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EDUCATION - The Social/Academic Axis
Financial Meltdown - October 2008
Anti-Realpolitik'The continuous drip drip of anti Realpolitik is an intellectual exercise that only works in isolation.
The middle class city dwellers in London have lost their basic common sense and substituted it with an illogical pseudo intellectual political correctness.
This isolationist culture has grown up not just because they spend their lives in the unreality of an office environment or because their food in sanitised.
This culture has grown up through the destruction of British working class values by the middle class academic educationalists. '
AcademiaThese people have indoctrinated generation after generation into a life of academic excellence while ridiculing the working class as third rate failures.
The continuous propagation of elitist rules to control the working class population is another example of how the superior bureacrat has convinced himself that he knows the answer to every work situation.
The complete arrogance of these people only shows their ignorance and ultimately that the “human rights” that they espouse is a complete fraud.
Human Rights is promoted at the same time as giving no respect whatsoever for anybody else's intellect or opinion.
Human Rights is basically undemocratic as it gives individuals legal rights over democratic principles.(the electorate)
The university academia has bred a culture of ideological minnows who have no individual experience outside of their own claustrophobic environment.
They have learnt nothing from life except to mirror other liberal left beliefs.
The BBC liberal left agenda destroyed Tony Blair, fox-hunting, and the working classes. While promoting multiculturalism, human rights and homosexuality.
Why are there gangs on the streets in this country fighting for power and respect.?
Because there was no place for them in the middle class education system
And because they don't want to play this stupid middle class game.
RevisionThere is a serious debate about revision for exams that has not been considered.
50 years later, maybe we should talk about it.
Question: If you are revising for an exam are you;
1. Cheating
2. Cramming
3. Learning
4. Conforming
Answers should be submitted on an A4 typed sheet with your name, school and class number in the top left corner.
June 2008
Sats
To test or not to test is totally irrelevant. Teachers are failing, schools are failing, pupils are being abandoned to their fate.
We are turning out a high percentage of uneducated louts who are only good at street slang, gang culture and bullying.
Academic education failed fifty years ago and will always fail. It does not educate the individual, it does not differentiate between the sexes, it does not identify human types or channel abilities into types of work.
Scientists know more about educating monkeys than they do about children. We spend more money on the Hubble telescope or looking for alien life forms than we do on our kids.
Is this a conspiracy of the rich & the powerful to keep the working classes ignorant or just a conflict of ignorance as government and teachers fight for power as yet another few generations of children fail.
And up & down the country a hundred universities educate and indoctrinate with no attempt to understand the psychological development of children.
What's the point of boring them to death with this mundane antique ideology of academia in the faint hope that they may identify with their teachers and learn how to memorise facts and repeat them robotically during a test.
Meanwhile killing all the youthful invigoration pouring from every child, their ability to think for themselves, their spontaneity, their ability to create better original works of art than Van Gogh, to write better stories than Dickens & Shakespeare. To excel their teachers.
Poverty is no excuse either. If a school is in the middle of a deprived estate the school should be the 'source.' Funded to save these children from their poverty.
EDUCATION - The Social/Academic Axis 1993
The Social/Academic Axis within the education system, if not correctly balanced can
cause a fragmentation within the school community which is then carried on into society at large.
When we send our children to school we expect them to receive a good education, but apart from learning the educational curriculum they will also learn behavioural patterns which will influence them for the rest of their lives.
These behavioural patterns will not only be learnt from the other children but from the teachers themselves and during their twelve years of education they will be subjected to a lot of these subliminal influences.
They will learn collective attitudes to authority, peer group competitiveness combined with influences from their teachers transferred without thought or intent.
Erosion of Working Class ValuesMiddle class values dictate that academic excellence is the life goal which children should aim for. This includes concentrating on passing exams with excellent grades to gain access to further education and ultimately University.
The by-product of this is the alienation of working class values and dissuading pupils from wanting basic work skills or visualising a future career in Industry, Engineering or other traditional working class areas.
Is our education system indoctrinating our children with the ideals of excellence and past literary glories instead of teaching them how to develop their own skills?
While it is generally accepted that children's behavioural patterns are moulded in their early pre-school years and are therefore primarily a parental responsibility this does not necessarily mean that it is impossible for schools to provide the solution and thereby save society the cost of social consequences later on.
Schools can no longer afford to turn their backs on the idle or the disenchanted. Children do not ask to be put into school, they are there by law.
Every child who fails in the education system is heading for one of society's problem areas that will eventually cost more money in the future whether it be in social care, state benefits or court cases.
Schools need increased resources so they can find solutions before they develop into forces which could create an even more fragmented society.
The origins of society are in its education system. If the education system is flawed, then society becomes flawed.
If the system is divisive, then society will become polarised and full of conflict.
If we are to get to grips with socially engineering a modern society then we must first find the solution to the problems within our schools by developing a more flexible approach to the individual needs of the pupils.
Handing pupils an academic dream and leaving them ill equipped to handle basic everyday life skills is only fulfilling half an education.
Education should be tailored to the needs of the children, not the children tailored to the requirements of the education system.
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Edited synopsis
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