What word can best describe the contemporary and practically global ritual of two hypothetically sane and rational individuals, commonly known as "parents", blithely submitting to a state's demand to hand over their child, usually to total strangers, for so-called "compulsory public education"; Strangeness or Insanity perhaps? Further baffling matters would be to understand that these parents should be able to identify and thus sympathize with the experience, for they themselves hashed their own way through they very-same system not so long ago.

1. the Global Education System, the Industrial Revolution, the
Final Failure of Monetary Economics and Our Emergence
into a New World Culture
by: Eric Bochene | July 15, 2009
What word can best describe the
contemporary and practically global ritual of
two hypothetically sane and rational
individuals, commonly known as "parents",
blithely submitting to a state's demand to
hand over their child, usually to total
strangers, for so-called "compulsory public
education"; Strangeness or Insanity perhaps?
Further baffling matters would be to
understand that these parents should be able
to identify and thus sympathize with the
experience, for they themselves hashed their
own way through they very-same system not
so long ago.
Whether individuals choose to discuss deeper and
more significant matters such as this topic of compulsory education, especially when compared to prosaic subjects
such as celebrity gossip or sports doesn't matter much, for undeniably, at least a feeling that something is wrong
permeates around us. Although, if one is lucky enough to get onto the topic with others, its often quite difficult to get
beyond just scratching the surface of the subject amongst family, friends and neighbors because all too many have
subscribed to dogmatic ideas along the lines of, 'its not polite or allowed to discuss religion or politics'. What they
really mean is anything that disrupts or makes an affront to their rigid set of beliefs.
Personally, I can look back with the information and cognitive facilities I now have and confidently say that quite early
on in my youth I knew something was deeply wrong with America. Especially in relationship to what I could see as
being 'true' about the society and culture and to what the education and popular belief systems were trying to tell me
about it. I can recall and objectively examine, rather than repress, a good portion of the troublesome thoughts and
feelings I struggled with as an adolescent.
The idea of it not being 'polite' to discuss religion or politics often comes to mind reminding me of how strange I
thought it was at the time. I see now, that at that age and being under the influence of the educational system from
my most malleable years onward, I was, by design, not given nor allowed the opportunity to develop the mental nor
linguistic tools to express an argument against the absolute absurdity of the whole idea. How I'd love the ability to
project my consciousness back in time to that young version of myself in order to counter the utterance of those
infamous words with simple questions such as, “Can't you see this line of thinking as being an all-too-convenient
coincidence for the creatures in perceived positions of authority? Could you just possibly imagine that this is
something that has been intentionally designed and disseminated outward amongst the masses to keep us from
examining the majority of our socioeconomic problem's true source"?
This commonly held feeling that 'something is wrong' is shared amongst many in America. But, they would be largely
mistaken if they thought that the problem was unique to America. It would be understandable however and a long list
could be presented at this point that would illustrate nearly endless reasons. Notably, one reason that stands out to

2. many is the fact that the majority of Americans have never had the opportunity and amazingly wonderful learning
experience of traveling around the world or of living outside of America. Not only Americans but also the majority of
people in this world couldn't even clarify the differences between 'tourism' and 'travel' if they were presented with the
question. Interestingly enough I've experienced too many military and ex-military people who have served abroad
and ignorantly attempt to equate being stationed abroad as travel. This idea of tourism or being stationed abroad
being similar to or the same as traveling is absurd, for the philosophical concepts and experiences involved are not
even remotely connected, but in fact, are highly contradictory in their fundamental principals and goals.
In relation and for instance, many Europeans love to reference (often with a slight tone of arrogance) some vague
statistic (usually ranging between 7%-20% depending on who is espousing it) about how only a fractional number of
American citizens possess a passport and thus travel outside of the United States. What does this have to do with
education? Well, its just one example that illustrates our educational problem is globally rooted and not just isolated
to America or American society.
It shows us quite clearly that reason, deduction and critical observation skills are not seen as something to be
developed and nurtured in students much outside the fields of advanced sciences and mathematics. If they were,
then more, if not most of those that choose to be critical of many American's 'lack of travel' would be able to deduce
that people who live in Europe have a luxury that offers them the chance to experience many different countries,
cultures, foods and languages all relatively in a day's trip away as the European continent is very small and fits a lot
of different countries into it. They would also be able to comprehend, again via reason and simple deduction, that it's
not just most Americans, but most people alive today on Earth that have never nor are ever likely to travel outside of
their perceived 'homeland'.
The innate abilities and urges which are deep-rooted in the essence of the human spirit to reason, deduce, conduct
critical analyses, creatively think, discover and thus create and build rather than obey, follow and destroy being not
only ignored and discouraged within our youth at the earliest ages of life and in the dismal learning environments
known as our 'schools' is only a tiny hint at the vulgar incompetence of our educational systems. And again, the
incompetence is not distinctive to any one region or nation but is in fact a problem of global pandemic proportions.
