The Devolution Of Post-secondary Education In Western Society

The devolution of post-secondary education in Western society Since antiquity, education has always been the most enlightening aspect of every society, whether democratic or despotic. Education is the essence of a state, a society, and the reflection of each individual’s self. When people first began thinking, they have began educating themselves, from the first people who used fire, and the first group of people who made, used, and understood how early stone tools and weapons worked in the hunt, at war, and daily use. From those early days, thousands of year ago, those with experience educated the young in how their society or clique operated, especially the hunting adventures and how they catch game for food. Eventually, through sudden advances in technology and social networking, people formed states, and out of those states, schools and academies were formed to teach all kinds of people many different forms of art. Such art includes agriculture, weapons systems, philosophy, politics, sophistry, and other more complex systems of thought. The Ancient Greeks and Romans made the most progress in this respect because the students were taught by wise elders and more noble people who had both the practical and the theoretical experience. Others learnt important subjects like philosophy by themselves or through an academy by means of debate, lectures, and the earliest universities, like Plato’s Academy in Ancient Greece. After the fall or Rome’s Empire in the West, the Western Empire was fragmented and fell to a period of dark ages. During these dark ages, many innovations and philosophies were forgotten and lost, it was a period of barbarism and warfare. Still though, people learned and rediscovered what was lost through the centuries. The ancient Roman system of aqueducts, sewage, government, religion, mathematics, politics, and thought were rediscovered during the Renaissance and the Black Plague that caused an epidemic throughout Europe during the 1500s. the Arabs also rediscovered the lost Greek works of its most famous philosophers and sages such as Plato, Aristotle, Socrates, Pythagoras, Marcus Aurelius, Julius Caesar, Homer, Hippocrates, and many others. The Renaissance was when the most developments in education was advanced since the discovery of old knowledge and newer technologies such as gunpowder and other Eastern technology helped the Europeans to advance significantly as they absorbed and adopted and adapted to their conditions. Hence, the Europeans were able to make huge advances in astronomy, the hermetic arts, alchemy, astrology, religion, weapons systems, and politics as they come to rediscover Plato. It was a period of self-taught education, patrons and huge progress due to the lack of any restrictions on knowledge, although the Roman Catholic Church tried to use the printing press to limit knowledge by allowing only certain guilds to own a printing press and only people with a license to print. The age of censorship was near, but it was probably not as pervasive as it is today through the mass media that is owned by massive global corporations who are not ever held accountable for their actions and profit-seeking greed. When education was handed over to the state by the people themselves in England and then throughout Europe, the system of education slowly began to devolve rather than evolve. The state, we must realize, does not necessarily have the best interests of the people in mind. The state can be owned by huge corporate owners and CEOs who have no interest in allowing the people the freedom of speech and innovation as they would prefer. Instead, when the state is handed control of early public education (especially in America in the 1800s and in Great Britain too), the system of education has become more and more corrupt. This is because when the state fell into debt to private interests, such as privately owned central banks and the corporations that grew around them, and still do to this day, the bankers would preferably take over all forms of public discourse such as media and education. During the 1800s after the American Revolutionary War, the private Bank of England had tried to gain control of the nation of the United States many times, at least eight times, according the documentary The History of the

