is a “primary predictor” for involvement with the juvenile-justice system, and that girls of color are the most disproportionately affected.

“When we don’t talk about what’s happening to our girls, it’s often implied that they are doing OK. It’s important to know from this report that girls and girls of color not doing OK.”
—Yasmin Vafa, the Human Rights for Girls

Juvenile Justice SystemJuvenile detention centers are filled with girls who have survived trauma and abuse. According to the report, 31 percent of girls in juvenile justice report being sexually abused, a rate four times higher than boys. Furthermore, 45 percent of girls in juvenile justice suffer complex trauma.

In many states, the level of sexual or physical abuse is stunningly high—over 80 percent. In South Carolina, 81 percent of girls locked up in the juvenile justice system are victims of sexual violence, and in Florida this number is at 84 percent. In Oregon, 93 percent of girls locked up are survivors of sexual or physical abuse.

Human Rights for GirlsA recent U.S. Department of Justice study shows that the increased arrest and incarceration of girls over the past 20 years has not been the result of increased criminal activity or violence. Instead, more and more girls are being arrested and incarcerated because of the aggressive enforcement of non-serious offenses, many of which stem from abuse and trauma.

Gender stereotypes contribute to the problem, as the decision to arrest and detain girls in many of these situations is negatively influenced by whether the decision-maker perceives girls to have violated gender norms—even though such deviation is actually a response to trauma.

In fact, girls are ending up in the juvenile-justice system as a result of behaviors directly connected to their sexual abuse, such as running away, truancy, or substance abuse. Outrageously, girls who have been trafficked are often arrested for prostitution—even when they are too young to consent to sex when they enter the juvenile-justice system.

At the nonprofit organization, Families and Friends of Louisiana’s Incarcerated Children, or FFLIC, have seen the devastating impact of sexual abuse, including the alarming and shameful increased incarceration rates of girl survivors. This is not only cruel and unjust, it also fails to deal with the underlying trauma that results from sexual abuse. As a result, victims are further traumatized by the juvenile-justice system.

Sexually Abused GirlsThere are many parallels between the sexual-abuse-to-prison pipeline mentioned in the recent report and School to Prison Pipeline issues. Rather than providing the care, counseling, and support these young people need, we are allowing vulnerable youths to be pushed out of schools and into the juvenile-justice system. We are failing at providing the safe and supportive environments young people need in our schools and communities, particularly for youths of color.

Through an initiative called the Let Kids Be Kids Campaign, address the failure to care for our most vulnerable youths. They are raising awareness about laws in place that effectively criminalize children, and are working to ensure that all children have the necessary support to grow, thrive, and reach their full potential.

For example, we are working to reduce the number of youths suspended from school for habitual absence, tardiness, or “willful disobedience”—a subjective categorization susceptible to racial bias that schools are often ill-equipped to deal with. Approximately 56 percent of African-American youths in the juvenile-justice system report a prior school suspension. Out-of-school suspensions cut classroom time for children who need it most, and research demonstrates a correlation between harsh discipline practices, dropouts, and incarceration. Students with multiple suspensions are three times more likely to drop out by 10th grade than students who have not been suspended. Our group urges educators to work to ensure that children who are in crisis or exhibit challenging behaviors are kept in school, where they are surrounded by sources of knowledge and opportunity.

Another approach we stress is “positive behavioral interventions and supports,” or PBIS, a rehabilitative practice focused on developing and nourishing support structures for students to help improve their lives, both in and out of the classroom, and strengthen positive behaviors. Rather than centering exclusively on reactive disciplinary approaches, PBIS uses modeling and positive reinforcement to foster a good learning environment for young people.

These restorative practices are based on an understanding that children are not problems; children have problems. If children are suffering from sexual abuse, that trauma can manifest itself in acting out. In fact, research has consistently linked problem behavior in girl offenders to abuse and a traumatizing home life. In such situations, children need support, rather than suspension followed by incarceration.

Human Rights Project 4GirlsThe “Sexual Abuse to Prison Pipeline” report includes the story of Sasha to illustrate how current school structures and dynamics can fail girls who are victims of trauma. Sasha was raped as a high school student. The details of her assault spread via social media and led to judgment and harassment from her peers. Sasha felt unsafe at school and became truant and dropped out. Two years later, with the support and assistance she received from an educational advocate, Sasha successfully returned to her education, attending an alternative school. But without this kind of help, her story could have ended very differently.

For more of these promising endings to terrible life stories, both educators and whole communities must implement rehabilitative practices like PBIS, and provide the care and support our children need. If we don’t act now, we may lose a generation of children of color and victims of abuse.

Alice WalkerThe Nature of This Flower Is to Bloom.

Rebellious. Living.
Against the Elemental Crush.
A Song of Color
Blooming
For Deserving Eyes.
Blooming Gloriously
For its Self. 
–“Revolutionary Petunias,” by Alice Walker

 

 

 

 

Related:

The Sexual Abuse to Prison Pipeline – Rights4Girls

To obtain a hard copy of this report, please contact:
Center for Poverty and Inequality | Georgetown University Law Center
600 New Jersey Avenue NW #461 | Washington, DC 20001
povertycenter@law.georgetown.edu
Download available at
http://www.law.georgetown.edu/go/poverty

The Georgetown Center on Poverty and Inequality …

Improving the juvenile justice system for girls: Lessons from ..

Human Rights Project for Girls

Dismantling the School to Prison Pipeline – Academia.edu

Public School Students – Prisoners of the State | Lisa’s leaks …

When We Fail To Ask Why: Sexually Abused Girls Funneled …

Girls in Justice System Often Traumatized Victims of Abuse …

History of Abuse Seen in Many Girls in Juvenile System …

Delinquency and Juvenile Justice in American Society: …

Scholarly articles for positive behavioral interventions and supports

Juvenile-Justice System Not Meeting Educational Needs, Report Says

Feds Urged to Do More to Track School Sexual Abuse

Education Week: Opinion

 

 

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100 Percent Is Overrated

22 Saturday Aug 2015

Posted by Madness in the Magnolias (Lisa's leaks) in Education, Human Intelligence, Multiple Intelligences

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Education, Human Intelligence, Multiple Intelligences

learnAt whatever age smart people develop the idea that they are smart, they also tend to develop vulnerability around relinquishing that label. So the difference between telling a kid “You did a great job” and “You are smart” isn’t subtle. That is, at least, according to one growing movement in education and parenting that advocates for retirement of “the S word.”

The idea is that when we praise kids for being smart, those kids think: Oh good, I’m smart. And then later, when those kids mess up, which they will, they think: Oh no, I’m not smart after all. People will think I’m not smart after all. And that’s the worst. That’s a risk to avoid, they learn.“Smart” kids stand to become especially averse to making mistakes, which are critical to learning and succeeding.
Mistakes grow your brain
“Mistakes grow your brain,” as the professor of mathematics education at Stanford University Jo Boaler put it at the Aspen Ideas Festival, which is co-hosted by The Atlantic. I wondered why, then, my brain is not so distended that it spills out of my ears and nose. I should have to stuff it back inside like a sleeping bag, and I should have to carry Q-tips around during social events as stuffing implements.
Boaler notes, more eloquently, that at least a small part of the forebrain called the thalamus can appreciably grow after periods of the sort of cognitive stimulation involved in mistake-making.

 

What matters for improving performance is that a person is challenged, which requires a mindset that is receptive to being challenged—if not actively seeking out challenge and failure. And that may be the most important thing a teacher can impart.

“You can tell kids that they’ve done something fantastic, but don’t label them as smart.”

People are born with some innate cognitive differences, but those differences are eclipsed by early achievement, Boaler argues. When people perform well (academically or otherwise) at early ages and are labeled smart or gifted, they become less likely to challenge themselves. They become less likely to make mistakes, because they stay in their comfortable comfort zone and stop growing. And their fixed mindset persists through adulthood. The simple and innocent praising of a smart kid feeds an insidious problem that some researchers track all the way up to gender inequality in STEM careers.

