WHY PUBLIC EDUCATION DOES NOT TEACH REAL –WORLD MATH: by Kent Daniel Bentkowski
Throughout my own years in public school, I relentlessly
hounded the various math
teachers why they did not teach what I call real-world
math. While there were mountains
of data and formulas to contend with and memorize in
what they called new math --- not
a word was spoken about household finance; how to balance
a checkbook, how to apply
the concept of economies of scale to budget for a
household with varying numbers of
children, or how to protect oneself from being taken advantage of by the
many banks,
lending institutions, and credit-card issuing banks. Whenever I would
raise what I knew
were valid concerns, the math teacher would invariably find
themselves embarrassed and
without a satisfactory answer.
By the time I arrived at high school, I knew in my heart
that there were specific reasons
why I was not being taught properly in the subject of math.
However, I would not put the
pieces together until many years later…
After more
than two decades of research, first working as a licensed investment banker,
and ten
years of owning my own business, I have come to the sad conclusion that real-
world
math is not taught
in public school, because ignorant people are far easier to
take
advantage of, than those who are educated and savvy about such matters. On
pg. 14 of
her book The Deliberate Dumbing Down of America, former senior policy
advisor
in the Office
of Educational Research and Improvement (OERI) during Ronald Reagan’s
first term
as President, Charlotte Thomson Iserbyt, states that on December 28,
1928, a
plan to
dumb-down American students through what was called new math was
discussed
by people
who had attended a meeting of the Progressive Education Association.
This
meeting was
chaired by a Dr. Ziegler of the Education Committee of the Council on
Foreign
Relations, a group
that through their actions seeks to destroy the national
sovereignty
of the United States, to unite all existing countries under what they call
their
own New
World Order of global fascist government.
Dr. Ziegler
is quoted in Iserbyt’s book as having said the following to a Mr. O. A. Nelson:
“Nelson,
wake up! That is what we want, a math that the pupils cannot apply to life
situations
when they get out of school!”
As Mrs.
Iserbyt further explains on pg. 15 of her book, Mr. O. A. Nelson was an
assistant
principal
at Wilson High School in Minneapolis, Minnesota, as well as having also worked
at Johnson
High School in St. Paul, Minnesota. It took until 1952 for this new math to
be
instituted
throughout the United States public education system. This coincidental twenty-
three year
period exists as a perfect example of how slowly the globalist program of
gradualism
(two steps forward, one step backward) proceeds, thus avoiding the detection
from all
but the most astute observers.
Mr. O. A. Nelson
further stated:
“That
math was not introduced until much later, as those present [in 1928] thought it
was
too
radical a change. A milder course by Dr. Breckner was substituted, but it was
also
worthless,
as far as understanding math was concerned. The radical change was
introduced
in 1952. It was the one [form of new math] we are using now. So, if pupils
come out
of high school now, not knowing any math, don’t blame them. The results are
supposed
to be worthless.”
In the
preface of her book, The Deliberate Dumbing Down of America (pgs.
xvii-xviii),
Iserbyt
defines the onslaught upon the minds of our children as a new and different
type
of war.
While she does not use the specific term, I contend that this new type of war
belongs
under the general heading of Information Wars. The following
bullet-points from
Iserbyt’s
book represent the primary methodology that has been used against our children
in the
fighting of this Info War:
•
One fought
using psychological methods.
•
A
one-hundred year war.
•
A different,
more deadly war than any other in which our country has been involved.
•
A war about
which the average American hasn’t the foggiest idea.
Iserbyt
goes on to state the following about why Americans do not understand what has
been
happening to their children without their consent:
“The
reason Americans do not understand this war is because it has been fought in
secret
--- in
the schools of our nation, targeting our children who are captive in
classrooms. The
wagers
of this war are using very sophisticated and effective tools.” She then lists the
three
primary strategies, which have proven to be quite effective, especially in that
they
are never
explained to any of the students (or their parents) as part of their actual
public
education
curriculum:
•
Hegelian
Dialectic (common ground, consensus and compromise).