Money Changers on Google Videos. The documentary explains in more detail how the eventual Federal Reserve came into the United States and took control of every aspect of her society from media to education and industry. The coming of central banks significantly impacted education in western society as a whole, not only in America, because once the press and the media fell under the grasps of the bankers and their corporate owners, the state gradually moves toward becoming a totalitarian state as its people become collateral to the bankers, in other words, the people and their assets, and values have become property and liability or assets to the multinational privately owned central banks. In the 1920s, education fell into private hands, especially in the United States when the Council on Foreign Relations took control of American domestic and foreign affairs by the recruitment of the most corrupt and ambitious thinkers in America to join them in their quest for global domination. To do so, one requires the control of media and education. This was accomplished by the Rockefellers and their Carnegies, Brown Brothers Harriman, Kuhn Loeb and Company, and many other powerful titans of industry and finance who monopolized not only the industries of American capital, but also its financial competitors. Ever since public education fell into these private hands, education in America and Canada has become more and more corrupt. By corrupt I mean that any innovations in public education, in the post-secondary level and the basic level of education has become a form of indoctrination in that most of the history of the past has been stifled and censored in the name of, “national security.” For example, in the most basic history education, the students are always told that history is an accident, and that things, “just happen.” The students are also taught that Western Society is mostly benign, benevolent, and civilized, despite its history of abuse, power struggles and pride for domination over other people. Not that the crimes of Western society are right, but they should at least be taught alongside the benefits of western civilization. I am not an advocate of political correctness, in fact, I personally am an opponent of political correctness, what I am saying is that we should be taught the truth about our society, in its truest form. We should not be lied to in our education by the doctrine that history is just an accident. A similar allegation can be made against science in western public and post-secondary education, in that it is incomplete. Anything that does not match its predetermined doctrine of atheism and evolution is simply discarded, in spite of the evidence to the contrary that there is a God, or at least a cosmic intelligence, and that we humans did not evolve out of nothing, and that there have been interventions by aliens throughout human development on this planet Earth. The modern student is also taught that our monetary system should be accepted, even as it has proven itself to be ineffective. Students of economics, finance, accounting, and business are simply taught that the goal of any business is to maximize profit, but its attitude towards human life in the process of making profit is complete and utter indifference as it completely ignores any contraventions to its stated doctrines. I can also emphasise further that history is by no means an accident or a series of chaotic events that led to where we are today; it is a purposefully crafted game of deception by a few elites at the top of the chain of the human hierarchy who control every aspect of western society through compartmentalization and ignorance. There is a purpose to history and a reason why life is what it is today, instead, its purpose is ignored, and we told to deal with the symptoms not the causes of our demise as a society. The Truth, the real Truth of life and the world is ignored or ridiculed in public and postsecondary education. Any attempt to question, innovate or individualize education for the purpose of making the students better is not on the agenda. The Truth is ignored by the mainstream education because if it did, public education would cease to exist as it would become unreliable and a con. When professors in universities try to use a different method of teaching or

teach the students something the Education System in the West does not like, they are fired, threatened or blackmailed into submission. There have been several cases in Canada alone that proves my point that the system is corrupt and that we best abandon it or change it for the better. In Calgary, Alberta, when a high school teacher began to teach his students the real history of the world, such as the roles of the multinational bankers, and doubt the holocaust, he was fined and fired and now can no longer teach because of his supposed, “anti-Semitism.” In McMaster University, my friend told me how one of his professors was fired because he refused to teach the curriculum, “correctly.” Ironic, considering that he does not mind the system at all in any way. However, my friend did acknowledge that the Western System of Education is essentially useless as it only focuses on theory, at least in the University level, and ignores the reality of power structures between different levels and different aspects of society, and how western society really operates. In economics, nobody is taught where the concept of interest rate comes from, or why it is there. The students are simply told to accept it as it is, and do not ask too many, “uncomfortable” questions that may threaten the security and stability of the system as whole. Conformity, fear, and ignorance are the basis of western education philosophy as nobody really learns anything of value or of any fundamental truth since those concepts have no value or importance in today’s education. In my college, the teachers are told to never criticise Israel, the Holocaust or risk being fired or disciplined. However, the doubt and scepticism regarding Israel, the Holocaust, and Semitism are valid enough because, if we are to follow the news, we are only told that Israel is always the victim, are the innocents, and are always being, “bombed” and are being, “occupied.” In fact, the opposite is true, Israel is illegally occupying territory that is not her own, and never has been for thousands of years. The Palestinians are being occupied, barely armed, and post very little to no threat to Israel since it is Israel with the Apache gunships and check points, a policy of genocide, and a blatant disinterest in following international law and regard for humanity as innocent people are assassinated and displaced from their homes whenever the Israeli Zionists with their American and Western allies feel like it. The real Holocaust on Palestine is ignored by both the media and education today since it would be, “politically incorrect” to attack Israel, or even criticize her for her crimes against humanity. Many of these illustrations of the corruption and devolution of Western education is just a sample of the collapse of western power structures. Of course, I could also criticize China for her rigid system of education if I wanted to, but I do not have the experience, just the stories to base any of my criticisms on, but I slightly favour China’s education system, though not all of its methods and means. I am in favour of tremendous Western education reform, or, at the most extreme, abandonment of its current system. We can, as people teach ourselves many more useful things at college or by ourselves than our current system would ever dream of. As independent thinkers and human beings, we can be free from this system by asserting our liberty to teach ourselves and to discover the truth about the world. We do not need the state to educate us. We need to educate ourselves. This is our opportunity.