So ending the reign of the S word, as Boaler calls it, is a grand mission. “It’s imperative that we don’t praise kids by telling them they’re smart,” she argued in a Monday lecture to an audience that received her message with many knowing nods. “You can tell kids that they’ve done something fantastic, but don’t label them as smart.”

 

 

 

 

Related:

Scholarly articles for multiple intelligences, Howard Gardner

Howard Gardner | Hobbs Professor of Cognition and …

Howard Gardner’s Multiple Intelligences

Race to Nowhere | TRANSFORMING EDUCATION FROM …

 

 

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The Undercurrents of Our Education System: Recognizing and Subverting Cognitive Disinformation

02 Tuesday Jun 2015

Posted by Madness in the Magnolias (Lisa's leaks) in Education, Education Reform

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American Education System, Education, Education Reform

head in sand

This is an analysis of assistant professor at Harvard University, Alexander James Inglis‘s book ‘Principles of Secondary Education.‘ In his 1918 book, Inglis lists the 6 primary functions of education. This critical point of departure shows how these functions are as alive and kicking today as they were a hundred years ago.

The purpose – the actual purpose – of modem schooling breaks down into six basic functions:

1) The adjustive or adaptive function. Schools are to establish fixed habits of reaction to authority. This, of course, precludes critical judgment completely. It also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2) The integrating function. This might well be called “the conformity function,” because its intention is to make children as alike as possible, i.e. Common Core. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force.

3) The diagnostic and directive function. School is meant to determine each student’s proper social role. This is done by logging evidence mathematically and anecdotally on cumulative records. As in “your permanent record.” Yes, you do have one.

4) The differentiating function. Once their social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further. So much for making kids their personal best.

Darwin_racist15) The selective function. This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called the “favored races.” In short, the idea is to help things along by consciously attempting to improve the breeding stock. Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes. That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6) The propaedeutic function. The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.

As can be seen from this deduction of Ingles list of primary functions of education, the base premise of education is to maintain and manage the status quo of the market-oriented society and within that, the segregation of citizens into manageable consumer groups. As someone who teaches children on a daily basis and spends my days observing what happens behind the walls of the school system, I cannot but confirm the accuracy of this list and its practical implications.

Yet you will not find these six purposes in any school policy. Instead these policies are elegantly written with goals and principles that honor virtues such as ‘equality,’ ‘diversity,’ ‘inclusion,’ ‘democracy’ and ‘life-long learning.’ These key words are used in schools all over the industrialized world to innocuously present the education system as a benevolent place. But like the U.N’s declaration of human rights, it is nothing but a red herring.

wingsStudents know they must go to school to learn for the “sake of learning” but are taught from an early age to not ask questions. They learn through ethnocentric course material that their culture is superior to other cultures and that a word like ‘terrorist’ is a synonym for Arabic sounding names. In fact, the stark inversion between the apparent principles that schools are supposed to teach and the actuality of life for children in schools resembles George Orwell’s double-speak, where words were reversed and twisted to coax the population into placated obedience. (When an entire society is built on living a lie, it has to be assiduous in its efforts to maintain the illusion that the lie is truth.) Most importantly: students are taught that there are no viable alternatives to the current societal structure and that any alternatives they may encounter are at best laughable and at worst disruptive and dangerous for the status quo.

For young students who were born with brains and bodies not yet washed with that sweet but toxic detergent that is the current education system, it is not as easy as simply drinking the cool-aid and getting on with their business. They are prompted to learn about the importance of ‘democracy’ in a system that is anything but democratic. They are told to accept and include each other on the playground while being bombarded with images and music that tell them they must compete and stand out to be good enough. Buying the newest toy, gadget or clothing item becomes a matter of social life or death for them. It is no walk in the park to exist in a constant state of cognitive dissonance.

debt1The current system, where citizens become consumers whose lives are indebted to corporations, is ‘perfect’ from the perspective that a full measure of control is maintained while everyone is blissfully unaware of it as they are caught up in the ‘neon lights’ of entertainment or existing in a perpetual state of petrification, leaving no room to do anything but struggle to survive. It is an effective system because people are so disoriented by the sheer amount of cognitive disinformation fed to them on a daily basis. This begins by brutally breaking children down before they have even developed themselves, like breaking the wings of a baby bird only to have it gratefully accept a place in the cage because it would otherwise not have survived.

The fact that politicians, market economists, financial tycoons and policy-makers are operating with two different agendas when it comes to education is remarkably obvious. Imagine for a moment a society where everyone knew the actual purposes of schooling: We would not be able to claim to live in a democratic society. In fact, we would live in an openly fascistic and totalitarian society, not unlike Orwell’s nightmare vision of 1984. What happens in such societies is that the citizens eventually revolt. We saw it in the French revolution, the Russian revolution, in Chile, in Venezuela and in many other countries around the world, obviously never with an outcome that actually changed anything for the better – because we never changed the foundation of our education systems and thus ourselves as humanity in the process.

So what are the solutions?

The Purpose of Schooling: The five dogmas:
1. Truth comes from Authority

2. Intelligence is the ability to remember and repeat

3. Accurate memory and repetition are rewarded

4. Non-compliance is punished

5. Conform: intellectually and socially
As a solution to subverting the dumbing-down of our children and the subsequent destruction of our planet, let’s have a look at reversing these dogmas into practical living principles that will teach children on a real and fundamental level to become adults who will take on the guardianship of this earth with humbleness and compassion.

1. In our search for truth in this world, all we seem to find is more lies. As such what is required is stop focusing on truth and within that teach children to live on a lie and to instead teach children the necessary deductive skills to asses information critically, equally and within common sense. To do that they obviously need to be able to read and write, eventually at such an advanced level that no literature or document is beyond their comprehension. Segregating people through language proficiency levels and the extent of vocabulary is one of the most effective ways to ensure the acceptance of inequality. Through this principle of teaching all children to asses information at an equal level, they will be encouraged to be “sovereign” and thus empowered in such a way that they can make decisions that are not only best for them, but for all living beings. But more importantly; they will be equal in their understanding of the world, which means that socially engineered disinformation will be prevented from being disseminated as truth.

2. Intelligence must be measured based on the degree to which it contributes with ensuring a world that is best for all. It is really as simple as that. There is nothing ‘intelligent’ about inventing technologies that has no other purpose than to destroy our habitat or to regurgitate theories for no other reason than infatuation with intellect.

3. Education ought to be self-rewarding in the sense that we as individuals should be able to evaluate ourselves and accordingly measure our development within a particular learning process, so as to see where improvement is possible. In the current system rewards and punishment are used interchangeably to create compliant and fearful people that spite and ridicule each other. Again, if we measure intelligence according to which it contributes to a world that is best for all, this will then also be the reward of each individual’s efforts: to contribute to the creation of a world that is best for all and so for oneself. That is real value.

Free4. The problem with compliance is that it relies on followers that are complying out of fear. They are never making self-willed decisions and as such they will not take responsibility as co-creators of a business or a society. Instead they are merely following the scripts that are placed before them, while making no independent effort to optimize production processes or working conditions. The result of this is a faulty system where truck drivers fall asleep at the wheel and where doctors accidentally kill patients and where no one really puts any effort into anything they do, because after all: “I just work here.” Furthermore, having people comply out of fear always proposes the risk that they will eventually revolt in some way or another or at least carry a deep-seated blame causing them to never fully commit or give the system their all. For this world to thrive it is imperative that we as human beings become responsible, not only for our own lives, but for the world as a whole. This is our home and if we do not take responsibility for it, no one will. When each stand responsible for themselves and for the whole, they will have an ownership in what they do and thus an interest in the success of all involved. The work of each individual will therefore become valuable in a completely new way where it will not be necessary to use fear to motivate people because each will understand their value and as such be self-motivated.

