We Have A Problem – Is There A Solution?
It is one thing to identify a problem. It is another thing entirely to seek out a solution.
[Original youtube video here]
JLB1806 – We Have A Problem – Is There A Solution? (18-Jan-2018)
Free 20-minute video here.
John Taylor Gatto video here.
Alexander Inglis’ book here.
Harvard Crimson article here.
Post updated with reuploaded video 1-Aug-2019. Reuploaded again 24-Jul-2024.
We have been lulled into a sense of being smart by our education: It was designed to act in that way. But there’s a sting attached which is interesting, for those who even notice it:
https://www.etymonline.com/search?q=smart
smart (adj.)
Middle English smert, from late Old English smeart, in reference to hits, blows, etc., “stinging; causing a sharp pain,” related to smeortan “be painful” (see smart (v.)). The adjective is not represented in the cognate languages.
Of speech or words, “harsh, injurious, unpleasant,” c. 1300; thus “pert, impudent; on the impertinent side of witty” (by 1630s). In reference to persons, “quick, active, intelligent, clever,” 1620s, perhaps from the notion of “cutting” wit, words, etc., or else “keen in bargaining.”
From 1718 in cant as “fashionably elegant;” by 1798 as “trim in attire,” “ascending from the kitchen to the drawing-room c. 1880” [Weekley].
We believe ourselves educated and therefore ‘smart devices’. [#ironic]
I already know all I need to know.
History of mass education is all about mass production: Including any and all leisure time.
So what are the implications for me? Good question JLB
https://tottnews.com/2018/02/15/purpose-of-secondary-education/
Ethan links to JLBs [your] site. I’m asking is this where the so-called “NPCs” came from? As a deliberate ‘epsilon’ creation? A deliberate product of the education system?
The book also heavily discusses the “integrating function” of secondary education, which describes the development of “like-mindedness” and “social solidarity”, further emphasising the true nature of modern education.
“Such a system leads to the subsequent implication that social worth is determined in a collective environment, causing children to be dependent on teachers/experts rather than on themselves. It also praises total conformity and condemns individuality as a threat to the system, and teaches that schedule, not interesting work, is what has value.”
ESPECIALLY: “Individualistic-Avocational Aim’ – “The preparation of the individual for those activities … primarily involving individual action, the utilisation of leisure, and the development of personality.”
Yes, again what are the implications for me?