Its not a good take because no alternative is provided, but the author does notice something important that 99% of other people don't notice today. They don't realize it explicitly, but the actions do recognize it implicitly.
The school system today uses elements, structures, and clusters, the same techniques used in real torture. Its embedded into the structure of by-rote pedagogy starting in the late 1970s, and it also goes by another name starting in the 90s, where Administrators, NEA representatives, and Teachers, call this "Lying to Children".
Most parents today seem to be simply too busy, treating school like daycare, or maybe they just don't love their children enough to put the time in to protect them and figure out what is actually happening to their kids.
Classic curricula followed the western philosophy of the greeks, you develop tools that let you reduce a working system to first principles (in guided manner), which are proven true, and then you use those principles to model the system accurate, and then predict the future parts of that system.
"Lying to Children" does the exact opposite in time. It starts with a flawed model that is useless teaching abstract concepts and includes other unrelated concepts that arise naturally from that flawed model. The student is then as mastery progresses forced to struggle to unlearn material that isn't correct, and then relearn the finer details with each new flawed model given in a progressive fashion, over, and over, and over, becoming more useful yes, but torturing themselves, and in a way destroying themselves in the process.
When questions or true insights occur, the flawed model breaks those insights requiring you to do things differently in earlier classes before you can use those, but not even this information is given so you can't leap frog the torture.
There are additional strategic structures that orchestrate failures to gatekeep technical fields like math. There is an Algebra->Geometry->Trigonometry sequence which uses a gimmick in undisclosed pass criteria between class 1 and class 3, so the student passes initially but then fails and has to go back to Algebra, but can't because its sequential.
Its called burning the bridge.
Regardless, the student is blamed, no help is given (because there is no cure for torture). They are told, "maybe you're just not a math person, you should choose a career that doesn't use this if your having trouble.
This gatekeeper is orchestrated to induce PTSD towards math in general, and as all technical fields require math this prevents them from entering those fields. Some are able to pass and enter these professions, but never the best and brightest, only the most compliant with blinders.
The exception to this is if you bypassed the entire process through private boarding school, and Ivy league college straightaway. If your an elite, you get a decent education.
These structures follow a false ideology based in gnosis/gnosticism which is long refuted, but that hasn't stopped these things from being used for purpose, or allowed others to remove these.
There is an all out war that has been happening for years, a war on our children. Compare low attention spans and other things with the documented characteristics of torture from PoWs and you'll see there are parallels everywhere.
The thousand yard stare. Hollowed out feelings. Lashing out. These are often referenced in the material on torture.
The problem is unlike adults, once broken and distorted by torture children carry that forward their entire lives, unable to change because its not learning, its torture, and there are very few who ever recover.
Failing to see the reality of what is happening and calling it lazy and complacent without understanding is problematic and most definitely not the sign of a good parent if that means you let your children's minds be destroyed under a false belief that its just laziness.
For those parents that are unaware of what I mean by torture. You can read books on the subject matter by Joost Meerloo, or Robert Lifton. From the case studies you can derive the requirements and you would be shocked to find and recognize these things being used everywhere today without you knowing. Robert Cialdini touches on the psychological blindspots used which bypass your and your children's perception to the issue.
The elements are isolation, cognitive dissonance, coercion with real or perceived loss, and lack of agency to remove oneself from the situation. Some would argue this also includes time and exposure.
Structuring and Clustering, forces active engagement through specially designed circular trauma loops, forcing the psyche back on itself to destroy itself, and narco-synthesis and narco-analysis which in the 50s used barbituates to trigger dopamine are used today through associative priming through many ways including your phone (gamification uses many of these things learned from research on torture).
It is established that those who are drugged have less resistance to torture, and those with faith-based beliefs tend to resist torture better. One of the first things to go under torture is rational thought.
The school system today uses elements, structures, and clusters, the same techniques used in real torture. Its embedded into the structure of by-rote pedagogy starting in the late 1970s, and it also goes by another name starting in the 90s, where Administrators, NEA representatives, and Teachers, call this "Lying to Children".
Most parents today seem to be simply too busy, treating school like daycare, or maybe they just don't love their children enough to put the time in to protect them and figure out what is actually happening to their kids.
Classic curricula followed the western philosophy of the greeks, you develop tools that let you reduce a working system to first principles (in guided manner), which are proven true, and then you use those principles to model the system accurate, and then predict the future parts of that system.
"Lying to Children" does the exact opposite in time. It starts with a flawed model that is useless teaching abstract concepts and includes other unrelated concepts that arise naturally from that flawed model. The student is then as mastery progresses forced to struggle to unlearn material that isn't correct, and then relearn the finer details with each new flawed model given in a progressive fashion, over, and over, and over, becoming more useful yes, but torturing themselves, and in a way destroying themselves in the process.
When questions or true insights occur, the flawed model breaks those insights requiring you to do things differently in earlier classes before you can use those, but not even this information is given so you can't leap frog the torture.
There are additional strategic structures that orchestrate failures to gatekeep technical fields like math. There is an Algebra->Geometry->Trigonometry sequence which uses a gimmick in undisclosed pass criteria between class 1 and class 3, so the student passes initially but then fails and has to go back to Algebra, but can't because its sequential. Its called burning the bridge.
Regardless, the student is blamed, no help is given (because there is no cure for torture). They are told, "maybe you're just not a math person, you should choose a career that doesn't use this if your having trouble.
This gatekeeper is orchestrated to induce PTSD towards math in general, and as all technical fields require math this prevents them from entering those fields. Some are able to pass and enter these professions, but never the best and brightest, only the most compliant with blinders.
The exception to this is if you bypassed the entire process through private boarding school, and Ivy league college straightaway. If your an elite, you get a decent education.
These structures follow a false ideology based in gnosis/gnosticism which is long refuted, but that hasn't stopped these things from being used for purpose, or allowed others to remove these.
There is an all out war that has been happening for years, a war on our children. Compare low attention spans and other things with the documented characteristics of torture from PoWs and you'll see there are parallels everywhere.
The thousand yard stare. Hollowed out feelings. Lashing out. These are often referenced in the material on torture.
The problem is unlike adults, once broken and distorted by torture children carry that forward their entire lives, unable to change because its not learning, its torture, and there are very few who ever recover.
Failing to see the reality of what is happening and calling it lazy and complacent without understanding is problematic and most definitely not the sign of a good parent if that means you let your children's minds be destroyed under a false belief that its just laziness.
For those parents that are unaware of what I mean by torture. You can read books on the subject matter by Joost Meerloo, or Robert Lifton. From the case studies you can derive the requirements and you would be shocked to find and recognize these things being used everywhere today without you knowing. Robert Cialdini touches on the psychological blindspots used which bypass your and your children's perception to the issue.
The elements are isolation, cognitive dissonance, coercion with real or perceived loss, and lack of agency to remove oneself from the situation. Some would argue this also includes time and exposure.
Structuring and Clustering, forces active engagement through specially designed circular trauma loops, forcing the psyche back on itself to destroy itself, and narco-synthesis and narco-analysis which in the 50s used barbituates to trigger dopamine are used today through associative priming through many ways including your phone (gamification uses many of these things learned from research on torture).
It is established that those who are drugged have less resistance to torture, and those with faith-based beliefs tend to resist torture better. One of the first things to go under torture is rational thought.