5. Forcing people to conform to a system that was built to be broken, as Richard Grove from Tragedy and Hope puts it; simply creates nothing but broken people. Broken people makes broken world, which eventually will lead to the demise of all of us – with animals and nature standing on the front-lines as the cannon fodder. So instead of wanting children to conform, we must assist them to transform, so that when they grow up, they do not make the same mistakes we did. To do that we have to transform ourselves, because we obviously cannot teach children anything that we ourselves have not yet learned.

We as adults can utilize to transform ourselves and reverse the conformity that has already been long stuffed down our throats, stifling any and all authentic expression. There are many other authors and trail-blazers through which we can initiate the re-education process of ourselves to become “sovereign” human beings that can stand as solid examples for the children entering this world. But the responsibility is, and can only be, our own. What is so fortunate about this day and age is that all information is virtually accessible through the Internet. All that is then required are the development of critical skills of discernment to circumvent the cognitive disinformation – and actually get to the real information about what is happening in this world. We do that through expanding our vocabulary, through cross-referencing what we find with others and through relentlessly unveiling ourselves from seeing what is really going on.

In a way it is quite simple; we have to stop living the lie. But as someone once said, self-honesty is the most difficult thing in the world because it forces us to take responsibility for who we have become and within that we have to let go of the wonderful world of illusion that we’ve created through the lie. Whether we like it or not, we’re together on this sinking ship we call an earth. More wanted more and we were willing to pay any price to get it, even risking the future of all mankind and the earth in the process. This is what, up until now, has been the ‘evolution’ of humanity. The question is: can we afford to keep lying to ourselves when the world is falling apart around us, and at what price?

 

 

 

Related:

Principles of secondary education: Alexander James 1879 …

Progressive Pioneer: Alexander James Inglis (1879-1924)

In Memoriam Alexander Inglis (1879-1924)

The Purpose of Schooling

Education for Sustainable Tyranny | lisa’s leaks

Government Education: The Worst Mistake Ever Made In …

Against School – Wes Jones Home Page

The Art Of Education For Life | lisa’s leaks

Creating Innovators: Why America’s Education System Is …

Tragedy and Hope Communications

Tragedy and Hope Magazine – The Peace Revolution Podcast

Creating Innovators: Why America’s Education System Is …

Common Core Curriculum and Agenda 21 | lisa’s leaks

‘Common Core’ For Private and Homeschools | lisa’s leaks

Education | lisa’s leaks

Reorienting education for a sustainable future – Unesco

Educating for a Sustainable Future – Public Linkage …

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If By Whiskey

17 Sunday May 2015

Posted by Madness in the Magnolias (Lisa's leaks) in Anatomy of an Argument‎‎, Critical Thinking, Deductive Logic Arguments, Education, If-by-whiskey, Logic and Rhetoric, Noah S. Sweat, Relativist fallacy

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‎Anatomy of an Argument‎, ‎Deductive Logic Arguments‎, Critical Thinking‎, Doublespeak, Education, If-by-whiskey, Language, Logic and Rhetoric, Logical Fallacy, Noah S. Sweat, Relativist fallacy

If By WhiskeyThis my position. I will not retreat from it. I will not compromise.

If-by-whiskey in political discourse is a relativist fallacy in which the speaker’s position is contingent on the listener’s opinion. An if-by-whiskey argument implemented through doublespeak appears to affirm both sides of an issue, and agrees with whichever side the listener supports, in effect taking a position without taking a position. The statement typically uses words with strongly positive or negative connotations (e.g., terrorist as negative and freedom fighter as positive).

A similar idiom is “you can’t be all things to all people,” which is often used as a negative term in politics. It doesn’t stop me from trying. The “If-By-Whiskey” fallacy, which could equally be named the “Carter Liotta fallacy,” is a fallacy of logic and rhetoric named for Mississippi senator Noah Sweat’s speech in 1952 about his opinion of whiskey. I encourage you to read the entire text, sometime, because it’s hysterical oratory.

Noah S. SweatThe label if-by-whiskey refers to a 1952 speech by Noah S. “Soggy” Sweat, Jr., a young lawmaker from the U.S. state of Mississippi, on the subject of whether Mississippi should continue to prohibit (which it did until 1966) or finally legalize alcoholic beverages:

My friends, I had not intended to discuss this controversial subject at this particular time. However, I want you to know that I do not shun controversy. On the contrary, I will take a stand on any issue at any time, regardless of how fraught with controversy it might be. You have asked me how I feel about whiskey. All right, here is how I feel about whiskey:

If when you say whiskey you mean the devil’s brew, the poison scourge, the bloody monster, that defiles innocence, dethrones reason, destroys the home, creates misery and poverty, yea, literally takes the bread from the mouths of little children; if you mean the evil drink that topples the Christian man and woman from the pinnacle of righteous, gracious living into the bottomless pit of degradation, and despair, and shame and helplessness, and hopelessness, then certainly I am against it.

But, if when you say whiskey you mean the oil of conversation, the philosophic wine, the ale that is consumed when good fellows get together, that puts a song in their hearts and laughter on their lips, and the warm glow of contentment in their eyes; if you mean Christmas cheer; if you mean the stimulating drink that puts the spring in the old gentleman’s step on a frosty, crispy morning; if you mean the drink which enables a man to magnify his joy, and his happiness, and to forget, if only for a little while, life’s great tragedies, and heartaches, and sorrows; if you mean that drink, the sale of which pours into our treasuries untold millions of dollars, which are used to provide tender care for our little crippled children, our blind, our deaf, our dumb, our pitiful aged and infirm; to build highways and hospitals and schools, then certainly I am for it.

This is my stand. I will not retreat from it. I will not compromise.

(You can listen to the speech here: “Whiskey Speech”

Whiskey.ogg
The 1952 speech by Mississippi state Rep. (and Judge) Noah S. “Soggy” Sweat, Jr., reprised by Mississippi state Rep. Ed Perry on 100th anniversary of opening of the Mississippi state Capitol, as broadcast on public radio. (Duration: 3 minutes 27 seconds)

This is an amazing insight to the human mind and the area of rhetoric. We can see how when both sides of the issue are presented through the same use of emotionally charged words and phrases, the argument is really vacuous and presents very little factual information, nor does it even take a stance on the issue.

Certainly there are two very good sides – and many more – to the whiskey argument. Both have valid points. So, “If-By-Whiskey” does not mean that there’s only one right answer – only that you can’t argue both points at the same time and still be considered arguing.

He who argues everything, argues nothing.

if by godHaving evaluated literally thousands of positions on God by people all over the belief spectrum, I thought I would create my own, “If-by-God” version of the argument, showing how carefully placed rhetoric can blur the line between the most perfect being imaginable and the most horrible being imaginable.

If By God

The question is, if God does exist, should we love him and worship him?  My position is clear, and I am not embarrassed to let the world know exactly how I feel.  So here it goes.

If by God you mean the great dictator in the sky, the almighty smiter, the God who created us with imperfections then holds us responsible for the imperfections, the God who took away paradise and eternal life from us because the first man and woman committed a “wrong” against God before they were capable of knowing right from wrong, the God who commanded his chosen people to utterly destroy every man, woman, and child in dozens of cities, the God who hardened hearts, killed first-borns, demanded blood sacrifices, commanded man to brutally kill other humans for “crimes” such as “not honoring your parents”, the God who destroyed virtually all living creatures on the planet, the God who would demand that his own son be brutally murdered to pay a debt to him, the God who allows children to be born with birth defects, die young, and get cancer, the God who continues to destroy using floods, hurricanes, and other natural disasters, the God who ignores the prayers of billions of his faithful followers, the God who allows a majority of his creation to suffer through unimaginable torture for all eternity in the fiery pits of Hell, then he is certainly not deserving of our love and worship.

But, if when you say God you mean the defender, the protector, creator of heaven and earth, the father of us all, the being of pure love, kindness, and everything good in the world, the God who led the Israelites from slavery to freedom, the one who looks after us all, the God who heals the sick in his son’s name, the God who gave us his perfect laws for our benefit, the God who loved us so much, that he sacrificed his only son so that we can be saved, the God who allows us to spend a blissful eternity with him and our loved ones, then certainly he is deserving of our love and worship.

