Teaching blind obedience
Everything a person has been exposed to, especially when young, has an impact on how he views the world. What his parents taught him, what he learned in school, how he has seen people behaving, the culture he grep up in, the religion he was raised in, all create a long- lasting set of metal “lenses” that affect how he sees the world. There are countless examples of how mere differences in perspective have led to horrendous consequences; a bomber who intentionally kills dozens of innocent civilian strangers imagines that he is doing the right thing.
The purported purpose of schools is to teach reading, writing, mathematics, and other academic fields of thought. But the message that institutions of “education” actually teach, far more effectively than any useful knowledge or skills, is the idea that subservience and blind obedience to “authority “ are virtues. Simply consider the environment in which the majority of people spend most of their formative years.
The students clearly and immediately see that, in their world, there are two distinct classes of people, masters {in the schools teachers} and subjects {students}, and that the rules of proper behavior are drastically different from the two groups. The masters constantly do things that they tell the subjects not to do: boss people around, control others via threats, take property from others, etc. This constant and obvious double standard teaches the subjects that there is a very different standard of morality for the masters than is for the subjects. The subjects must do whatever the master tell them to, and only what the masters tell them to, while the masters can do pretty much anything they want.
In the classroom setting, the “authority” can change the rules at will, can punish the entire group for what one student does, and can question or search any student, or all students at any times. The “authority” is never seen as having any obligation to justify or explain to the students the rules it makes, or anything else it does. And it is of no concern to “authority” whether a student has a good reason to think that his time would be better spent being somewhere else, doing something else, or thinking about something else. The “grades” the student receives, the way he is treated, the signal he is sent- written, verbal, and otherwise- all depend upon one factor: his ability and willingness to unquestioningly subvert his own desires, judgment and decisions to those of “authority.” If he does that, he is deemed “good”, if he does not, he is deemed “bad.”
This method of indoctrination was not accidental. Schooling in Canada and United States, and in fact in much of the world, was deliberately modeled after the Prussian system of “education”, which was designed with the express purpose of training people to be obedient tools of the ruling class, easy to manage and quick to unthinkingly obey, especially for military purposes. As it was explained by Johann Fichte, one of the designers of the Prussian system, the goal of this method was to “fashion” the student in such a way that he “simply cannot will otherwise” than what those in “authority” want him to will. At the time, the system was openly admitted to be a means of psychologically enslaving the general populace to the will of the ruling class. And it continues to accomplish exactly that, all over the world, including in Canada and in the United States.
Now you understand why establishments worldwide offer you a “free” {from your taxes} “education”. We should start to see the things as they really are, not as they claimed there are. If we understand that, all wars, political fights, created divisions, will become only distraction and we can finally focus on what is important, free your self from the created cage. Or as Stephen Biko put it: “The most potent weapon in the hands of the oppressor is the mind of the oppressed.”
LR, DB