What makes the whole realization even worse is when we discover that the incompetence is not unintentional or
some sort of by-product of external factors, but actually by design!
Seek out someone who has had the experience of teaching
public school or even university level classes in let's say China
for example (which I myself have). If they've taken the time to
conduct any critical examination of the experience and of the
system, they should be able to tell you that the rhetoric often
heard in western countries about Chinese students (or Asians
in general) scoring so highly on tests is in many ways a gross
misrepresentation if not an absolutely meaningless and loaded
statement. For in China its pure and simple rote learning, or,
memorization drill tactics for standardized curriculum and
testing. Sounds much like your child's school or the school you
trudged your own way through not so long ago? Well it should,
because globally, and in essence, all of our schools today are
based on the model of a rote learning system that was
developed in the Kingdom of Prussia (now a part of modern
day Germany) during the 18th century. A model and system
that made Prussia one the first nations in the world to feature
a compulsory education system or “Volksschule”.
Briefly, "rote learning" espouses learning via repetition and
seeks to enable or in fact "prompt" individuals to quickly recall
socially acceptable institutionalized answers and meanings.
While rote learning is a logical approach and reasonably

3. affective for things such as the mastering of an alphabet, development of reading skills and the memorization of
mathematical equations, its a technique that avoids the deeper truths and deeper understandings of complex subject
matters. Undeniably, that the method cripples imagination, discourages critical thought and creates a false view of
what 'learning' is truly about.
The agenda in Prussia of instituting this system was to engineer a society (the public) that possessed not only a
prescribed level of basic reading, writing, and arithmetic skills, but also a rigid belief-system towards duty, discipline,
servitude and obedience to the state. To sell the system to the public, the proponents espoused numerous social
benefits, materialistic ideologies and visions of a utopian future. Of course they kept the manipulative ulterior motives
hidden, but with hindsight, critical analysis and a copious amount of documents available to study, it is of record
today. It's also been recorded that this 'Prussian system' almost immediately spring boarded into the United Sates
and has by now been adapted to nearly all corners of the globe.
At this point, the question of why did the system spread so quickly and why are we still living with it may be asked
and to answer the question with the simplest of answers, we can say that the whole ideology of the system was and
still is quite conducive to the monetary system, industrialization and consumerism. Especially the current form we
have today that began in the early 1800's.
Accept the reality or choose to deny it, but it still stands that practically all of us alive today can universally be
identified as existing in the construct of these functioning parameters and this is true regardless of what names your
respective nation and its power structures choose to give it or to indoctrinate its masses into believing their so-called
'culture' and 'nation' represents. For after all, the dominant culture one is born into, is most typically the culture that
one submits to and abides by.
To further understand how and why this Prussian ideology of compulsory education took root so rapidly and
ultimately spread over a globe where public education was practically non-existent prior to it, we should first know
that the collective history, or what I term the “collestimony” (collective + testimony) of our species' developments and
advancements is in fact incredibly similar and congruent across our physical geographies and cultures. As well,
'culture' for the most part doesn't really exist because what many call “culture” is in fact nothing more than learned
behavior and learned behavior is generally passed from one individual or generation to another. This happens via
non-genetic means, namely via imitation and in biological terms we refer to this action as a “MEME”.
During the late 18th and early 19th centuries, the
human species was emerging into a global
revolution that is commonly referred to by
historians as the 'Industrial Revolution'.
Transitioning from an agrarian society into an
industrialized society and culture was a perplexing
issue to the elite classes and more significantly to
the fairly new and emerging 'intellectual class'
which started forming in the early 1700s and quite
definably via today's terminologies consisted of
'utopianists'.
The commonly held hypothesis of this new class
was that the traditional aristocracies were overtly
impulsive, egocentric, and of course authoritarian,
while the ordinary people were en masse, an
animistic sort possessing no sense of individuality as the group subsumed individualism. By drawing numbers from
the merchant, manufacturing, and professional elements of society, the intellectual class grew and morphed into a
larger group, which we shall call 'strategic achievists. Essentially this new class of created a whole new cultural and
behavioral MEME that gave humanity ideologies such as: Change is inherent and manageable in the grand scheme
of things. Learning and utilizing the secrets of how things work can bring success and progress. The manipulation of
resources and people gives comfort and convenience. Prosperity and success is mostly related to tangible and
materialistic things attainable through competition and purchasing.

4. Not only did a whole new belief system and cultural MEME arise from this time period but a whole slew of new
professions arose and were developed. We still see many of them today, yet some we've seen the disappearance of,
i.e. the plantation overseer. Others we are debatably witnessing the disappearance of today, i.e. stock brokers,
investment bankers, financial analysts, perhaps even politicians.
Yes, politicians for it is notable that more and more people around the world see politicians and political parties as
utterly corrupt. They're increasingly recognized as having nothing positive or beneficial to sell aside from fear and
their myths of being some kind of self-proclaimed 'expert'. More and more they are being publicly exposed for what
the majority of them truly are. That is, individuals in possession of nearly zero in terms of creativity and problem
solving or resource management skills. All this regardless of what shape, form, color, creed, party, system or
ideology they supposedly represent.
