The Trap: Regurgitation Leads to Competing with Computers
The Endgame of Dumbing Down
As shown in Parts 1 and 2, the oligarchy have been pursuing the dumbing down of the lower, middle, and upper-middle classes as a matter of course for a very long time. This has been done from the earliest of times by centring on regurgitation, which leaves the population (as a whole) competing, at first with one another for the limited jobs in the public sector and the growing private oligarchic sector, later transitioning into a planned economy where small businesses are destroyed.
This continued dumbing down changed in the 1930s, from a (till then) already dumbed down curriculum (as shown in Parts 1 and 2) based on a regurgitated knowledge-based curriculum, to an even less intelligent “performance”-based curriculum. Later, this performance-based curriculum would lead directly to the public competing with computers. This was founded by the Rockefeller family, which had a multi-volume set of insider books that were not available to the public, but were written by the American Historical Society and paid for by the Carnegie Corporation. Once again, the publicly presented titles of these changes to the public, over the century, were never stated clearly in their true purpose, but were falsely named to swing parents emotionally to support each of the new deforming changes.
In Part 2 of this series we covered the Frankfurt School, which had the schools attacking patriarchal families and logic-based critical thinking, thus changing to a Marxist critiquing of the family only, and masculine logic-based themes. The results of this influence can be seen in the top-down Woke Agenda today, but one must see that the schools had the strongest hands in creating this agenda, and only second was the controlled media influence – in things like music and other cultural influences.
The key book on this era is “The Deliberate Dumbing Down of America: A Chronological Paper Trail” by Charlotte Thomson Iserbyt – who served as a senior advisor in the Office of Educational Research and Improvement under the Reagan administration, and whose insider knowledge of the system came in part from her own Blue Blood background, as her grandfather attended Yale and was a member of the Skull and Bones secret society there. A free online copy can be found via the link in the Further Reading and Watching section below.
AI is Not the Threat They Say It Is
Unbeknownst to the population, AI is not the main danger some presenters are now suggesting, as AI must be programmed by people, and therefore will never reach the ability to think beyond what has been programmed into it. What has been played down in the media, and will continue to be played down, is the fact that those who followed the endless incentives to spend their lives trying to regurgitate for exams etc. is the real evil threat, as it leads to a dead-end collision with the computer’s main function. The AI will in fact be better than them at this area of knowledge in seeking out information and placing it in its proper spot. This AI will certainly be used to dishearten and cause many to feel powerless, and surrender to the idea that AI is something it is not. Precrime and AI as god are meant as mind games on the public to make many on the edge give up, and/or even more surrender to the beehive collective. Yet if the population were to remove themselves from the regurgitation apparatus, and start to actually learn things, as Richard Feynman has pointed to in his books, they will see the system’s emphasis on IQ and AI as less of a threat, when they instead begin to self-learn (or be autodidactic). One must learn to enjoy learning and not memorise or force-feed oneself the slop being force-fed by the people trying to depopulate you and your family.
This is why the system has preferred females and effete male teachers, with an emotive curriculum that they have continued to expand beyond the earlier Prussian Educational System, so as to be able to create more people more easily manipulated. Fear makes effetes memorise more readily, and then forget what they memorised just as fast. Each fear demands centring on the new info to memorise and thus pushes out the last one, as the immediate fear trumps past fears that are of the same level from the past. Men with normal levels of testosterone, and reasonable IQs, outdo the other kind of persons preferred by the kleptocratic system. Richard Feynman – the Nobel Prize-winning American physicist whose books and lectures became the most widely read critique of the difference between knowing a name and actually understanding something – relates this to pathways in the brain, that are already mapped out from bad school curriculums, but when we learn by ourselves using tools, real examples, and the use of simple language, we create new pathways in the brain and do not forget learning. I was very much the same, as I loved to learn once I left school and have gone in any direction I liked. In a few classes I tried in university I would ask questions and saw blind regurgitation being presented by professors.
Please note that Mr. Feynman comes from a Jewish background, but married against his family’s wishes and is no defender of the educational system. He dissects it. Please see the YouTube summary of Richard Feynman’s ideas and his critique of IQ in the Further Reading and Watching section below.
His books are “Surely You’re Joking, Mr. Feynman!” and “What Do You Care What Other People Think?”
