Claude, 20. Oktober 2016, 22:04 Uhr
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Children are a potential threat to society; firstly their free, ungovernable and creative initiative, and secondly their sensitive, mysterious and alarmingly direct experience. The task of neutralising these cardinal threats begins with the parent or carer (see brainwashing) before being taken up by the teacher.
The first thing for a parent or teacher to do is to put their children in a school—a mediated environment separate from community, culture, context, society and nature. This simple act of separation is enough to foster confusion, stifle enthusiasm, warp relations between children and make learning a curiously unreal experience. After this critical first step, stunting initiative and denying experience are relatively easy.
STUNTING INITIATIVE
The individual must be dependent on uncivilisation for everything; for his food, shelter, security, knowledge, entertainment, health, transport and energy. The greatest threat to the world, therefore, are people who can grow their own food, build their own houses, protect themselves, educate and entertain themselves, heal themselves, transport themselves around and generate their own energy. Independence, in short, must be utterly crushed.
Such independence is gained through initiative, which comes from an interest in or love for uncertainty, confusion and the unknown, into which children are happy to plunge, heedless of consequence. This is not something they learn, but an inborn ability which all uneducated children possess. From a maelstrom of chaotic data and continual failure the child can pick out faint patterns, casually discard ideas and strategies that do not work and blithely continue playing, or doing, undaunted by apparent failure.
Your job as a teacher is to destroy this heedless insouciance and make sure that children approach uncertainty and difficulty with extraordinary trepidation; recoiling, for good, at the slightest failure. They must be taught that the unknown is an intolerable, painful or humiliating experience, and that their instincts to dive into, and master the means to let genius play with it, are deviant, unreal or untrustworthy.
This is done by introducing something called ‘learning’ into the child’s life. This is the belief that in order to do something it must first be broken up into a set of abstract laws and skills which the child must intellectually understand, remember and then ‘apply’. This approach to reality is so alien to children, so confusing and painful, that they will soon recoil from vast swathes of experience with abhorrence.
‘Learning’ is combined with three other basic elements of student indoctrination; school, syllabus and teacher. Once children have been forced or tricked into a school, they are then constrained by the syllabus—which has near total control over what they can do, and when and where they can do it—and the teacher, whose task is to place a group of children in one room, get them all to do one thing, and then, depending on the strategy the school / society wishes to take, either reward them with positive attention for producing the right answer (the competitive orwellian approach); or reward them with positive attention for producing any answer (the ‘inclusive’ huxleyan approach). In the first case, if students cannot produce the right answer they are wrong, do not win any praise and are instilled with terror at the prospect of failure; and in the second case if they produce a wrong answer, or perform poorly, they are—provided they are obedient—rewarded and ‘encouraged’—thus inculcated with total confusion about, and lack of interest in striving towards, quality.
In practice, these two approaches to teaching, like the concomitant ideologies of scientism and post-modernism, are combined, partly because it is difficult to reward a wrong answer in maths or a right one in the arts, but in both cases initiative, the desire to understand or do well for oneself without a need for [explicit orwellian or implicit huxleyan] threats or rewards, is effectively suffocated and the classroom ‘experience’, becomes so weird, stressful and artificial, that children will have nightmares about it for the rest of their lives.
DENYING EXPERIENCE
To subvert the child’s experience, focus first on the experience of other people, other authorities, external rules and imposed norms. This does not mean you cannot ask children what they think, or permit them to ‘express themselves’; in fact this is to be encouraged in a liberal, huxleyan society as it gives an illusion of child autonomy, while, actually, confirming nothing more than the opinions of the child’s peers, parents, celebrity heroes or managers of consumption.
After limiting the child’s understanding of truth you should go on to curtail its experience of sensory reality. Anything more real than a limited band of ideas, emotions, passive virtual sensations and competitive sports must be excluded from the classroom. Intoxicants, solitude, ecstatic art, quality, death, madness, birth, love, beauty, silence, free meaningful creation, sex, practical crafts, and direct experience of nature are all banned from school. Students and teachers can talk about these things, but they cannot experience them. Children are not allowed to do nothing, be completely alone, see or touch dead bodies, shape their own surroundings, ride horses, farm, light fires or live directly in the wild. Nature must only ever be experienced in the form of passive and sanitised entertainment; ideally film, or, if necessary, the odd carefully structured holiday. Again, you the teacher do not have to do anything to make sure this happens. Being in school is enough to isolate children from active social or natural reality.
It is particularly important that your students hyper-specialise. The more they involve themselves in a broad range of different subjects—especially abstract study together with practical action—the more they will start to ask themselves what different things have in common and begin to seek out that most extreme and subversive of states; connected sensory experience, or common sense, which must be avoided at all costs. Such an interest in the big picture could end up with healers concerning themselves with architecture, carpenters investigating the origin of property or otherwise productive engineers wasting years of their lives staring at dandelions.
UNIVERSITY
Professionals are not told what to do, and so, although they must be clever, energetic and novel thinkers, it must be within strict ideological limits. The most important component of professional university courses therefore is on rewarding ideological subservience. This does not mean adopting a particular (orwellian) ideology, but a particular ideological discipline. The ‘successful’ students are the ones who check out faculty attitudes so they can mimic them, who subordinate their own beliefs to an assigned ideology (whatever it may be), who are happy with being vaguely criticised without being provided the tools they need to correct their own efforts and who subject the focus of their attention to fundamentally obedient styles of work. It cannot be stressed enough that the content of the work can—indeed should—be as radical as you like—it is in the way one is forced to approach the work that the professional student is systematically conditioned.
In sum, ideological discipline must go much deeper than mere toadying—or the status of the teacher as ‘objective’ and of ‘not taking sides’ would come under critical scrutiny—so the ideology of the university must be built into the syllabus, which must have no reference to moral, ethic or aesthetic truth and, above all, in the structure of exams, which must:
- be separate from context (lots of tiny little problems to solve, narrowly focused themes to consider and abstract ideas to comment on.)
- involve intense time pressure or monotony, both of which will reduce critical awareness and creativity
- focus on other people’s concerns and interests
- contain lots of tricks to answer (esp. important in maths and physics exams—which reward memorisers over those with creative or reflective skills)
- demand the retention of huge amounts of information (and thus negation of life for years of revision and isolated study)
- demand unquestioned acceptance of given assumptions (e.g. that a normal approach to nature is domination)
- be, like law, ultimately irrelevant if you are privileged
This is part two of an intensive three part course in brainwashing (home, school and society) — and how to subvert it — in The Apocalypedia
(Source)