To continue illustrating the truthful congruency and symbiotic nature of our industrial and technological developments
as a species, and again our MEMEs, a deviation from examining the birth of the industrial revolution in Europe can
be made to look at Japan for instance. Japan, because it is by many standards easily identifiable as the first Asian
country to leap into its own industrial revolution.
With the decline of the shogunate and feudal system in the 1800s a huge rift existed between the Samurai class and
for all intensive purposes, all the others. Internal and foreign pressure culminated into a civil war that brought about
the “restoration of the Emperor” in 1868 and essentially wiped out the traditional Samurai that chose to retain the
culture of living in rural manors and the donning of amour and swords. And once again with hindsight at our
disposal, we can see that if they had uniformly adopted the urban lifestyle, with all of its 'modern luxuries', amenities
and western style clothing, as a substantial number of their brethren did, then quite likely they too could have
become Japan's new bourgeois-industrialist class which would become known as the “Meji”.
The primary focus and drive of the newly emerged Meji class and their apparatus of government was to 'modernize
and westernize' Japan. These vague concepts and stated intentions illustrate perfectly that fundamentally the Meji,
just like their counterparts in other countries, were simply industrialists seeking wealth and power. Just as their
foreign counterparts did, they too expressed and disseminated visions and ideologies of a utopian future. Whether
they, the Europeans or those in North American actually believed in these visions or not can never really be known,
for to know what another individual's true beliefs and intentions are is nearly impossible for humans to grasp at this
stage of our evolution and especially within our money-driven society.
Never the less, records show that the early
Meiji government saw universal public
education as a critical requirement for their
modernization so researchers such as the
Iwakura mission were sent abroad to study
the education systems of what they perceived
as 'leading Western countries'. This
culminated in the Ministry of Education being
established in 1871 to manage a universal
school system based closely on the American
model that was largely formulated by
education advocate and member of the U.S.
House of Representatives Horace Mann from
the Prussian model nearly two decades
earlier. The newly formed ministry espoused
utilitarian curriculum with a centrally controlled
French style school administration and with
assistance from foreign advisors, Normal
Schools for “teacher education” were created.
By 1872, elementary school was made compulsory.

5. Before breaking from Japan, it might be interesting to make the connection that as Japan was the first Asian nation
to set-off into the industrial revolution, interestingly enough it also adopted the imperialist culture of seeking to gain
and exploit resources via the barrel of a gun from its neighbors in the region. This essentially mirrored the dominant
British Empire of the time, also an island nation of limited natural resources. Was it just a coincidence or a
requirement of industrialization? Today, some may argue not so mach a “requirement” but more like an inevitable
“requiem” to an approach that was and still is unsustainable.
To examine the task at hand of getting the masses 'put to work' so to speak during these early stages of the
industrial revolution, this relatively new class of industrialists and intellectuals or what I call “strategist/achievists” set
out on a mission of mass social reengineering. Formulaic plans were calculated and set into motion that were
designed to give the masses just enough knowledge to operate and middle manage the machines and factories
propelling humanity through this new age and supposedly towards an attainable utopia. Let's not delude ourselves
now, for of course they understood all too well that they would be empowered and enriched to a level never imagined
before with this new social and economic direction being taken.
This concept of exposing the masses to 'just enough information' was something these strategist/achievists viewed
as a delicate undertaking. It was widely understood that if the masses were given the luxury of time and/or an
environment, they would quickly develop the ability to philosophize about the deeper meanings and implications of
things such as individualism, prosperity, development, freedom, democracy, past history and possibly emerging
futures. Thus it would most likely lead to them quickly realizing that the so-called new and modernized direction their
society was taking was in fact, fundamentally no different from their life of servitude under the aristocratic feudal
system. They might have even realized that in many ways, the course they were embarking upon was even worse as
they would now not only be forced to work for their basic sustenance, as they previously did, but now, they would
also be required to actually pay for it and even compete for the jobs that would give them the financial resources to
do so.
With the information we possess today, we see that the Meji, the industrialists, the strategic/achievists, or whatever
other sort of names or descriptions we so choose to apply to them and even their successors essentially did succeed
and are still largely succeeding in keeping the intrinsic motivations and goals of public education hidden from the
general public. Sure, we've seen instances where the original concept has evolved, adapted and reformed itself in
many ways, but since the industrial revolution and all the way up to today, the fundamentals have stayed true to the
original idea and design.
Look to the inception of higher education. Prior to the industrial revolution, virtually no colleges or universities existed
aside from a hand-full of schools that were utterly exclusive to the sons of aristocrats and a few other elite classes.
