John Gatto: The Hidden Curriculum of Compulsory Institutionalised Schooling (1998)
Governmental & all centralised schooling systems are anti-human & will be abolished after the coming financial crash & removal of all existing governments on this planet.
Ron: Here are major excerpts from this public presentation by John Gatto. He says:
Teachers are used, NOT to enlarge children’s power but to diminish it.
Bells, confinement, insane sequencing, age segregation, lack of privacy, constant surveillance and all the rest of the national curriculum of government schooling was designed exactly as if somebody had set out to prevent children from learning how to think and how to act. To coax them into addictive and dependent behaviour.
Free choice, private time, a release from constant surveillance and judgment. A pat on the back, help when it was asked for, and as broader range of human association as my limited power and resources could manage. I tried to get kids into a position where they would have a chance to be their own teachers; to make themselves the matrix text of educational work to be studied.
Know yourself first or you won’t have a self you can rely on.
Schooling’s psychopathic profile is shaped to create well schooled people and all other institutions are shaped to deal with well schooled people.
Young people need to be trained to think critically, and to love and trust themselves. Trained to value family; value nature; value friends and neighbourhood as the central treasures of a good life.
In contrast:
Government schools cannot function unless their clientele is forced to accept their services. They cannot function unless they tightly control the teacher supply through an exclusive licensing arrangement with teacher training institutions.
John Gatto says he was required to teach SEVEN LESSONS:
I teach CONFUSION. Everything is out of context. I teach the relationship of everything. I teach disconnections. I teach too much….
…age segregation is unlike anything in the outside world. … What do any of these things have to do with each other.
There’s a lack of coherence in curriculums which are full of internal contradictions.
Schools teach a tool kit of superficial jargon derived from economics, sociology, natural science and so on, rather than fostering even one genuine enthusiasm.
MEANING, not disconnected facts is what sane human beings seek.
EDUCATION needs to be a set of codes for processing raw facts into MEANING.
Behind the patchwork quilt of school sequence and its obsession with facts and theories*, the age old human search for MEANING lies well concealed.
*[Ron: which are typically bogus].
Think of all the great natural sequences like learning to walk, learning to talk (all done automatically as infants grow).
[Ron: For the first seven years of life human brains are largely being programmed to absorb and copy their observations and experiences. See eg: Bruce Lipton The Biology of Belief Full Lecture:
And:
John Gatto says humans need to be following the progression of life from sunrise to sunset. Witnessing the ancient patterns and procedures of a farm, a smithy or a shoe maker. Watching mother and father doing stuff… each action justifying itself, illuminating past and futures.
School sequences are not like that. In schools everything must be accepted. In schools children learn things, if they can be learned, like catechism.
I teach the unrelatedness of everything. An infinite fragmentation.The opposite of cohesion.
Home is only a ghost because both parents work or they have too many moves or too many job changes or too much ambition or something else, which has left everybody too confused to stay in a family relation.
I teach how to accept CONFUSION as your destiny. That’s the first lesson I teach.
The SECOND LESSON I teach is your class position. I teach you must stay in the class where you belong. I don’t know who decides my kids belong there, but that’s not my business.
The children are numbered so if any get away they can be returned to the right class.
You come to know your place. In spite of an ovrall class blueprint which assumes 99% of the kids are in their class to stay… The truth and school teaching are incompatible just as Socrates said thousands of years ago… everyone has a proper place in the Egyptian pyramid and there’s no way out of your class except by number magic. You must stay where you are put.
The THIRD LESSON I teach is INDIFFERENCE.
I teach children not to care about anything too much even though they should make it appear that they do. ..I do it by demanding they become totally involved in my lessons, jumping up and down to get my favour…
When the bell goes they must drop everything and proceed to the next work station. They must turn on and off like light switches. Nothing important is ever finished in my class or in any class I know of. Students never have a complete experience, except on the installment plan.
The lesson of bells is that no work is WORTH finishing. So why care too deeply about anything. Years of bells will condition ALL but the very strongest for a world that can no longer offer much important work to do. Bells are the secret logic of school time… Bells destroy the past and future. Converting every interval into a sameness, an abstract map that makes every living river and mountain look the same… bells inoculate each undertaking with indifference.
The FOURTH LESSON is DEPENDENCY. By smiles and red checks, smiles and frowns, prizes, honours and disgraces I teach you to surrender your will, that’s a good omen to the predestined chain of command.
RIGHTS may be granted or withheld by any authority without appeal, because rights do not exist inside a school; especially the right of free speech which the [US] Supreme Court very recently ruled does not exist inside schools unless a school authority says it does.
INDIVIDUALITY is a contradiction of class theory, a curse to all systems of classification.
Rights cannot be recognised; only privileges that can be withdrawn.
The FIFTH LESSON is INTELLECTUAL DEPENDENCY.
Good people wait for a teacher to tell them what to do. It is the most important lesson. We must wait on other people, better trained than ourselves, to make the MEANINGS of our lives. The EXPERTS make all the important choices… Only the people who PAY teachers (et al) can make those decisions (which are enforced).
If I am told EVOLUTION is a fact instead of a theory, I transmit that, AS ORDERED.
Punishing deviants that resist what I have been told to have them think, is part of the control of what children will think. It lets me separate successful students from failures very easily. Successful children do whatever I tell them to do.
Of the millions of things that we could study, I decide or it is decided by MY FACELESS EMPLOYER…. Why should I argue? Curiosity has no place in my work, only CONFORMITY. Bad kids fight this of course, though they lack the concepts to know what they are fighting… fortunately there are tested procedures to break the will of those who resist.