•
Gradualism
(two steps forward, one step backward).
•
Semantic
Deception (redefining terms to get agreement without understanding).
John Taylor
Gatto, who was a New York City public school teacher for thirty years,
becoming
both New York City Teacher of the Year and New York State Teacher of the Year
a total of
four times combined, had the following to say on pgs. xxxv-xxxvi of his
groundbreaking
1992 book entitled Dumbing Us Down: The Hidden Curriculum of
Compulsory
Schooling:
“I began
to wonder, reluctantly, whether it was possible that being in school itself was
what was
dumbing [the
students] down. Was it possible I had been hired not to enlarge
children’s
power, but to diminish it? That seemed crazy on the face of it, but slowly I
began to
realize that the bells and the confinement, the crazy sequences, the age-
segregation,
the lack of privacy, the constant surveillance, and all the rest of the
national
curriculum
of schooling were designed exactly as if someone had set out to prevent
children
from learning how to think and act, to coax them into addiction and dependent
behavior.”
Gatto
further explained on pg. 154 of his 2003 book, The Underground History of
American
Education, the
reasons why someone wanted the children dumbed down:
“Faced
with the problem of dangerous educated adults, what could be more natural than
a
factory
to produce safely stupefied children? You’ve already seen that the system has
only
limited
regard for brainy people, so nothing is lost productively in dumbing down and
leveling
the mass population, even providing a dose of the same for ‘gifted and
talented’
children.
And much can be gained in social efficiency. What motive could be more
‘humane’
than the wish to defuse the social dynamite positive science was endlessly
casting
off as a byproduct of its’ success?”
Further
evidence of this agenda to dumb-down the population is found within the pages
of
a May 1979 Bilderberg
Group internal white paper that had been leaked to the public in
1986, which
has become generally known as Silent Weapons For Quiet Wars. Because the
Bilderberg
Group is an international group, this document was likely the creation of the
Tavistock
Institute, which itself does study and implement the psychological programming
of large
societal groups. This 56-page report describes the many ways by which large
societal
groups of people can be programmed, and manipulated by the
analysis of
household
systems models and
something called economic shock testing, which on pg. 34,
is
described in the following manner:
“Economic
engineers study the behavior of the economy and the consumer public by
carefully
selecting a staple commodity such as beef, coffee, gasoline, or sugar, and then
cause a
sudden change or shock in its’ price or availability, thus kicking everybody’s
budget
and buying habits out of shape.”
The summary
that appears on pgs. 47-48 provide chilling details as to the way in which
larger
society is regarded by the global elite. These details explain why basic
education
has been
withheld from larger society, which is explainable once Albert Ellis’
definition of
intellectual
fascism is applied.
Simply put, intellectual fascism is the belief held by the
global
elite that there are certain groups of people who should not be educated,
because
they are
inferior in some way.
This group
of people has been variously referred to as useless eaters, useless
feeders,
useless
breeders, and unwashed
minions. Secret societies refer to this group of people,
the uninitiated,
as the profane and the vulgar. Yet another derogatory term used
to
describe
ordinary citizens is human capital, which is used primarily to describe
human
beings
whose only purpose is generate wealth for the upper class elite, a group no
larger
than 5% of
the total population. Most recently, however, this term has begun to be used
to describe
school children. Using the term human capital to describe people implies
ownership, suggesting that our lives are much
less free than we have been led to believe.
Still
another example of this way of thinking is the term human resources,
which is used
in the
corporate world. Most workers have been told the exoteric (or public) meaning,
which is a
corporate department that meets the needs of the workers. After all, this
is
where one
goes when they want to request their vacation, change their health
insurance,
or enroll
in the company retirement and profit-sharing plans. These same
people were
never told
the true esoteric (or private) meaning, which is they are the human
resources
of the
company, which again implies ownership of these workers by the
corporation.
