When a person learns the procedures of logic, a new world opens up for him. Information no longer spreads out like a haze over a city. He doesn’t feel frustrated and blunted by articles that seem to have no pattern or internal connections…
What fallacies is he using to come to an unfounded assertion? What contradictions is he employing? Continue reading How logic opens up a new world for you
It’s a gold rush, not a flood of educational concern
As the dog days of summer wane, most parents are preparing to send their kids back to school. In years past, this has meant buying notebooks and pencils, perhaps even a new backpack. But over the past decade or so, the back-to-school checklist has for many also included an array of screen devices that many parents dutifully stuff into their children’s bags.
The screen revolution has seen pedagogy undergo a seismic shift as technology now dominates the educational landscape. In almost every classroom in America today, you will find some type of screen—smartboards, Chromebooks, tablets, smartphones. From inner-city schools to those in rural and remote towns, we have accepted tech in the classroom as a necessary and beneficial evolution in education.
This is a lie.
Tech in the classroom not only leads to worse educational outcomes for kids, which I will explain shortly, it can also clinically hurt them. I’ve worked with over a thousand teens in the past 15 years and have observed that students who have been raised on a high-tech diet not only appear to struggle more with attention and focus, but also seem to suffer from an adolescent malaise that appears to be a direct byproduct of their digital immersion. Indeed, over two hundred peer-reviewed studies point to screen time correlating to increased ADHD, screen addiction, increased aggression, depression, anxiety and even psychosis.
But if that’s true, why would we have allowed these “educational” Trojan horses to slip into our schools? Follow the money…
The list of supporting education experts and researchers is long…
Read more at Screens In Schools Are a $60 Billion Hoax | TIME
In case you haven’t noticed yet, we at ThoughtCrimeRadio are deeply concerned about the state of the medical field. What we have learned is that thousands of Nazi scientists and doctors were brought to the USA after WWII to continue the work they did in the concentration camps. I guess this explains why the “mad scientists” and diabolical MDs in cartoons and movies always sported a German accent. Med school students are trained cruelly. Cruelty begets cruelty… except in those who are unwilling to lose their decency and humanity. One student’s impression of one of her trainers.
How stressful is medical training? So bad that in a class that encouraged medical students to express their feelings by drawing comics, nearly half of them depicted their supervisors as monsters, researchers say. Courtesy of Trey Banbury Courtesy of Trey Banbury
Students imagined the workplace as dank dungeons, represented supervising physicians as fiendish, foul-mouthed monsters, and themselves as sleep-deprived zombies walking through barren post-apocalyptic landscapes, the study authors, Daniel R. George and Dr. Michael Green, wrote Tuesday in JAMA, the journal of the American Medical Association. They teach the Comics in Medicine class at Penn State College of Medicine.
Read more and see more student cartoons at Comics Drawn By Medical Students Reveal Fear And Confusion : Shots – Health News : NPR
As states have rejected tests tied to the Common Core standards, no about-face has resonated more than that of Massachusetts, known as a leader in education reform.
Good for Massachusetts. No more child abuse via Common Core.
An amazingly clear presentation. Proves to me how practical it would be to turn the military-industrial complex into an infrastructure building and maintenance program. Imagine if we focused all those resources, all that talent, currently employed by the military and armament corporations, and steered the whole shebang into providing education, communication, transportation, irrigation, agriculture, for the world. What if we used all those resources that currently go to creating mayhem, death and destruction, to the support of life for everyone, everywhere? But then, that would require a sane bunch of leaders who value life more than power, profit and the “god” of war.
Professor Darrel Hamamoto breaks down how university students are being manipulated and mind controlled through university programs and what it is doing to society.
A great many things in our society today are fake. From news and marketing to science and politics, our world is filled with an extraordinary amount of lies, deception, disinformation, misinformation, fakery, fraud, facades, mirages and propaganda.
The good thing though is that once you awaken to the deception, you can use it as a tool for raising your consciousness. The idea that virtually everything is fake can be empowering rather than depressing. Sure, we’ve all felt overwhelmed, sad, angry and impotent at times when we’ve seen just how easily our (mis)leaders can fool the masses with sophistry and empty rhetoric, but they’ve all been placed there to challenge us to wake up more quickly and fully, and reclaim our world.
Here’s my list of the top 40 pieces of fakery in our world today:
1. Fake News
Let’s begin with the MSM (Mainstream Media) and their “news”, which is essentially corporate infotainment. The MSM waters down the news and makes it entertaining to further distract people from things of real significance…
See all 40 items at Everything is Fake: Top 40 Pieces of Fakery in Our World | Wake Up World
The underlying problem today…
A hundred fifty years ago, at least some Americans recognized that all serious discourse depended on the use of the faculty called Reason.
Formal debate, science, and law all flowed from that source. The source could be bent, twisted, and deployed in devious ways—but then people would know that. They would be able to point out where the arguer had gone wrong.
A common bond existed in some schools of the day. The student was expected to learn how Reason operates, and for that he was taught the only subject which could lay out, as on a long table, the visible principles: Logic.
This was accepted.
But now, this bond is gone.
The independence engendered by the disciplined study of logic is no longer a desired quality in students.
The classroom, at best, has taken on the appearance of a fact-memorization factory; and we should express grave doubts about the relevance and truth of many of those facts.
A mind trained no farther than rote parroting—regardless of how neat and precise it may look—is a listless mind with no center. It reaches out for vagaries and abrupt spectacular lies, hoping to find what it is missing. But the search produces nothing of value, because to discover logic, one must learn the whole subject as a branch of knowledge, not as a flicker of common sense sparking here and there in the landscape.
A society filled with people who float in the drift of non-logic is a society that declines. And in its decline, it accepts preposterous leaders and bizarre, self-sabotaging programs.
Ideologies that deny individual freedom and independence are welcomed with open arms, because they mirror a muddled people’s desire to confirm that failure is the inevitable fate of all of us.
When education becomes so degraded that young students are no longer taught to reason clearly, private citizens have the obligation rebuild that system so that the great contribution to Western civilization—logic—is reinstated in its rightful place.
Logic, the key by which true political discourse, science, and law were, in fact, originally developed, must be unearthed.
Logic and reasoning, the capacity to think, the ability to analyze ideas—an ability which has been forgotten, which has been a surpassing virtue in every shadow of a free civilization—must be restored.
Read much more at Independent Education: the crisis and the crossroad « Jon Rappoport's Blog.