Over the past few centuries, especially beginning around the late 1800's and early 1900's, the establishment
identified institutes of higher learning as something needed and reasonably saw that the establishment of them could
serve as a method of appeasing the newer rising classes. Universities also became more common due to a
newfound 'sense of entitlement' now held by the new social classes such as the “Nuevo Riche” which brought about
a demand and a massive push for higher education to become more readily available and accessible to a wider
range of people.

6. As a result, while the new universities and community colleges were
coming into existence, the more traditional institutions became known
as “Ivy Leagues”. Some Nuevo Riche regarded the new universities as
still not good enough for them and even began to penetrate the Ivy
League schools, and herein is where it can be hypothesized that the
term and ideology of “Blue Bloods” began to surface and permeate
more widely in usage. It might also be wise to point out the rise in and
adherence by some towards the ideas of secret societies. For when,
and to their utter horror, the traditionally wealthy saw that the new rich
were beginning to encroach upon their coveted intuitions of learning, it
reasonably stands that they saw a need to enter into or form secret
societies to segregate and insulate themselves away from what they
perceived as the “rift-raft”.
Today we have a long list of these 'secret societies' and many
investigators and scholars have examined and identified “Skull and
Bones” as being a predominant one. Many have shown quite clearly that
a number of powerful and influential people from past to present were
and perhaps still are members. Its also been shown that these societies
exist heavily in institutions such as Ivy Leagues in order to further indoctrinate a select few into the culture and
practices of power, greed and exploitation, or if preferred, 'big business' and 'politics'.
I've seen and been a part of endless debates over the existence of these 'secret societies' and the degrees of
influence they may or may not have. They usually ended up going nowhere as the ideas of 'societies' are in fact
mostly formed from intangible concepts and one simply chooses to believe or disbelieve in intangible things. Instead
of debating, perhaps it's better to approach or view this topic with a simple point. And the point is that its common
knowledge that in today's university and college environments, being a part of a fraternity or sorority is of high
importance to many people.
Ask yourself; did this idea and culture arise largely out of a perceived necessity for the Nuevo Riche and middle
classes to counter the resentment and exclusive behavior of the Blue Bloods? Many people at least understand
loosely the culture and workings of fraternities and sororities; does reason and logic not dictate that there must be
even more extreme versions of them? Whether we choose to call them names like “Skull and Bones” or “Free
Masons” should matter not in order for us to understand that they exist simply because our society breeds abhorrent
forms of competition and secretiveness across the board of social stratifications.
Almost every person that has walked this earth and is walking it today has at one point or another formed into 'pacts'
or 'groups' to share and maintain secrets or plans. We often see young children do it. We see it done in business.
We see it done by laboratories and countless institutions. Why would a class or group of people who emanate from a
long line of wealthy and powerful families not form groups to protect their perceived interests and hide away what
they believe are deeper understandings and knowledge; things they see as tools or advantages to perpetuate and
strengthen their 'edge' in order to compete?
Back to the topic at hand and upon shedding our institutionalized behavior of utilizing subjective, nationalistic, racist
and classist approaches towards critical examination, we subsequently see the global intertwinedness of our
educational systems. We can see that they are very much to this day precepts that were developed and maintained
to fuel the age of industrialization and onwards into the more dominant culture of “moneyISM”. More pointedly, we
increasingly recognize that our current approaches to education are antiquated and from a period whose time has
come to pass. More and more, they are being seen as utter failures for not only our individual selves but for the
youth of today and ultimately for our species' future.
As a result, we find ourselves living in a society where dreaming of or striving for some implied, yet indefinable idea
of 'success' is now more understood as being devoid of any real tangible or philosophical meaning beyond itself. As
individuals, we have nothing but the perceived achievements and accomplishments of others to measure our own

7. against. Our self-approval and self-worth seemingly depends on being recognized or appreciated by others while we
totally avoid any sort of celebration in the uniqueness of individualism, diversity or perceived 'oddity'.
Another consequence is that individuals and groups that in all probabilities possess 'good' intentions in their outset
often talk about change and reform. Many believe in and advocate working from within the system to achieve the
change. However, by always taking this approach there often arises the problematic situation in which during the
onslaught of things, one must to many degrees become a conformist. Too often, the result is that it's not the system
that changes, but it is the system that eventually changes and ultimately corrupts the individual.
Not a timeless ideology to an indispensable institution as the
system and its advocates would have us believe, but an out-
dated, two-century-old system is what we have and are living
with when we truly look at it with an open mind. Understand the
history of it and take into account all the perceivably good and
bad aspects as well as all the varying opinions towards it and
we can see our educational systems as well as a number of
other ingredients have brought us to an age where we are on
the cusp of yet another global revolution.
Segueing from an industrially themed monetary based system
into a resource-based economy is now upon us and in what
could be called a 'transitional stage'. This emerging system is
shaping up to be based on a much more holistic and humanist
approach to the management and distribution of the Earth's
abundant resources and looks as if it will greatly improve
everyone's life on the whole planet if its allowed to. Though
predictably enough, this emerging 'revolution' has been and
still is met with great resistance from old and entrenched
interests. “Predictably” because it's realized that they have
deep-rooted and highly vested interests, mostly in regards to profit, power and control and it's only natural they
adopted an opposing modus operandi.
