The current proposed methods for improved learning all seem to suggest that behavioral intervention cannot be separated from the process. This is in keeping with the very old myth that children are born broken and must be fixed.
This belief system is not being challenged, and yet it has developed from the aspirations of educators who are following the designs of government rulers and industry leaders. To these designers, thinking and creativity are a threat, and it is more important to them that behavior follows a particular pattern than for it to be healthy, ethical, or even individually productive.
The design does not encourage learning as secondary to the importance of arbitrary and fluctuating behavioral standards, but rather it suggests that, unless learning is nothing more than a byproduct of standardized behavior, it has no importance at all. The goal is to empower the collective rather than the individual and the regulations which are used to promote this goal would support a very small elite based on eliminating the majority of competitors.
The biggest obstacle in empowering citizens who are subjected to the abuses of these regulations and unreasonable standards is helping them to realize that they are not lacking in important skills or knowledge. They have been taught to believe this about themselves due to methods of mental conditioning, which are justified by the Royal label "education".
Our leaders are not superior thinkers at all. The harmful motivation behind their goals prevents the designers from thinking clearly and making rational decisions. If their agenda is not prevented, they will learn about the price after its too late. It reminds me of someone piecing together a jigsaw puzzle with a hammer. While it may provide a temporary convenience to believe that your efforts are progressive, once you're able to see what the combined efforts have produced, the mistake will become apparent.
The public education system in the United States has never been much more than an experiment in social engineering. Whomever doesn't fit and can't be forced to fit (like the inconvenient pieces of a jigsaw puzzle) will get discarded.
The engineers sought first to create a belief system that would serve the leadership based on the claim that it was best for everyone (the collective).
In Chapter 2 of The Underground History of American Education by John Taylor Gatto it says:
Participatory Democracy Put To The Sword
"Thirty-odd years later, between 1967 and 1974, teacher training in the United States was covertly revamped through coordinated efforts of a small number of private foundations, select universities, global corporations, think tanks, and government agencies, all coordinated through the U.S. Office of Education and through key state education departments like those in California, Texas, Michigan, Pennsylvania, and New York.
Important milestones of the transformation were: 1) an extensive government exercise in futurology called Designing Education for the Future, 2) the Behavioral Science Teacher Education Project, and 3) Benjamin Bloom’s multivolume Taxonomy of Educational Objectives, an enormous manual of over a thousand pages which, in time, impacted every school in America. While other documents exist, these three are appropriate touchstones of the whole, serving to make clear the nature of the project underway."
The second of these is:
"The second document, the gigantic Behavioral Science Teacher Education Project, outlined teaching reforms to be forced on the country after 1967. If you ever want to hunt this thing down, it bears the U.S. Office of Education Contract Number OEC-0-9-320424-4042 (B10). The document sets out clearly the intentions of its creators—nothing less than "impersonal manipulation" through schooling of a future America in which "few will be able to maintain control over their opinions," an America in which "each individual receives at birth a multi-purpose identification number" which enables employers and other controllers to keep track of underlings and to expose them to direct or subliminal influence when necessary. Readers learned that "chemical experimentation" on minors would be normal procedure in this post-1967 world, a pointed foreshadowing of the massive Ritalin interventions which now accompany the practice of forced schooling."
This means that what individuals think doesn't matter to the collective leadership. This would certainly mean that anyone receiving a diagnosis of learning disability or developmental disability (which describes behavioral deficits) such as autism is given the least amount of respect and the harshest form of punishment. Recently, the bill HR 4247 proposed that all teachers be trained in using restraint and seclusion. Such training would be taught in classes for Positive Behavioral Support. What is claimed was that the individual states were not using force appropriately and therefore, must be governed federally.
The corruption and abuse that American citizens now face at the hands of the medical industry are due to the funding of that industry primarily resulting from the sale and distribution of mind altering/compliance inducing drugs. The way this mass marketing campaign was successful began with using the Diagnostic Statistical Manual (DSM) to show how the least valued students were behaviorally impaired and learning disabled.
"The Behavioral Science Teacher Education Project identified the future as one "in which a small elite" will control all important matters, one where participatory democracy will largely disappear. Children are made to see, through school experiences, that their classmates are so cruel and irresponsible, so inadequate to the task of self-discipline, and so ignorant they need to be controlled and regulated for society’s good. Under such a logical regime, school terror can only be regarded as good advertising. It is sobering to think of mass schooling as a vast demonstration project of human inadequacy, but that is at least one of its functions."
I can't see how there could be any question that the regulations for behavioral modification would be set at the federal level of government.
"In a speech he gave before businessmen prior to the First World War, Woodrow Wilson made this unabashed disclosure:
" We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks."
Some of the ideas which led to Wilson's statements were:
"Occasional Letter Number One
"Between 1896 and 1920, a small group of industrialists and financiers, together with their private charitable foundations, subsidized university chairs, university researchers, and school administrators, spent more money on forced schooling than the government itself did. Carnegie and Rockefeller, as late as 1915, were spending more themselves. In this laissez-faire fashion a system of modern schooling was constructed without public participation. The motives for this are undoubtedly mixed, but it will be useful for you to hear a few excerpts from the first mission statement of Rockefeller’s General Education Board as they occur in a document called Occasional Letter Number One (1906):
"In our dreams...people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple...we will organize children...and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way.""
Recent events such as the Wikileaks and regulations that are now being encouraged to prevent citizens from using the Internet for questioning corporations serve as reminders that more than ever it is important to radically challenge governmental standards and the abuses of corporations.
On the Wikileaks situation, it says here:
"What is really going on here is a war over control of the Internet, and whether or not the Internet can actually serve its ultimate purpose—which is to allow citizens to band together and democratize the checks on the world’s most powerful factions."
The idea that compromises must be made within the political realm are usually at this point a way of preventing democracy and the progress the democratic process encourages. It is impractical and even dangerous to believe that our public institutions will provide what they claim.
The first step to liberation is realizing that we have choices. Once we can accept the responsibility and the empowerment that comes with those choices we will have fewer reasons to fear those who govern us and our fear-driven emotions will have less control over our lives.