This is my stand. I will not retreat from it. I will not compromise.

Exception: If you are serving as a moderator and need to remain neutral, plus want to add a little “spice” in the debate, this might be a good technique.

Cannabis Pros and Cons, “If By Whiskey” Style

pros and consIf when you say cannabis you mean the Devil’s weed, the gateway to the nightmare of hard-drug addiction, the tempter of teenagers that terrifies parents, the cause of the feeling that flesh is falling off bones, the impairer of judgment and driving (causing fatal crashes), the shrinker of brains, the origin of pointless mental excursions to the artificial nowhere of a fool’s paradise, the psychologically addictive near-narcotic that stupefies the user and saps motivation, perseverance, and determination; the converter of our precious and capable young people into idle, self-indulgent, unhelpful stoners; if you mean the powerful not-your-father’s marijuana, the slow train to nowhere, the greed-driven motivation for a New Joe Camel and the big business of addiction, the carrier of molds and carcinogens into the lungs, the risky complement to alcohol, the manifestation of a “damaging level of permissiveness” in America, the threat to American economic competitiveness, the product whose illegality would push Mexican cartels to produce deadly heroin, the psychoactive trickster that creates irresistible cravings for the unhealthiest food, the undesirable attraction for rowdy tourists and penniless drifters, the aptly named “Skunk” whose smoke irritates neighbors and passersby, the precursor to legalized cocaine, the finicky and fragile hybrid whose secret indoor cultivation guzzles energy and pollutes our imperiled planet, the wrong choice between Drugs or Jesus; if by cannabis you mean the cause of cannabinoid hyperemesis, the poison scourge that brings on panic attacks and psychotic symptoms and sends thousands to emergency rooms each year, if you mean the placebo or mere pain-reliever that diverts the suffering sick from real cure, then certainly I am against it.

But, if when you say cannabis you mean the symbol of hostility against every form of tyranny over the mind, the miracle drug that treats dozens of diseases, the balm to humanity for millennia, the natural healer that tames the nausea of the cancer-stricken chemotherapy patient and restores appetite to the withering invalid, the safer-than-physically-addictive-opiates reliever of intractable pain, the botanical genus containing cancer-killing compounds and hundreds of chemical components we have barely begun to study and exploit; if you mean the good habit, the mild mood-lifter, the organic expander of consciousness, the instigator of new ideas, the promoter of “serenity and insight, sensitivity and fellowship“;  if you mean the spur to laughter, the soft, safer substitute for dangerous beverage alcohol; the aromatic plant whose legal commerce can create jobs and undermine murderous mobsters; if you mean the product whose legalization will uncrowd our prisons and enfeeble The New Jim Crow, if you mean the tested-for-safety commodity whose sale could pour into our treasuries untold billions of dollars, which could be used to ease our crushing debt, to cut counterproductive taxes, or as Mississippi Legislator Noah Sweat said in a speech about whiskey in 1952, “to provide tender care for our little handicapped children, our disabled, our pitiful aged and infirm; to build highways and hospitals and schools,” then certainly I am for it.

This is my stand.  I will not retreat from it.  I will not compromise.

Related:

If-by-whiskey – Toolkit For Thinking

  • Creative Thinking
    • 5 Whys
    • Brainstorming
    • Cause and Effect Diagrams
    • Concept Fan
    • Fractionation
    • Mind Mapping
    • Random Word Stimulation
    • Six Thinking Hats
    • Subconscious Thinking
    • SWOT Analysis
  • Critical Thinking

    • Anatomy of an Argument

      • Arguments and the Physical World
      • Dissection of an Argument
      • Treatment For An Argument
      • Physical World Tested Arguments
    • Logic and Logical Fallacies

      • Types of Logical Fallacy
      • Inductive Logic Arguments

        • Cherry picking
        • Proof by example
        • Argument from repetition
        • Circular cause and consequence
        • Continuum fallacy
        • Correlation does not imply causation
        • Division
        • Ecological fallacy
        • Fallacy of the single cause
        • Argument from ignorance
        • Argument from silence
        • Association fallacy
        • Broken window fallacy
        • Circular cause and consequence
        • False compromise
        • Gambler’s fallacy
        • Historian’s fallacy
        • Incomplete comparison
        • Inconsistent comparison
        • Intentional fallacy
        • Luddite fallacy
        • Overwhelming exception
        • Post hoc ergo propter hoc
        • Prosecutor’s fallacy
        • Regression fallacy
        • Psychologist’s fallacy
        • Retrospective determinism
        • Spotlight fallacy
        • Texas sharpshooter fallacy
        • Two wrongs make a right
        • Wrong direction
      • Denial Arguments

        • Argument from personal incredulity
        • Nirvana fallacy
        • Burden of proof
        • Loki’s Wager
        • Moving the goalpost
        • Perfect solution fallacy
        • Special pleading
        • Converse accident
        • Procrastination
      • Irrelevant Arguments

        • Ad hominem
        • Denying the correlative
        • Irrelevant conclusion
        • Appeal to ridicule
        • Equivocation
        • Leading question
        • False attribution
        • Contextomy
        • Accident
        • Ad nauseam
        • Appeal to authority
        • Appeal to consequences
        • Appeal to emotion
        • Appeal to fear
        • Appeal to flattery
        • Appeal to motive
        • Appeal to novelty
        • Appeal to poverty
        • Appeal to spite
        • Appeal to tradition
        • Appeal to wealth
        • Appeal to force
        • Appeal to the majority
        • Chronological snobbery
        • False analogy
        • Genetic fallacy
        • Hasty generalization
        • Misleading vividness
        • Pathetic fallacy
        • Poisoning the well
        • Proof by verbosity
        • Red herring
        • Sentimental fallacy
        • Sisyphean fallacy
        • Slippery slope
        • Straw man
        • Style over substance fallacy
        • Thought-terminating cliche
        • Tu quoque
        • Wishful thinking
      • Deductive Logic Arguments

        • Appeal to probability
        • Argument from fallacy
        • Bare assertion fallacy
        • Base rate fallacy
        • Conjunction fallacy
        • Fallacy of necessity
        • Suppressed correlative
        • False dilemma
        • If-by-whiskey
        • Affirmative conclusion from negative premise
        • Affirming a disjunct
        • Affirming the consequence
        • Appeal to nature
        • Begging the question
        • Definist fallacy
        • Denying the antecedent
        • Existential fallacy
        • Fallacy of exclusive premises
        • Fallacy of four terms
        • Fallacy of the undistributed middle
        • Homunculus fallacy
        • Illicit major
        • Masked man fallacy
        • Naturalistic fallacy
        • Negative proof fallacy
        • Package-deal fallacy
        • Reification
  • Creating Value

    • Cumulative Value
    • Cost Benefit Analysis
    • Decision Tree
    • Roles and Responsibility Analysis (RACI)
  • 24 Fun Children’s Garden Learning Activities

    • Introduction
    • January

      • Activities
      • Observe and Record
      • Routine Care
      • Sharing
    • February

      • Activities
      • Observe and Record
      • Routine Care
      • Sharing
    • Grow It Activities
    • Make It Activities
    • Observation and Craft Activies

      • Garden Bird Watch
    • Games and Quizzes
    • Share It Activities
  • Miscellaneous

    • Abstract and Physical Worlds
    • Contact form
    • Defining the foundation
    • How does this help?
    • Mathematics and the Physical World
    • Problem Solving and the Physical World
    • Templates
    • Uncertainty and the Physical World
    • Useful Websites
    • When to be Paranoid
  • Sitemap

Resources:

Noah S. Sweat

Noah S. Sweat – Whiskey Speech

Safire’s Political Dictionary – William Safire – Oxford

Safire’s Political Dictionary: William Safire

Taken from the Political Archives of Texas. [Archive]

If-By-Whiskey – Logically Fallacious

examples of the “if-by-whiskey …

If By Whiskey – On Campaign Speeches

Errors in Logic: The Slippery Slope | Carter Liotta

Fallacy | Carter Liotta

“Errors in Logic: If by “Whiskey” you mean…”

Fallacies of Relevance by Valarie Smith on Prezi

Informal Fallacies | Does It Follow?