Regardless of opposition efforts, the massive change that will make the 'new age' known to us all will be when clean,
renewable and abundant energies are made a reality and you better believe that they inevitably will be soon. Take
this issue of energy that affects our societies so deeply and at innumerable levels and add the idea that we have
been in what many call the 'information age' for quite some time now. Whether individuals or institutions still trapped
in the old and traditional ways of going about things chose to accept it or not, the utterly destructive and
unsustainable ideologies residing in today's narrow frameworks and mindsets of business and political models are
more rapidly becoming seen as insignificant and utterly useless to a great number of people.
Nay Sayers can take the time, open their minds and start by examining the emergence of open source. Software
programs that are communally available and free for all to download via the Internet are called “open source'. Those
doubtful of the emerging new economic system will quickly learn that open source is not for profit in a sense of
monetary gain, but simply for human gain. They can continue onward with the information, data and research that's
leading us to the inevitable future of energy becoming free-flowing and imagine what areas of our daily lives and
necessities will be massively affected. As the abundance of energy, resources and technology is created and
unleashed from the fiction of scarcity, becoming things that hold less motivation to seek profits from, the list of
everyday products we consume will, as reason and logic dictate, become free from being manufactured purely and
primarily for monetary gains.
How about the relatively new emergence of NGOs, the plethora of non-profit organizations as well as grass-roots
organizations? Online communities, networks and services are literally emerging daily that are not structured to be
profit driven but sustainable and modeled to serve the greater good of humanity rather than share-holders and a
board of directors. As I write this, one of the newest examples I can think of and one of my favorites is

8. CouchSurfing.org, which is a non-profit organization that assists people to travel around the world by connecting
fellow world travelers that are willing to allow people into their homes or on to their couches letting them stay for free.
The organization and the website is supported entirely by member donations that help pay for the many costs of
running the organization such as server hosting, storage, database maintenance, mapping software, and other costs
making it an organization and service that is not for profit.
These examples and currently developing trends are prime illustrations of the fact that we as a species are emergent
rather than the utterly unnatural ideas of static, traditional or developed. If we as adults living today or as children
currently in the education system were encouraged to, we all would have had the ability to reason through and
understand things such as this. If it weren't for our schooling, mass media and politicians filling our heads with bald-
faced lies or at best, whitewashed and biased histories and half truths, we would be able to collectively realize these
realities rather than living in this mundane world of daily drudgery that is glossed over with facades and fantasy
worlds of fashion and entertainment. We would understand that it is not 'reform' that is needed for or educational
systems, but rather a whole new approach to and understanding of what learning is really about.
As a teacher in China I've seen this fact
illustrated quite quintessentially. China
is yet again another shinning example
of an out-dated, monetary driven state
with its own varying degrees of
authoritarianism (as all states are
inherently possessing) that
implemented the “western style” or in
reality the Prussian system of rote
learning. Around twenty years ago the
compulsory or public education system
in China began adopting the curriculum
of English as a second language being
a mandatory subject. This historically
time framed instance should now
indicate what age groups of people
have had or are currently in the
process of receiving English classes
that in many places now begins as
early as the first grade. Nice little books
are provided by the state and teachers
are directed to and instructed (via political education) on how to pass on formulaic processes of studying English in
order for the students to pass standardized tests. The approach takes the absolute unnatural approach of language
learning by teaching reading, writing, spelling and grammar from the onset.
Its 'unnatural' because why must it be so difficult to comprehend or observe that language is in fact not about
grammatical classifications or spelling rules so much but simply more about understanding. As children we don't
immediately start studying the mechanics of our first language, or in the case of bilingual families the mechanics of
our dual-linguistic environment. Why would it be contrived to start a second language with this approach? Could it be
because we need to give a set of people, commonly known as “academics”, a purpose or role in this society that
we've constructed along the lines of hierarchical elitism and authoritarianism?
Needless to say, China's algorithm for implementing English as a second language has been, and is still to many
degrees, an utter failure. Especially if you look at it in terms of actual proficiency levels towards speaking, listening
and understanding. Oh sure, the students ultimately all get passing marks on the tests. Many even score highly.
Although, the highly un-admitted or discussed dirty little secret remains, and its just like what I recall from my years
as a student under the American education system, the students do a lot of cheating and so do the majority of the
teachers. Sure we can chose to apply more nice sounding terms to what goes on such as “coaching” or the

9. utilization of “creative math” to arrive at the test scores mandated by the state, but it still remains, there is not much
else going on other than a lot of short term memory drills that don't result in any level of actual comprehension.