It is more difficult naturally, if the kid has respectable parents who come to his aid but that happens less and less…
Good people wait for an expert to tell them what to do… Our entire economy is dependent upon this lesson being learned… For instance the social services would hardly survive … councillors and therapists would look on in horror as the supply of PSYCHIC INVALIDS dwindled.
Commercial entertainment of all thoughts including TV would wither as people learned again how to make their own fun. Restaurants, prepared food packagers and a whole host of assorted food services would be drastically downsized if people returned to making their own meals instead of dependending on strangers to plant, grown, pick, crop, season and cook for them.
Much of modern law, medicine and engineering would go too. The clothing business and school teaching as well.
With a guaranteed supply of ignorant helpless people poured out of schools each year we build a way of life that depends on people doing what they are told because they don’t know how to tell themselves what to do.
The SIXTH LESSON is provisional SELF ESTEEM.
It’s very difficult to make SELF CONFIDENT people conform.
Schools teach that YOUR self respect should depend on EXPERT opinion.
Kids are constantly evaluated and judged… Monthly reports…
The ecology of good schooling depends on perpetuating dissatisfaction just as the commercial economy does..
Children are forced to evaluate self, based on the casual judgment of strangers.
The lessons of report cards, grades and tests is that children should not TRUST themselves or their parents but need to rely on the evaluation
Of certified officials. PEOPLE MUST BE TOLD WHAT they’re WORTH.
SEVENTH LESSON:
Children are taught they cannot hide. Each student is under constant surveillance. There are no private spaces for children. No private time.
Class change lasts 300 seconds to keep promiscuous students’ fraternization at low levels.
Tattling is mandatory. [Ron: Shades of 1984!].
Homework is used to prevent students using free time to learn something, via promiscuous fraternization, from fathers and mothers [or otherwise].
Plato’s book five… major texts of Western thought suggests a different way to do things … But children have to learn to follow orders.
US society has been under central control since the Civil War.
[Ron: The banksters covertly took control of the Republic of ‘these united states of America’ using the US Inc in 1871. The US has been the blueprint for legal, economic and societal development in the Western world virtually ever since that time].
At the time of the War of Independence Tom Paine’s book ‘Common Sense’ sold 600,000 copies to a population of 2.5 million people, 20% of whom were African slaves and 50% of whom were indentured European slaves whose masters had power of life and death over them.
At the 46 minute mark John Gatto says:
“Reading, writing and arithmetic only takes about 100 hours to transmit so long as the audience is eager and willing to learn. Millions of people teach themselves these things. It isn’t very hard to do.
Schools take 12 years to teach SOCIALISATION.
[Ron: Since our globalist controllers introduced Feminism to convince young females that wage slavery and paying income taxes is preferable to child rearing and home making, this process has been extended to encompass virtually the first 18 years of life for most children in Western nations. And of course the “schooling” indoctrination process continues for years thereafter for those chosen to be teachers or professionals who will continue the societal programming and gaslighting of the general population. That’s why we have the “sickness industry” practicing virology, psychiatry, oncology and drug taking etc; and lawyers pretending that Maritime Law (the bogus law of the Sea) must be ‘practiced’ on land instead of adhering to natural law, and so on.].
To ensure CENTRALISED CONTROL - Schooling removes children from any possibility of an active role in community life. Schools destroy community life by reserving the training of children to certified experts which ensures children cannot grow up fully human.
No one in schools and old peoples reservations is allowed to be real.
Schools are a form of social engineering that condemns most people to be subordinate stones in a pyramid that narrows as it ascends to its control terminal.
Schools teach exactly what they’re intended to teach… How to be a good Egyptian and where your place is, in the pyramid.
They teach compulsory subordination for all.
National curriculums produce physical, moral and intellectual paralysis.
Aristotle taught that without a fully active role in community life you could not hope to be a real human being.
At the 49 minute mark John Gatto says:
MEANING is genuinely found in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals. In curiosity, generosity, compassion, in service to others; in a decent independence and privacy. In all the free and inexpensive things out of which real families, real friends and real communities are built. Then we would be self sufficient…
At the 56 minute mark he says:
Institutional teaching is destructive to children.
Real learning will cost MUCH less.
Free market schooling is needed:
Home school, neighbourhood schools, small entrepreneurial schools, religious schools and craft schools and farm schools… not govt education.
Methods, class and subservience are the only thing inculcated in government education systems.
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Ron: Government schooling has eradicated thinking ability to such an extent that whole nations falsely believe that money created out of thin air is real rather than merely an agreed means for facilitating the exchange of real goods and services.
Similarly, whole nations believe that voting for one individual once every two or three years gives the population meaningful “democratic” control of their governance. It doesn’t.
Our world also worships personified ‘corporations’ that have been given greater rights than human beings; and ideas like GDP’ and “full employment” all of which are chimeric imaginary constructs used to manipulate and control the global population. These ideas have replaced belief in real life, meaningful labour and community.
The fetish for “full employment” and income taxation, i.e. wage slavery for free range serfs on national plantations, is accepted by most Western populations, as their reason for living. THAT could only occur in populations brain washed by years of mind numbing schooling such as John Gatto describes.
Question: WHEN, if ever, are you gonna get up off your knees and demand your sovereign birthright as fragments of the consciousness of ALL THAT IS, Pilgrims?
Ron
Anonymous
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