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  • Obama Administration
  • Obama Administration and the Press
  • Obama Controls Media Coverage
  • Obama on UFO's
  • Obama vetoes 9/11 lawsuit bill
  • Obama wiretapping Trump
  • Obama's Executive Gun Control
  • Obama's Executive Orders
  • Obama’s Strong Cities global policing program
  • Obamacare
  • ObEN
  • Obesity
  • Observe Orient Decide Act (OODA) Loop
  • Occult
  • Oculus Rift
  • Oculus Rift virtual reality sex
  • Office of Drug Abuse Law Enforcement (ODALE)
  • Office of Refugee Resettlement
  • Office of the Director of National Intelligence
  • Office of the United States Trade Representative
  • Offshore cover-ups
  • Offshore Industries
  • Ohio EMA Training
  • Ohio Gun Laws
  • OHSU Brain Awareness
  • Oil
  • Oliver "Ollie" North
  • Omnibus Parks and Public Lands Management Act
  • Oneironautics
  • OPEC
  • Open carry at the Republican National Convention
  • Open Government
  • Operation 'Alaska Shield'
  • Operation Ajax
  • Operation Atlantic Resolve
  • Operation Enduring Freedom
  • Operation Inherent Resolve
  • Operation Paperclip
  • Operation Snow White
  • Operation Tiberius
  • OPPT
  • Orad Drom – Drone Defense System
  • Oregon Community College Gunman
  • Organic Act of 1871
  • Organic Gardening
  • Orgone Energy
  • Origins and Beliefs
  • Orion radio
  • Orphan Tsunami of 1700
  • Osama bin Laden
  • OSG2
  • Out-of-Body Experience (OBE)
  • Owens Valley
  • Pacific pivot
  • Pagan Easter
  • Pagan religion
  • Pagan Traditions
  • Pala Band of Mission Indians
  • Palestine
  • Palestine-Israel Conflict
  • Palestinian Nakba catastrophe of 1948
  • Palestinian State
  • Palmer Raids
  • Panama Papers
  • Parental Alienation
  • Parenting
  • Paris Attack
  • Parker Dam
  • Passive Revolution
  • patent infringement litigation
  • Pathogen Host Defense (PATHOS-D)
  • Paths of Inquiry
  • Patriot Act
  • Paul Ryan is defending Donald Trump
  • Pentagon
  • Pentagon's Defense Logistics Agency (DLA)
  • People's Liberation Army
  • Person
  • Personal Data Collection
  • Personal Liberty or Freedom
  • Personality Development
  • Personality Disorders
  • Pesticides
  • Peyote
  • Philadelphia college shooter
  • Philosophy
  • Philosophy of Religion
  • Philosophy of Science
  • PhotoDNA
  • Physics
  • Piercing the Corporate Veil
  • Pilotless F-16
  • PIPS Technology
  • Pivot to Asia
  • Planetary Resources
  • Planetary Situation Update: The New Financial System
  • Planned Parenthood
  • Plasma Reactor
  • Plato
  • Plutocracy
  • Plutonium
  • Plutonium Inventory
  • Plutonium-Powered Electronics
  • Poetry
  • Polar War
  • Police
  • Police Brutality
  • Police Have No Duty to Protect Individuals
  • Police Militarization In Ferguson
  • Police State
  • Policies for Degrowth
  • Policing Law
  • Policing of Terrorism
  • Political Altruism
  • Political assassinations
  • Political campaigns
  • Political Economy of America's Involvement in the First World War
  • Political Instability Task Force (PITF)
  • Political Psychology
  • Political Structure
  • Political Theology
  • Politicide
  • Politics
  • Politics and government
  • Popular Culture
  • Population Control
  • Population Growth and The Salton Sea
  • Portal 2012 The Intelligence Hub for the Victory of Light
  • Positive Law
  • Posse Comitatus Act
  • Posse Comitatus Act and the Insurrection Act
  • Post-Traumatic Stress Disorder (PTSD)
  • Pot Laws
  • Pot Prohibition
  • Poverty
  • Poverty in America
  • Pre-Crime
  • Pre-Flood Environment
  • Predicting the Future
  • Predictions
  • Predictive Policing
  • Preeclampsia
  • Pregnancy
  • Prepare for Change
  • Preparedness Grants
  • Prepping
  • Preserving American Privacy Act (H.R. 637)
  • President Bush
  • President Clinton
  • President Donald Trump
  • President Eisenhower
  • President Emmanuel Macron
  • President George W. Bush
  • President James Monroe
  • President Obama
  • President of Turkey Recep Tayyip Erdogan
  • President Richard Nixon
  • Presidential elections 2016
  • Presidential Power
  • Presidential primary
  • Prevention
  • Primary election
  • Primatology
  • Primordial B
  • PRISM (surveillance program)
  • Prison Costs
  • Prison-Industrial Complex (PIC)
  • Prisoner Abuse In Iraq
  • Prisons
  • Privacy
  • Privacy Act
  • Privacy and Surveillance in the Digital Age
  • Privacy International
  • Privacy Laws
  • Privacy Rights
  • Private prison investors
  • Private Prisons
  • Private-college police forces
  • Privatization of Public Schools
  • Probability of Your Existence
  • Profiling of Muslims
  • Project Blue Book
  • Project Fast Track
  • Project for the New American
  • Project for the New American Century
  • Project for the New American Manifesto
  • Project Greek Island
  • Project GRUDGE
  • Project MKUltra
  • Project SHAD
  • Project SHAD (Shipboard Hazard and Defense)
  • Project SIGN
  • Project Simoom
  • Propaganda
  • Property Rights
  • Property Rights on Asteroids
  • Prophecy
  • Proposals for a Jewish State
  • Prosecutorial Misconduct
  • Proxy War
  • Psychedelic Therapy
  • Psychiatry and Immunology
  • Psychochemical Warfare
  • Psychochemical weaponry
  • Psychographic Targeting
  • Psychological Development
  • Psychological Harassment
  • Psychological Law
  • Psychology
  • Psychometrics Centre – University of Cambridge
  • Psychopaths
  • Psychopathy
  • Psychotronic and Electromagnetic Weapons
  • Psychotronic Weapons
  • PSYOP
  • PSYOPS Symbolism
  • Public Education
  • Public Lands
  • Public Relations
  • Public Safety Integration Center (PSIC)
  • Public Schools
  • Public Schools vs Alternative Education
  • Public Utilities
  • Puerto Rico
  • Pyramids
  • QF-16 Full Scale Aerial Target flight
  • Qualified Immunity
  • Qualitative Military Edge (QME)
  • Quantitative Easing
  • Quantum Mechanics
  • quantum technology microchip
  • Quantum theory of consciousness
  • Race issues
  • Racial Discrimination
  • Racial Purity
  • Racism
  • Racist Political Strategy
  • Racketeer Influenced and Corrupt Organizations Act
  • Radiation Exposure
  • Radio-frequency Identification Chips (RFID)
  • Radioactive Reactor
  • Radioactive Toothpaste
  • RADIOLOGICAL WARFARE
  • Rafael Advanced Defense Systems Ltd.
  • Ralph Ring
  • RAND Corp.
  • Randolph Bourne
  • Ransomware Attack
  • Rapid eye movement (REM)
  • Rare Earth Minerals
  • Readiness and Emergency Management for Schools (REMS)
  • Readiness Excerise 84 (REX 84)
  • ReadySanDiego
  • Real World Event
  • Real-World Events or Exercises
  • Reason – Logic – and Evidence
  • Recep Tayyip Erdoğan
  • Recession
  • Reconquista (Mexico)
  • Red Mexicana de Acción Frente al Libre Comercio (RMALC)
  • Referendum of the United Kingdom's membership of the European Union
  • Refugee Back-up in Greece
  • Refugee Crisis
  • Refugee Resettlement
  • Regulated Use of Drones
  • Relationships
  • Relativist fallacy
  • Religion
  • Religion and Science
  • Religious Agencies and Refugee Resettlement
  • Religious Belief
  • Religious feasts and customs
  • Remote Control of the Human Nervous System
  • Remote Weapons
  • Remote-Controlled Warfare
  • Renewable Electricity Mandates in the States
  • Renewable Energy
  • Renewable Energy Fund
  • Renewable Energy Power
  • Renminbi Currency
  • Reporters Committee for Freedom of the Press
  • Republic
  • Republican Representative Devin Nune
  • Research & Degrowth
  • Reservation of Rights
  • Resettle Muslim Refugees
  • Resettlement in the United States
  • Resistance Movement
  • Resolute Support Mission in Afghanistan
  • Resolution Copper Mining
  • Resource Wars
  • Revolutionary Union (RU)
  • REX 84 Readiness Exercise
  • Rex Research
  • Rex Tillerson
  • RFID Chips
  • Richard Nixon
  • Right to Bear Arms
  • Right To Remain Silent
  • Right to Revolution
  • Rights
  • Rights Regarding Social Security Numbers
  • Rim of the Pacific (RIMPAC)
  • Rim of the Pacific Exercise (RIMPAC)
  • Rio Tinto Mining in Tonto National Forest
  • Risk Assessment
  • Robert F Kennedy
  • Robotic Bees
  • Robotic pollinators
  • Robotics
  • Rohonc Codex
  • Ronald Reagan
  • Royal Air Force Menwith Hill
  • Royal Dutch Shell Plc (RDSA)
  • Rudolf Steiner
  • Rural Cleansing
  • Russia
  • Russia and Turkey Relations
  • Russia's Arctic Pivot
  • Russia's support for Syria
  • Russia-India relationship
  • Russia’s airstrikes against ISIS
  • Russian Economy and Russian Power
  • Russian Imperial Government