One need not imagine very hard these facts by simply seeing how consistently the Kleptocracy has gone about killing off traditional western men in many controlled wars, and in using ambitious, sycophantic regurgitative gays, bisexuals, effete males, and women to work their agenda. They enlist emotional people to create more emotional people, and logical and moral men are marginalised and/or killed off in wars, to help in the emotionalising of the population as much as possible. This carries over to immigration, where lower-IQ and lower-educated people are brought into countries to stoke the flames of dumbing down and emotionalising.
In addition, MK Ultra research shows it is easier to program females, children (more like females in their youth), and sexually confused gays and bisexuals (as they fail to cross over, or in lesbian cases take on true male strengths). What has been termed the simp epidemic – sycophantic males, or feminism-supporting males (thus males that have moved from following their mothers to following women who then follow the agenda) – can also be explained as part of the agenda.
Bravery in pursuing information on one’s own, damn the ramifications in status, wealth, and popularity, takes bravery of a sort not found in females, children, and skittle personalities. There have been gay men that have been brilliant, but would they have been gay if they had not had their first sexual experiences in a fagging British educational system of the past, Freemason Lodges of the present, or via abuse by insiders of the elite? These gay males have been sacrificed and placed into the harshest of evil training to be part of the elite, if they are able to survive. They are unlikely to have ended up gay if they were left to a natural upbringing. This will be dealt with in more detail when I cover homosexuals.
“Do not say a little in many words, but a great deal in a few.” – Pythagoras
In the classical age of the past it was the greatest skill to teach others in the simplest words and in the shortest use of vocabulary.
The True Goals of the Curriculum – Inglis Laid Bare
With all this dumbing down in mind, what are the overall goals with the curriculum? The following outlines are taken from the book “Principles of Secondary Education” by Alexander James Inglis – an early 20th-century Harvard education professor whose frank summary of the system’s true purposes was intended for the eyes of the technocratic management class only, not the parents whose children it described. For the top brass of the new teaching technocracy there are overall goals to dumb down the population, and they are as follows:
Adjustive Function – To fix the habits of the masses’ reaction to authority and to be passive to it.
Conformity Function – Make children as alike as possible (including genders), so that the market research done will lead to the more easily selling of the agenda and products to the masses. The same limited goods can therefore be sold to the wider group with fewer options, and in addition, of course, propaganda will not need to be as specialised and varying either.
Directive Function – Diagnose the proper social role in the “dominance” hierarchy and keep it stratified, or in simple terms make and maintain a scientific “caste” system, similar to what you find in India (where they likely observed this in much detail under British Imperialism and the British East India Company) in the past.
Differentiating Function – This simply centres on not letting the lower levels know what the upper levels are doing – or are truly pursuing in all organisations (whether private or public). Thus, each level in any hierarchy can lie, officiate, and gaslight to the next level down, or all levels below, as in Freemasonry Degrees and all other occult groups. Yet this goes on across the board with government organisations, charities, and private companies with confusing and obfuscating language.
Selective Function – A Darwinist assessment of the breeding quality of children and the implementation of prevention of the poorer classes reproducing. Tag the unfit with their inferiority by giving them poor grades and menial replacement and humiliation. Breaking their spirit and leaving them uneducated and unable to even articulate what is going on. Please understand that even the elite children who are not open to programming and sexual exploration can be found unfit.
Propaedeutic Function – Grooming those in the highest classes to manage the lower classes in special elite schools. Only a fraction of the population needs to carry on the system, as the manager class (technocracy) need not know the goals – as they need only follow directives and be good bureaucrats. A “special technocratic language” should be used among higher-ups to obfuscate, and the common language bastardised by stifling and distorting it (by fashion of all kinds) with even the limited use of keyboard letters, and the encouraged use of emoticons.
Books, Paywalls, and Kindle – The True Fahrenheit 451 Burning of Books
By the removal of books from libraries, and the erection of expensive internet paywalls that make online information unaffordable for almost all, information can be limited to those in the know. The use of Kindle books is being used so that upgrades (or more accurately downgrades) to information can come to meet the agenda of political control over time – unbeknownst to the owner of the Kindle tablet or software user.
Dumbing-down downgrades can be masked as being politically correct upgrades for the hysterical woke useful idiots. If there is an internet cyber-attack you can be sure the later Kindle books will be even more downgraded from the older original book versions. Only the older people that read books or watched movies in their original form will know the original stories, or documentaries, have been changed. Once that generation is gone, the downgrade will become the new history.
“Who controls the past controls the future. Who controls the present controls the past.” – George Orwell, “1984”
Adolf Hitler: “When an opponent declares, ‘I will not come over to your side,’ I calmly say, ‘Your child belongs to us already… What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time, they will know nothing else but this new community.'”