As a result of this totally inept approach towards language learning, a massive and highly profitable industry
emerged not so long ago in the country known as “private learning institutes”. Essentially these are English language
schools that are privately owned and for profit businesses. Some of these 'name branded' schools are wholly owned
and operated Chinese ventures and others are quite large and internationally spread brands emanating from English
speaking Western countries. However, these facts really have no pertinent relativity as essentially they all operate in
the same manner and upon the same basic approach. As someone whose had a good amount of experience in both
the environments of private institutes and within the public school system, I can state that the private institutes do
currently possess a slight advantage and offer a bit more of a natural approach to language learning. Now in order to
summarize this point and move on, a few observations can be made that illustrate the advantages they have over
the public system.
One element is that the institutes don't focus on standardized testing procedures so heavily. Secondly, they focus
more on developing oral and auditory English skills rather than linguistic aspects such as grammar and spelling.
Conclusively, the private institutes understand the reality that ideas and feelings are expressed more along oral
procedures by most, as most people don't write in-depth analysis or essays these days. So yes, these institutes are
meeting a demand and are increasingly profitable, as they require tuition fees. However, I foresee that ultimately this
fact will be their own self-imposed instrument of demise as more people awaken to the idea that learning should not
nor have ever been a profit-based industry in our society.
Diverting away for a moment from our educational systems and their extensive problems, lets examine something
that is quite connected and highly related to the new age we are emerging into and the global consciousness that's
coupled to it. Think for a moment about how most of us have surely heard words expressing a feeling that world is
“getting so crazy”. Yes, its usually expressed by what we refer to as the “elderly” but this feeling is universal and in
my travels and conversations around the world, I've heard it and have understood the idiomatic translation in various
languages other than English. What many may be unaware of is that younger individuals and not just the elderly are
more frequently expressing these words and feelings.
Before I started examining things more deeply, I used to say, “Elderly people have always been feeling this way and
saying these things, what's new”. Now I've arrived at the conclusion that this is in fact not the case. Looking back
over the cognitive developments of humanity, I have ascertained that this feeling and the expression of it is actually a
relatively 'new world-view' that manifested in more recent times. In examining just the past few hundred years we
can see that overall, social and technological advancements and 'change' were in fact much slower coming to past
generations. I haven't taken it upon myself to research, but I'd not be surprised to learn that say two hundred years
ago there existed no marketing strategies utilizing phrases such as “In today's fast moving business world…”
however, we should all be aware it is all too common in today's marketing spiels.

10. How many people say in North America or in Europe see it as they are “losing their country”? I've heard that
statement expressed thousands of times. How many people in China have expressed to me that they feel they are
“losing their culture” and even their language due to increasingly rapid changes and developments across a
kaleidoscope of social and technological matters? It seems to many that change and advancements come and go so
quickly now, that they don't even have time to evaluate any possible impacts and ramifications before a new change
or development comes along and makes the previous changes forgotten, obsolete or irrelevant. I'll bet our
Grandparents weren't this aware of, or exposed to this level of radical change as we currently are and I can only
begin to fathom the rate of change and the perceptual passage of time we and our children will be struggling to make
sense of in the not too distant future.
Is it that difficult to comprehend that the children of today as well as all the other coexistent generations, will, in the
very near future, quite possibly be unable to perceive or make sense of the rapidly morphing environment without a
radically new and wider world view, higher state of consciousness or perhaps even a massive biological evolution
that just might be conjoined with a massive technological leap forward? Why are the majority of people not aware
that our species is fastly approaching a point where many people will quite reasonably be choosing to merge
technology into their very bodies in order to better function and compete in this society that is structured to produce
such an abundance of negative competition and other forms of abhorrent behaviors?
A giant leaping forward is exactly where we are at now in this stage of our development and simple powers of
observation and reason should illustrate to all of us that it is something rapidly and immanently approaching.
Something of high importance is the fact that a growing number of individuals now possess more highly evolved or
evolving consciousnesses, more humanistic ideas and broader world-views. And by the way this 'higher state of
consciousness' has emerged into individuals that aren't viewed as being “educated” or as “having an education”
when we utilize the classist traditional definitions.
To accompany the knowledge of this higher
global awareness, an analogy can be made in
regards to our collective consciousness and how
we attain information or knowledge. Currently,
our level of consciousness is still much like a
body of water behind a damn. Now we know that
naturally, water wants to spread while seeking
the path of least resistance, but damned water is
caged much like institutions, cultures, belief
systems and traditions cage our minds. However,
when a 'rupture' in the damn occurs the foremost
water molecules find the hole, or path of least
resistance and seep through it. Others simply
follow suit. So just as water molecules act, so in
many ways, so does the consciousness of our
collective minds. The human mind is meant to be
viscous and emerging rather than stagnant or in
a state of coagulation even though and sadly
enough, stagnant and/or coagulated is exactly
what the global mass mind control systems want
the mass consciousness to be!