  • Russian military buildup in Syria
  • Russian territorial claims in the Arctic
  • Safe and Responsible Drivers Act
  • Salton Sea
  • Salton Sea Authority
  • Salton Sea geothermal field
  • Salton Sea restoration plan
  • Salton Sea Test Base
  • Samuel Chase Impeachment Trial
  • San Bernardino Shooting
  • San Diego
  • San Diego 'National Drone Testing Site'
  • San Diego Automated Regional Justice Information System (ARJIS)
  • San Diego County and California
  • San Diego County California
  • San Diego County Sheriff's Department
  • San Diego County Water Authority
  • San Diego Military Advisory Council
  • San Diego Water Authority (SDWA)
  • San Francisquito Canyon
  • Sanctions on Iran
  • Sandia National Laboratory
  • Sandy Hook
  • Sandy Hook Massacre: Unanswered Questions and Missing Information
  • Sandy Hook Promise
  • SATCOM
  • Saudi Arabia
  • Saudi Arabia backing ISIS
  • Saudi Arabia–United States relations
  • Saudi Links to 9/11 Attack
  • Saul Alinsky
  • Save Gregory Canyon
  • School Climate Transformation grants
  • School-to-Prison Pipeline
  • Schools Using The Whole Child Model
  • Schrödinger's equation
  • Science
  • Science and Ethics of Genetically Engineered Human DNA
  • Science and Technology
  • Science Applications International Corporation
  • Science of deception
  • Scientific and Cultural Organization (UNESCO)
  • Scientific Intelligence System
  • Scientific Materialism
  • Scientific Study of Unidentified Flying Object
  • Scientology
  • SCOTUS Texas Abortion Decision
  • SDG&E
  • SEC Chairman Jay Clayton
  • SEC Corporate Finance Unit
  • Secede
  • Second Amendment
  • Secret FISA Court
  • Secret Flight Testing in Nevada
  • Secret Societies
  • Secret Societies and Psychological Warfare
  • Secretary of Defense Michèle A. Flournoy
  • Section 702 of FISA
  • Section 8 of the Constitution
  • Securities and Exchange Commission (SEC)
  • Security and Prosperity Partnership of North America
  • Security- Intelligence
  • Sedition and Seditious Conspiracy
  • Sedlec Ossuary
  • Sedlec Ossuary "Bone Church"
  • Segregation
  • Seizing Assets in California
  • Self-Determination
  • Selling Public Land
  • Semitic Revenge
  • Senate Armed Services Committee
  • Senate Bill 54 California Trust Act
  • Senate Intelligence Committee report on CIA torture
  • Separation of church and state
  • September 11 attacks
  • Serendipity
  • Serious Organized Crime Agency
  • Serotonin
  • Sexbots
  • Sexual Abuse
  • Sexual Abuse to Prison Pipeline
  • Sexually abusing minor
  • Sexually Inappropriate Behaviour
  • Seymore Trammell
  • Shadow Bankin System
  • Sharia Law
  • Shayrat Air Base
  • Shell Oil
  • Shia Axis
  • Shia Crescent
  • Shia Islam
  • Shia–Sunni relations
  • Shiite Crescent
  • Shooter Detection Systems
  • Shooting Detection System
  • Signals intelligence (SIGINT)
  • Silent Hollywood: 1895-1927
  • Silicon Valley
  • Simlat
  • Simulated Tsunami
  • Sino-US
  • Sir Isaac Newton
  • Situationist Movement
  • SixthSense
  • Sleep Paralysis
  • Sleep Physiology
  • Slovakia and Czech Republic
  • Smart TV Surveillance
  • Smart TVs
  • Smartphone Surveillance
  • Social Anxiety
  • Social Media
  • Social Media and Global Networks
  • Social Media and Governance
  • Social media impacting political opinions
  • Social Networks
  • Social Security Numbers
  • Socialism
  • Socialist Government
  • Socio-Economic and Environmental Implications
  • Soft Law
  • Soitec
  • Soitec Solar
  • Solar Activity
  • Solar Farms
  • Solar Radiation Management (SRM)
  • Solutions
  • Somali Refugee Resettlement
  • Somali refugees
  • South Africa
  • South Korea
  • South Korea Connection
  • Southeast Arizona Land Exchange and Conservation Act
  • Southern California
  • Southern California Seismic Network (SCSN)
  • Sovereign Debt Crisis
  • Sovereign Governments
  • Sovereign Immunity
  • Sovereign Lands
  • Sovereign Military Order of the Knights of Malta
  • Sovereign Securities
  • Sovereignty
  • Soviet Union
  • Space and Naval Warfare Systems Center Atlantic
  • Space And Naval Warfare Systems Command (SPAWAR)
  • Space Preservation Act of 2001
  • Space Property Rights
  • Spaceplanes
  • SPAWAR
  • Special Air Service (SAS)
  • Special Air Service (The SAS) – British Special Forces
  • Special Education
  • Special Immigrant Visa (SIV)
  • Special Inspector General for Afghanistan Reconstruction
  • Special Inspector General for Afghanistan Reconstruction (SIGAR)
  • Special Inspector General for Afghanistan Reconstruction (SIGAR)
  • Species could be extinct
  • Sputnik
  • St. Francis Dam
  • Stand Your Ground Law
  • Stanford
  • Star Wars
  • Starvation
  • State Gun Laws
  • State of California – Department of Justice
  • State of Maryland 2015-2016 Multi-Year Training and Exercise Plan
  • State-sponsored terrorism
  • Stop Guardianship Abuse
  • Stored Communications Act
  • Strategic assets
  • Strategic Defense Initiative (SDI)
  • Strategic Forces
  • Strategic Operations
  • Strategic Operations | Hyper Realistic Tactical Training
  • Strategic Services (OSS)
  • Stratfor
  • Strong Cities Network
  • Stu Segall Productions
  • Students with Disabilities
  • Studies in Intelligence
  • Subatomic particle
  • Suez-Mediterranean (SUMED) pipeline
  • Sugar
  • Sunni
  • Sunni-dominated Pakistan
  • Sunni-Shiite Proxy Wars
  • Supplemental Nutritional Assistance Program (SNAP)
  • Supranational law
  • Supremacy Clause
  • Supreme Court
  • Supreme Court Cases
  • Supreme Court Nominee
  • Supreme Court of the United States (SCOTUS)
  • Surrealism
  • Surveillance
  • Surveillance Society
  • Surveillance State
  • Survival
  • Survivology
  • Survivology.tv
  • Suspicious Activity Reports Systems
  • Sustainability
  • Sustainable Cities
  • Sustainable Development
  • Sustainable Development Solutions
  • Svalbard Global Seed Vault – Crop Trust
  • Sweden Defence Research Agency (FOI)
  • Sweden unlawful arms deals with ISIS-backing Saudis
  • Sweden's unethical – and unlawful – arms deals with ISIS-backing
  • Swissindo Trust
  • Sykes-Picot Agreement
  • Syria
  • Syria crisis
  • Syria war
  • Syrian opposition
  • Syrian President Bashar al-Assad
  • Syrian Proxy War
  • Syrian refugees
  • Syrian UN Ambassador Leaks
  • Systems-Based Neurotechnology for Emerging Therapies (SUBNETS)
  • Tactical Assault Light Operator Suit (TALOS)
  • Tactical Exploitation of National Capabilities
  • Tactical Identification System
  • Tammuz
  • Target Capabilities List (TCL) – Federal Emergency Management
  • Targeted Individuals
  • Targeted Killings
  • Targeted Killings of Americans
  • Targeted Operations Against ISIL
  • Taser Drones
  • Taxpayers
  • Technocracy
  • Technocrat
  • Technological singularity
  • Technology
  • Technology .The ICHRP
  • TEPCO
  • Terrorism
  • Terrorist Financing
  • Terrorist Organization
  • Terrorist Surveillance Program
  • Tesla
  • Texas Abortion Law
  • Texas Commission on Environmental Quality
  • Texas EquuSearch Mounted Search and Recovery Team
  • Texas Fertilizer Plant Explosion
  • Texas HB2
  • The 'Plumbers'
  • The 13th Zodiac Sign
  • The 1965 Voting Rights Act and the Violence in Selma Alabama
  • The American Dream
  • The Arms Trade Treaty – UN Office for Disarmament Affairs
  • The art of deception:
  • The Brain
  • The Bush Administration on September 11
  • The California Liberty Preservation Act
  • The Castle Doctrine
  • The Chinese Colonization of America
  • The Cloud Institute for Sustainability Education
  • The Condon Report
  • The Daniel Project: Biblical Prediction
  • The Dollar is Dead
  • The Espionage Act
  • The Fall of America
  • The far right
  • The Federalist Society
  • The Great Heroin Coup
  • The Green Agenda
  • The Greenbrier Bunker
  • The Human Genome Project
  • The Invention of the Internet
  • The Invention Secrecy Act of 1951
  • The Israel Project
  • The Jobs Coalition
  • The Jones Act
  • The Keshe Foundation
  • The likelihood of you being born
  • The Manhattan Project
  • The Metropolitan Water District of Southern California
  • The Morgenthau Plan
  • The most expensive materials in the world
  • The National Defense Education Act of 1958
  • The Ottoman Empire
  • The Panama Papers
  • The Plutonium Files
  • The Pope
  • The Privacy Projects
  • The science of mind
  • The Society of the Spectacle
  • The Templers (Christian German group)
  • The Three Princes of Serendip
  • The Universal Order of Creation of Matters
