...where the Two become the One
Where did the American school system come from? And what are its true purposes? These are excerpts from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 93: “The Technology of Subjection” and Section 94: “The German/American Reichsbank” Get the book: http://mhkeehn.tripod.com/ughoae.pdf For Part 1, CLICK HERE. For Part 2, CLICK HERE. For Part 3, CLICK HERE. Read more »
Why should we avoid compromise and meeting in the middle as a means of solving our problems? We’ve all heard the adage that “we each have our own subjective truth”, and while this may be true, it does not negate the reality of an objective truth’s existence. There are gradients of truth, just as there are gradients of lies. Subjective truth and objective truth are very different, whereas subjective truth […] Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 90: “The Prussian Reform Movement” and Section 91: “Travels’ Reports” Get the book: http://mhkeehn.tripod.com/ughoae.pdf For Part 1, CLICK HERE. For Part 2, CLICK HERE. For Part 4, CLICK HERE. Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 89: “The Long Reach of the Teutonic Knights” The second installment in the second phase of the School Sucks Project’s Best of John Taylor Gatto series. For Part 1, CLICK HERE. For Part 3, CLICK […] Read more »
Where did the American school system come from? And what are its true purposes? This is an excerpt is from John Taylor Gatto’s book, The Underground History of American Education Chapter Seven: The Prussian Connection, Section 88: “The Land of Frankenstein” The first installment in the second phase of the School Sucks Project’s Best of John Taylor Gatto series Get the book: http://mhkeehn.tripod.com/ughoae.pdf (the video looks like it was removed, […] Read more »
“In theoretical, metaphorical terms, the idea I began to explore was this one: that teaching is nothing like the art of painting, where, by the addition of material to a surface, an image is synthetically produced, but more like the art of sculpture, where, by the subtraction of material, an image already locked in the stone is enabled to emerge. It is a crucial distinction. In other words, I dropped […] Read more »
“We” is a powerful and dangerous word. And peaceful people should avoid using it when talking about the actions of violent strangers. Imagine you lived in a neighborhood controlled by a violent gang… What if you started using first-person plural pronouns, like “we,” “us'” and “our” when discussing the gang and their activities, even though you were not in the gang, you didn’t know anyone in the gang, and no […] Read more »
John Taylor Gatto (born December 15, 1935) is an American retired school teacher of 29 years and 8 months and author of several books on education. He is an activist critical of compulsory schooling and of what he characterizes as the hegemonic nature of discourse on education and the education professions. Gatto was born in the Pittsburgh-area steel town of Monongahela, Pennsylvania. In his youth he attended public schools throughout […] Read more »
What is an emotional / energetic block? Quite simply, it is a lack of understanding, which is connected to our emotions and logic. Our emotions, which serve as a type of logic / CPU in a computer, function as a bridge between our perceptions (input) and actions (output). Understanding (our unconscious mind / emotions / feelings) is the bridge between what we think (conscious mind) and what we do (subconscious […] Read more »
It is okay to watch TV, as long as we are doing so with our critical thinking turned on (we use the Trivium), since most programs are meant to bypass our critical thinking and pull at our feelings, so that they can then condition our minds with their programs. Our critical thinking acts as a type of virus protection and firewall against the external programs that seek to make our […] Read more »
One of the major hurdles we run into when conveying certain concepts to others is their inability to understand the logical implications and nuances of our message. Their thinking is clouded by their own self-deceptive logic, so much so, that they are unable to reconcile the facts of a situation when they are presented, and immediately go into denial, resistance, name calling, and argumentativeness; which they support with poor logic. […] Read more »
Over the course of the past few years, a few people have felt that we weren’t open minded, since we were not open to their opinions and reasoning, but this is far from true, as it is our ability to think critically that causes us to accept or reject their opinions. Not all opinions and reasons are equal, as many are built upon emotional attachments, missing knowledge, and/or fallacious (deceptive) […] Read more »
Each person speaks and writes their insights from the level that they are at, and from where their perceptions are in the moment they are conveying their message. If they have not honed their ability to reason, especially with a system of critical thinking that continually asks and refines questions (we recommend the Trivium), then the messages that they are conveying are going to be quite limited, uninformed, and lacking reason. […] Read more »
Genesis 2:8-9; 15-17 (NIV) 8 Now the Lord God had planted a garden in the east, in Eden; and there he put the man he had formed. 9 The Lord God made all kinds of trees grow out of the ground—trees that were pleasing to the eye and good for food. In the middle of the garden were the tree of life and the tree of the knowledge of good and evil. […] Read more »