Read the
following quotations from the Bilderberg Group report, and see if you
can
address the
question of which population group is being referred to by the mind-set that
created the
report. The amount of behind-the-scenes research that these private think-
tank type
groups have undertaken are stunning in that there has been so little
information
leaked to
the public about such projects. While most people attempt to deny that such
research is
conducted on an ongoing basis, the work of the tireless Internet research
community
has shined a light upon these dark black-budget projects.
When
speaking of the Bilderberg Group in specificity, it has been the work of Jim
Tucker,
Daniel
Estulin, and Tony Gosling that has opened up many people’s awareness of this
group that
acts in their own self-interest, to the tremendous detriment of every
government
of every country represented at the Bilderberg Group annual conferences.
Check the
Bibliography section at the end of this paper for the most-complete Internet
copy of
this document, which include the systems diagrams and economic formulas. The
webpage
that contains this document supposes that the document is from the Central
Intelligence
Agency. However, there is wording in the document to the effect that 1979
represented
the twenty-fifth anniversary of the Quiet War. The most significant event that
occurred
twenty-five years earlier was the first meeting of an unnamed international
group in
the Bilderberg Hotel in Oosterbeek, Holland on the weekend of May 29-31, 1954.
This
international consortium came to be known as the Bilderberg Group, the group
whom
I believe
authored the document:
SILENT WEAPONS FOR QUIET WARS May 1, 1979
SECURITY (pg. 3):
This manual
is in itself an analog declaration of intent. Such a writing must be secured
from public
scrutiny. Otherwise, it might be recognized as a technically formal declaration
of domestic
war. Furthermore, whenever any person or group of persons in a position of
great
power, and without the full knowledge of the public, uses such knowledge and
methodology
for economic conquest --- it must be understood that a state of domestic
warfare
exists between said person or group of persons, and the public.
The
solution of today’s problems requires an approach which is ruthlessly candid,
with no
agonizing
over religious, moral, or cultural values.
DIVERSION: THE PRIMARY STRATEGY (pgs. 47-48):
Experience
has proven that the simplest method of securing a silent weapon and gaining
control of
the public is to keep the public undisciplined and ignorant of basic
systems
principles
on the one hand, while keeping them confused, disorganized, and distracted
with
matters of no real importance.
This is
achieved by:
1.
Disengaging their minds, sabotaging their mental activities, by providing a
low-
quality
program of public education in mathematics, logic, systems design, and
economics,
and by discouraging technical creativity.
2. Engaging
their emotions, increasing their self-indulgence and their indulgence in
emotional
and physical activities, by:
a.
Unrelenting emotional affronts and attacks (mental and emotional rape) by
way of a
constant barrage of sex, violence, and wars in the media ---
especially
on the TV and in the newspapers.
b. Giving
them what they desire --- in excess --- junk food for thought --- and
by
depriving them of what they really need.
3.
Rewriting history and law and subjecting the public to the deviant creation,
thus
being able
to shift their thinking from personal needs to highly fabricated
outside
priorities.
These
preclude their interest in and discovery of the silent weapons of social
automation
technology.
The general rule is that there is profit in confusion; the more
confusion, the
more profit. Therefore, the best approach is to
create problems and then offer the
solutions
[emphasis
mine].
• MEDIA: Keep the adult public attention diverted away from
the real social issues,
and
captivated by matters of no real importance.
• SCHOOLS: Keep the young public ignorant of real mathematics,
real economics, real
law, and real history.
• ENTERTAINMENT: Keep the public entertainment below a sixth-grade
level.
• WORK: Keep the public busy, busy, busy,
with no time to think --- back on the farm
with the
other animals.
Does any of
this describe the world in which we all live?
Of course
it does! We live in a society that finds itself continually fascinated with
matters
of no real
importance --- such as our obsession with celebrity news, television,
sports and
sports
stars, supermodels,
and movie stars. A great deal of effort is expended upon these
meaningless
diversions, such as the trials and tribulations of Michael Jackson, Martha
Stewart, Paris Hilton, and others
who came before and of those who will follow. Entire
channels
are devoted to this form of tele-cinematic voyeurism.