  • Theists
  • Theory of Forms
  • Third Industrial Revolution
  • Third Offset Strategy
  • Thorium
  • Thoughtcrime
  • Titan II Missile
  • Too big to jail
  • Top Level Telecommunications
  • Toronto Hearings
  • Torsion
  • Torture
  • Toxic Asset Relief Program
  • Toxic Substances Control Act Test Submissions (TSCATS)
  • Toxic Water at Marine Base Plague Veteran
  • Tracking and killing activists
  • Tracking Technologies
  • Tracking US Targeted Killings
  • Trade in Services Agreement (TISA)
  • Training and Academic Institutes
  • Trans Pacific Partnership (TPP)
  • Trans-Cranial Electrical Stimulation
  • Trans-Pacific Partnership Agreement (TPP)
  • Trans-Pacific Partnership Agreement Intellectual Property
  • Trans-Pacific Strategic Economic Partnership
  • Transatlantic Alliance
  • Transatlantic and Transpacific
  • Transcranial Electrical Stimulation (tES)
  • transcranial magnetic stimulation (TMS)
  • Transparency
  • Transportation Data Management System : MS2
  • Trappy vs FAA
  • Trauma from sex assault
  • Treason
  • Treasures
  • Treasury Funding
  • Treaty of Paris
  • Tribes vs. Trash
  • Tridentine Judaism
  • Tridentine Judaism and the U.S. Supreme Court
  • Trump administration
  • Trump and Putin reach Syria ceasefire agreement
  • Trump fires FBI Director James Comey
  • Trump Order on Refugees Ban
  • Trump presidential campaign
  • Trump Refugee Ban
  • Trump Signs Two Executive Actions; Expands Power of Military and ‘Extreme Vetting'
  • Trump tax plan
  • Trump vs Nixon
  • Trump's Executive Actions
  • Trust Act Signed In California To Limit Deportation Program
  • Truth in Art
  • Tsunami
  • Tsunami Risk Zones In San Diego County
  • Tsunami Warning Systems
  • Turkey
  • Turkey shooting down Russian plane
  • Turkey US relations
  • Turkey's Syrian Refugee Crisis
  • Twenty-fifth Amendment to the United States Constitution
  • Twenty-second Amendment to the United States Constitution
  • Tyler del Giudice
  • Tyranny
  • U. S. Supreme Court
  • U.N. Arms Trade Treaty
  • U.N. The Arms Trade Treaty (ATT)
  • U.S funds crimes against humanity
  • U.S. Army
  • U.S. Army Biological Warfare Laboratories (USBWL)
  • U.S. Army Internment and Resettlement Operations Manual
  • U.S. Army Training and Doctrine Command (TRADOC)
  • U.S. Bankrupt
  • U.S. Budget Deficit
  • U.S. Committee for Refugees and Immigrants (USCRI)
  • U.S. Constitution
  • U.S. Customs and Border Protection
  • U.S. Default
  • U.S. Department of Agriculture
  • U.S. Department of Education
  • U.S. Department of Energy
  • U.S. Department of Energy (DoE)
  • U.S. Department of Health and Human Services
  • U.S. Drill in Eastern Europe
  • U.S. funding terrorist in Syria
  • U.S. Government Approves of Mass Warrantless Surveillance of Americans’
  • U.S. Holocaust Museum
  • U.S. Joint Readiness Training Center (JRTC)
  • U.S. Judaical System
  • U.S. Mexico relations
  • U.S. Military exercise
  • U.S. Muslims
  • U.S. Naval Update Map for July 2017
  • U.S. Patent and Trademark Office
  • U.S. Presidents
  • U.S. Senate
  • U.S. Support Saudi Arabia
  • U.S. troops in Europe
  • U.S.-Israel relationship
  • UFO
  • UFO's
  • Uganda
  • UK vote to Leave EU
  • Ukraine
  • Ukraine: Propaganda
  • Ukrainian
  • Ukrainian Government
  • Ukrainian Rebel
  • Ukrainian Revolution
  • Ultraviolet Irradiation
  • UN – Swissindo
  • UN Committee on the Elimination of Racial Discrimination
  • UN Global Tax
  • UN Security Council Resolutions on North Korea
  • UN-HABITAT
  • UN-HABITAT.:. Sustainable Cities and Localizing Agenda 21
  • Unaccompanied Alien Children (UAC)
  • Uncategorized
  • Unconstitutional
  • Unconstitutional Surveillance Law
  • Underground Bases
  • Underground Military Bases
  • Undocumented Immigrants
  • Unenumerated Rights
  • Unidentified Flying Objects
  • Uniform Commercial Code
  • Uniform Commercial Code: Reservation of Rights
  • United Future World Currency
  • United Kingdom withdrawal from the European Union
  • United Nations
  • United Nations Convention on the Law of the Sea
  • United Nations Disarmament
  • United Nations Educational Scientific and Cultural Organization (UNESCO)
  • United Nations Institute for Disarmament Research
  • United Nations Security Council
  • United Nations Sustainable Development Goals (SDGs)
  • United Nations/UNESCO Education For All
  • United States
  • United States Air Force
  • United States and weapons of mass destruction
  • United States Border Patrol
  • United States Constitution
  • United States European Command (EUCOM)
  • United States of Secrets
  • Universal Surveillance
  • University of California for Sandia
  • Unlawful Surveillance and Invasion of Privacy
  • Unmanned Aerial Vehicle (UAV)
  • Unmanned Aircraft Systems (UAS)
  • Unmanned Aircraft Systems (UAS) – FAA
  • Unmanned Aviation and Strike Weapons
  • unmanned experimental hypersonic aircraft
  • Unmanned Technologies
  • UNODA – Small Arms and Light Weapons
  • Uranium
  • Urban Development
  • Urban Science
  • Urban Shield
  • Urban Warfare
  • US Army War College – Strategic Studies Institute – 1992-2014
  • US Atomic Energy Detection System
  • US Chamber of Commerce
  • US Created ISIS
  • US defense contractors
  • US Defense Intelligence Agency (DIA)
  • US Espionage
  • US mission in Afghanistan
  • US NATO Scam
  • US Navy
  • US presidential election
  • US Soldiers Raped Boys
  • US Special Operations Command (USSOCOM)
  • US Training Center in Afghanistan
  • US-Iranian Relations
  • US-NATO forces invaded Afghanistan
  • US-Taiwan Relations
  • USDA
  • Use of Lethal Force Against Peaceful Protesters
  • USMEX
  • USS Cole
  • USS Liberty
  • USSR
  • Vaccination
  • Vaccine Research Center (VRC)
  • Valerie Jarrett
  • Vanishing Programmable Resources (VAPR)
  • Vatican
  • Vatican Secret Archives
  • Vatican symposia
  • VaxXed
  • Vela Incident
  • Venezuela
  • Vernal Equinox
  • Veterans
  • Veterans & Military
  • Veterans’ Benefits
  • Vice Presidency
  • Victims of terror
  • Victims of war
  • Video Surveillance
  • Violation of U.S. arms control laws
  • Violent extremism
  • Virginia
  • Virtual Reality
  • Virtual Reality Exposure Therapy
  • Virtual Reality Porn
  • Virtual reality sex
  • Vivisection: The Practice of Animal Experimentation
  • Vladimir Putin
  • Voice control in orangutan
  • Voice Recognition
  • Volcano
  • Voluntary Agencies (VOLAG)
  • Voter ID Laws
  • Voting
  • Voting Rights
  • Voting Rights Amendment
  • Wahhabism
  • War
  • War Crimes
  • War Games
  • War in Afghanistan
  • War on Drugs
  • War on Terror
  • Warrantless Federal Surveillance
  • Warrantless Global Mass Surveillance
  • Warrantless Surveillance
  • Warrantless Surveillance Under Section 702 of FISA
  • Warren Commission
  • Warsaw Climate Change Conference
  • Wassenaar Arrangement
  • Wassily Leontief
  • Water Fluoridation and Cancer Risk
  • Water Rights
  • Water Shortage
  • Water Transfer Schemes
  • Water Wars
  • Watergate
  • Watergate hearings
  • Wealth distribution
  • Wealth Inequality
  • Weapon of Mass Destruction (WMD)
  • Weaponized Drones
  • Weapons
  • Weapons of Mass Destruction
  • Weapons of the Mind
  • Wearable computers
  • Weather Modification
  • Weather modification operations in California
  • Weather Warfare
  • Wedge Document
  • Weird Laws
  • Westphalian sovereignty
  • Whistleblower Jeffrey Scudder
  • Whistleblower/anti-corruption campaigner
  • Whistleblowers
  • Whole Woman's Health v. Hellerstedt
  • Widened the Racial Divide
  • WikiLeaks
  • Wildfires
  • Wilhelm Reich
  • Winston Churchill
  • Winston Churchill’s essay on alien life found
  • WIRED FOR WAR
  • Wiretap
  • Women Pioneers in Nuclear Science
  • Women's Army Corps (WAC's)
  • Woodrow Wilson
  • Woodrow Wilson International Center for Scholars
  • World Bank
  • World Egg
  • World Health Organisation
  • World Health Organization (WHO)
  • World Jewry
  • World Leaders
  • World oil supplies
  • World Trade Center
  • World Trade Center Building 7
  • World Trade Organization (WTO)
  • World War lll
  • World's Oil Supply System
  • Worldwide Economic Recession
  • writ
  • WTC Building 7 Collapse
  • Wu-14 Hypersonic Jet
  • Yazoo Paper Land Con
  • Yellowstone Caldera
  • Yellowstone National Park
  • Yemen
  • Yemeni Republic
  • You are a miracle!
  • Your Privacy for Sale
  • Z Division to Sandia
  • Zimbabwe
  • Zionism
  • Zionists
  • Zodiac Signs
  • Zombie Apocalypse