Seeing as radical revolutions in their initial
onsets have never really been endeavors the
masses have taken upon themselves, but have
rather been brought about by 'a numerical critical
mass', enough people understand today that
absolutely nothing should be accepted at face
value as being “true” just because some

11. supposed teacher, expert or authority said its true. More of us understand that the 'truth' is to be arrived at by the
individual and is something that should always be growing and changing within the individual. And here arises the
conflict between the emerging systems and world-views as opposed to the traditional ones, and to quote the late Karl
Sagan “The old appeals to racial, sexual, religious chauvinism and to rabid nationalist fervor are beginning not to
work. A new consciousness is developing which sees the earth as a single organism and recognizes that an
organism at war with itself is doomed”.
Right now, at the close of the first decade of this twenty-first century, more people now understand that usually there
is no 'truth' outside the truth within one's self and that 'individual truth' is a feeling to hold on to and express rather
than repress in order to “fit-in”. It's also more greatly understood that while individuality and 'inner truth' is of great
importance, the greater consciousness tells us that everything and everyone is connected. We realize that nothing
and no one aside from ourselves should pull us from our paths no matter how fiercely they try. Many even
understand that the individuals and groups that try to manipulate us for their own benefit and personal gain are just
providing us a service that further validates the quest for higher levels of consciousness by challenging us to
formulate deeper understandings and to gain more information.
So, I say “kudos” to the manipulative and overtly authoritarian mindset and the cultural MEME of it! Without it,
today's emerging consciousness may have been much slower in coming. Oh sure, there are still many misguided
and uninformed individuals alive today in the world who still believe as their masters would have them, that being
disciplined and adherent to a baseless sense of duty to nation as “good” law-driven obedient citizens should be
some sort of highly respected attributes in the character of an individual. Regardless, these self-proclaiming
conservatives, centrists, liberals, socialists, communists, democrats, republicans, libertarians and so forth are of no
consequence to a positively emerging consciousness.
For those who are awake, thinking and watching, it can be seen that our education systems were from the
beginnings of their incarnations specifically and altruistically designed to create disposable human cogs in the
machines of industry within our monetary economic system. It's seen that they were designed and are still structured
today to feature aspects that condition populaces to hold rabid levels nationalism and to live obediently and in
service of the state. Looking at the system and the whole so-called 'culture' behind it , we can see that really no new
significant philosophical approach has developed since then, aside from the subculture of entrepreneurialism. So we
ask what are we left with?
Could we reasonably ascertain that it's not reform or
new laws that are needed at all, but rather a 'clean
break' from the whole thing and the mental damns it
builds up keeping us locked into left-brain behavior?
Think about the numerous other senses that we need
to unleash from the right-brain region as individuals
and as interconnected beings in this symbiotic
universe. Intuition, creativity, critical thought, the sense
of self and the ideology of 'just being' are only a few of
the natural powers that we possess and need to let
surface as the primary driving forces behind us all.
So again, what are we left with or perhaps we can ask
where are we now? First lets examine the commonly
held idea that an “education” is somehow a thing that
we can attain or reach usually by purchasing it via tuition. This idea that people either have or don't have an
education or that some are either “educated” or “uneducated” is a divisionary and classist ideology that infects our
societies so deeply and in so many aspects it should make us all question just how sick can we possibly be to view
the amazing joy and experience of learning as something as such? Especially when we admit to ourselves just how
funny and juvenile the cultish ritual of rewarding people with some silly little paper known as a degree. I mean come
on really; people who get so giddy over their degrees are quite similar to a child that's just been rewarded for
behaving and has been given a cookie. Let's not even mention how so many come to feel some sense of false
entitlement and thus become arrogant as all hell.

12. Firstly, the majority of people on the face of this earth do not have the financial resources or even the luxury of time
to “get educated”. And yet, we have too many in this world that feel they are somehow above and more deserving of
rewards and successes over this majority. Secondly, if one is in fact fortunate enough to have the resources to attend
an institute of higher learning, they will inevitably be forced to conform and follow the system or “program” laid-out by
the university as it operates under it's corporately structured, for-profit business model.
Lastly, from the very foundation of it, the whole construct, approach to and culture of the system is corrupt. let's also
face the truth, it breeds and institutes massive amounts of abhorrent behavior and discrimination as well. It breeds
competitive “dog eat dog” ideologies and the acceptance of a “haves and haves not” society and when we think
about just how many people in the world live on only $2.00 US Dollars a day, and about the number of children and
young adults who must work in a sweatshop to do their part in support of the family, it surely stands to reason, that
education and the system of it overlooks, passes over or even totally ignores far too great a pool of human potential.
How many new revolutionary ideas could have been brought to fruition? How many works of art and engineering
wonders have been lost in the annals of time simply because an individual didn't have the cash to attend a university
to develop their abilities and thus share their creations with the world simply because they were of the wrong
economic stratification or the wrong skin tone or the wrong ethnicity or the wrong religion or the wrong social class?
How much has been lost because our primary education systems don't understand how to, or seek to allow, for
individual expression, individual thought or even an individualized approach to the learning process?