The
interesting thing to note, is the reference to creating problems and then
offering
solutions to those problems.
PROBLEM-REACTION-SOLUTION:
The
Hegelian Dialectic was the creation of German philosopher Georg Wilhelm
Friedrich
Hegel
(1770-1831), and
most recently has been popularized by researcher-author David
Icke (rhymes with like) as Problem-Reaction-Solution,
appearing as such for the first time
ever in his
September 1995 book entitled ‘… And The Truth Shall Set You Free.’ Since
Icke
formulated
and restated Hegel’s Dialectic as Problem-Reaction-Solution, it has
garnered
widespread
understanding and acceptance in the Internet True-Government-Crime
research
community, as well as in the minds of those of us who are spiritually awake and
alert.
Problem-Reaction-Solution
is extremely
straightforward and easy to understand.
Because we
are discussing public education, allow me to provide an example completely
within that
context. We have already learned from our quote from Mr. O. A. Nelson above,
that the new
math was designed to fail and teach nothing usable to the students within
real-world
applications. The designed failure of new math created the crisis of an
artificial
problem, as
it would have been just as easy to implement a math system that actually
worked. Throughout the three stages of problem-reaction-solution,
it is crucial that both
sides of
the crisis are managed by the same people, some of who work as change-agents.
A change-agent
is a person who leads a change project or business-wide initiative by
defining, researching, planning,
and building support for the project. Change agents must
have the
conviction to state the facts based upon data, even if the results are
undesired.
All sorts
of people are working as change agents for the new world order, where they are
demanding
superficial changes based upon adherence to the NWO plan, being completely
unconcerned
with the negative aspects of the initiative. A well-known example of a
change-agent
is Henry Kissinger, who has worked behind the scenes in both government
and in
groups such as the Council on Foreign Relations to bring about the world
government
plan brought forth by those who I will refer to here as simply, the globalists.
Because the
new math system was obtuse and difficult for the students to understand,
quite
naturally, the State-level standardized test results would turn out to be a
complete
disaster.
So then, why was anyone surprised when the students started to display low
levels of
math aptitude, as the years passed on into decades? Well meaning parents and
teachers,
who were completely unaware of what had been done to the children on
purpose, decided to revolt against the
system, creating the requisite reaction that is
needed to
fulfill the Hegelian equation.
Parents had
become outraged, and rightly so.
T. H. Bell,
when he was U.S. Secretary of Education (1981-1984) said:
“[We]
need to create a crisis to get consensus in order to bring about change.”
In the
all-important second reaction phase, public outrage is fomented. The public
demands
that something, anything, must be done to repair the system that has
failed by
ingenious
design. “What are you going to do about this problem?!” good-hearted
people
demand.
Unfortunately, what these well-intentioned people never realize is that
problems
such as
these are stage-managed, so the desired result can be easily manipulated into
existence.
In the case of public education, the contrived solution arrived in the form of
something
that came to be known as outcome-based education.
The
solution offered to the problems created by the new math, dropping
reading aptitude,
and similar
problems in other subjects, has come to be known as outcome-based
education. The primary delivery methods of
this education system were B. F. Skinner-
based tools
disguised as modern education methods. Direct Instruction, Mastery
Learning,
and Outcome-Based
Education was the latest incarnation of Skinner’s 1960’s system of
Programmed
Instruction.
Skinner was a behaviorist-psychologist, and he is best known for
his Skinner
Box experiment, which was based upon the concept of Operant Conditioning.
In Jennifer
Bothamley’s Dictionary of Theories (pg. 386), operant conditioning has
been
described
in the following manner:
“Operant theory analyzes the interaction
between the organism and its environment into a
three-term
sequence. A successful experimental analysis identifies the environmental cues
(discriminative
stimuli) which determine the occurrence of behavior (operant) and of the
environmental
events (reinforcers) necessary for the establishment and maintenance of
the
behavior. The theory has had a fundamental impact on psychology. It is chiefly
criticized
for its exclusion of unobservable, inferred psychological states.”