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  • Neuropharmacology and Chemical Neuroenhancement
    “Just as we have anti-depressants today to elevate mood, tomorrow we can expect a kind of Botox for the brain …Continue reading →
  • The Impacts of ICT on Defense Industry
    Defense industry is one of the vital economic units in most nations. It produces weapons and special equipment of war.  …Continue reading →
  • Weapons of Perception: Neuroscience and Mind-Controlled Weapons
    Military mind-control weapons and performance enhancement New insights into the way the brain works and direct brain interfaces enabling weapons …Continue reading →
  • Putting Your Digital Twin to Work with Artificial Intelligence
    Virtual avatars that can help you be in two places at the same time What if you had a twin …Continue reading →
  • Netanyahu shows he’s not in charge, caves to coalition on migrants
    Israel’s unwanted African migrants and the UN’s Statement on the cancellation of Israel-UNHCR agreement  – This is what Israel has …Continue reading →
  • Facebook—even as it apologizes for scandal—funds campaign to block a California data-privacy measure
    Just a few weeks before Facebook CEO Mark Zuckerberg apologized for the “breach of trust” that allowed Cambridge Analytica to …Continue reading →
  • The New York Stock Exchange in talks to buy the Chicago Stock Exchange — Voice Of People Today
    UNITED STATES (VOP TODAY NEWS) – The New York Stock Exchange is in talks to buy the Chicago bourse a …Continue reading →
  • The New York Stock Exchange in talks to buy the Chicago Stock Exchange — Voice Of People Today
    UNITED STATES (VOP TODAY NEWS) – The New York Stock Exchange is in talks to buy the Chicago bourse a …Continue reading →
  • The New York Stock Exchange in talks to buy the Chicago Stock Exchange — Voice Of People Today
    UNITED STATES (VOP TODAY NEWS) – The New York Stock Exchange is in talks to buy the Chicago Bourse (the …Continue reading →
  • Here are the internal Facebook posts of employees discussing leaked memo
     “How fucking terrible that some irresponsible jerk decided he or she had some god complex that jeopardizes our inner culture …Continue reading →

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  • Madness in the Magnolias (Lisa's leaks)
    • Neuropharmacology and Chemical Neuroenhancement
    • The Impacts of ICT on Defense Industry
    • Weapons of Perception: Neuroscience and Mind-Controlled Weapons
    • Putting Your Digital Twin to Work with Artificial Intelligence
    • Netanyahu shows he’s not in charge, caves to coalition on migrants

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