In other
words, operant conditioning describes the system of behavior modification.
Has
the reader
noticed that in the above definition of operant conditioning, there is a
reference
to a three-term
sequence? This refers to the Hegelian three-term dialectic, which as it
says above,
is necessary for the establishment and maintenance of behavior.
On February
26, 2005, Microsoft Chairman Bill Gates made the following comments in a
keynote
address at the National Education Summit on High Schools. During this
speech,
Gates made
some revealing comments concerning the American public education system
being broken:
“When we
looked at the millions of students that our high schools are not preparing for
higher
education --- and we looked at the damaging impact that has on their lives, we
came to
a painful conclusion: America’s high schools are obsolete. By obsolete, I don’t
just
mean that our high schools are broken, flawed, and under-funded --- though a
case
could be
made for every one of those points. By obsolete, I mean that our high schools
---
even
when they’re working exactly as designed --- cannot teach our kids what
they
need to
know today.
Training
the workforce of tomorrow with the high schools of today is like trying to
teach
kids
about today’s computers on a 50-year-old mainframe. It’s the wrong tool for the
times.
Our high schools were designed fifty years ago to meet the needs of another
age.
Until we design them to meet the needs of the 21st century, we will keep
limiting ---
even
ruining --- the lives of millions of Americans every year.
Today,
only one-third of our students graduate from high school ready for college,
work,
and
citizenship. The other two-thirds, most of them low-income and minority
students,
are
tracked into courses that won’t ever get them ready for college or prepare them
for a
family-wage
job – no matter how well the students learn or the teachers teach. This isn’t
an
accident or a flaw in the system; it is the system.”
On February
27, 2005, the very day after Gates’ speech, Maybe Logic Academy member
Metachor
posted the
following comment about the true goal of public education, in
response to
Gates’ speech:
“I work
as a high-school teacher in Virginia, as does one of my parents. We both agree
with
[Bill] Gates on this issue: public high school in America was never intended to
prepare
children for college. The original goal of the founders of American public
education
was to produce good factory workers who would obediently follow
orders
to carry out simple tasks.”
Charlotte
Iserbyt also concurs with the above assessments of the American public
education
system, in the following quote from pg. xii of the Foreword to her book:
“Americans forget that the present government
education system started as a Prussian
import
of the 1840’s-1850’s. It was a system built on Hegel’s belief that the
state was
a ‘God’ walking
on earth.”
This also
ties into Albert Ellis’ concept of intellectual fascism, which is:
“. . .
the arbitrary belief that individuals possessing certain traits (such as those
who are
intelligent,
cultured, artistic, creative, or achieving) are intrinsically superior to
individuals
possessing
certain other traits (such as those who are stupid, uncultured, unartistic,
uncreative,
or unachieving). The reason why the belief of the intellectual fascist, like
that
of the
politico-social fascist, is arbitrarily simple: there is no objective evidence
to support
it. At
bottom, it is based on value judgments which are definitional in character and
cannot
be empirically validated.”
With a
member of my own family marrying into a family belonging to the global elite, I
have
witnessed Intellectual Fascism firsthand. Those in this group of the
upper 5% of
wealth in
this country truly believe they are better than the rest of us, whose
only major
differences
are our own wealth and spheres of influence. They believe that to rule
is their
birthright.
SOURCES:
Bilderberg
Group – Silent
Weapons For Quiet Wars (1979)
http://www.lawfulpath.com/ref/sw4qw/index.shtml
•
Bothamley,
Jennifer – The
Dictionary of Theories (1993,
2002)
•
Gatto,
John Taylor –
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992)
•
Gatto,
John Taylor – The
Underground History of American Education (2003)
http://www.johntaylorgatto.com
•
Gosling,
Tony – Bilderberg.org Research
Website
•
Iserbyt,
Charlotte Thomson –
The Deliberate Dumbing Down of America (1999)