Some, perhaps many, will try and argue against the history, the views and the truths laid out here thus far, and that's
simply because, they don't realize that their “identity” and what they think are their own original “thoughts” have
largely been given to them. Given by the system that they know has problems but from their institutionalized
perspective, probably just needs a few reforms to fix it al up nice and tidy. These sorts of people really don't know
who they are but if they took the time to really think about it and think about what they truly value and prioritize,
they'd see that the system couldn't exist without it separating them from their true identity. They'd gain a deeper
sense of what 'being' actually means and then there would be no way the system could push it's exploitive and
classist agenda upon them. Others will look at new ideas and try to find hypocrisy or a 'hate motivation'. This is
simply ignorance and related to a fear of their 'belief system' or 'comfort zone' becoming shattered. I say that while it
can be vast, ignorance and fear can always be overcome via the sharing of information and knowledge, especially
when the sharing comes about with holistic and symbiotic intentions rather than the manipulative and exploitive
intentions that most of our educational systems maintain.
So with that said it may be time to layout some ideas and solutions now. But before we begin, please understand that
the ideas and concepts expressed herein are in no way to be viewed as something totally original or as some sort of
proprietary intellectualism. The majority of the ideas are stemming from works and studies of past and present
scholars that simply motivate me to think more deeply about more important subjects. Without the words and ideas
of so many that have come before, It would not have been able to present these ideas and solutions let alone gather
the informative histories. Also bear in mind that yours truly is an “uneducated peasant” with no high Masters or PHD
degree. So I may not be as eloquent as a so-called “expert” might be in the field. I'm simply someone who is going
about the construction of ideas and solutions based on my various experiences and as someone who has examined
the history and mechanisms of what we live with in our societies of today.
Firstly, and we have touched on this briefly before, the whole idea of education should be turned on it's head. We as
individuals and as a society should look at learning as a perpetual journey and something to pursue throughout our
entire lives rather than something to attain or buy. Connect this with the concept (that some have learned) that one
should always go about life as both a teacher and a student regardless of age, ethnicity, color, sexuality, education or
so-called social status and we can see that a lot of harm has been done to people because the current system is
very 'separatist' in it's entire nature.
So, perhaps a better approach would be something that breaks down all these old devices and totally does away
with the idea of separating people into grade levels but instead welcomes all ages and levels of understanding into a
single environment. A single environment that is connected and fluid in its design and functionality that groups
subjects of study or areas of learning into naturally fitting areas that are not walled off with closed doors or barriers.

13. The concept being illustrated here could be called a 'public learning center' rather than a school. It could consist of
eight domes laid out in a circular pattern and intersected by a connecting ring or passageway. One dome would act
as an entrance or perhaps some sort of reception hall or even an exhibition hall. The other seven, again, would not
feature traditional class rooms but simply open, inviting areas which would be broken down as follows; linguistics
and communications, contemporary and emerging social studies / theories, collective testimonials and theoretical
history, applied / theoretical sciences and mathematics, applied / theoretical medicine and health sciences, design
and engineering, arts and entertainment.
Take the idea of what we know as the libraries or museums of today and do away with the whole for-profit and
indoctrinating educational system and you would arrive at a pretty good picture of what's trying to be show here. It
would be a place where children, adults and elderly explore and interact together sharing information and ideas and
the absolutely magical experience of learning rather than being “educated” by creatures who have neither the right,
the wisdom nor the virtue to do so. Imagine an environment of social and holistic interaction free from being
controlled, watched, inspected, spied upon, numbered, enrolled, indoctrinated, preached at, checked, estimated,
valued, and censured.
Now you may have noticed the term or grouping entitled “collective testimonials and theoretical history” and some
may be asking why not utilize the term “history”. That would be a very good question and an argument shall be
presented here as to just why the traditional word and its meaning, as well as the ideology of it, needs to be
immediately dispelled with as any meaningful area of study.
So-called history, especially the version that all states sanitize, whitewash, spin and then cellophane wrap and send
out into the educational system with the state's seal of approval is one of the biggest tools utilized to condition
populaces. It serves as a highly affective tool to get the masses inline and into following their government and
believing that it actually possesses some semblance of benevolence towards them. Many people are familiar with
the old adage of “history is written by the victor”, yet with this idea in mind, there seems to be a massive cognitive
disconnect towards understanding that 'victor' is ruling our states and our very lives.
Worldwide, history is probably one of the most neglected and
disliked areas of study and the majority of people are really not
interested in it. I can even say that while living in China, when I've
gotten onto the subject, I more often than not have a much deeper
knowledge of it than the average Chinese person. This even goes
for Chinese history and not just world history. Of course this could
be because history and geography have always been subjects
that that have peaked my interest, but could this also be because
on the subconscious level, most people know the history being
fed to them is in fact a load of false information and pure
propaganda? A reasonable hypothesis could be that most people
worldwide hold this sense, especially in the area of their right-
brain, but since propagandized rhetorical history is presented to
stimulate left-brain activity as it tosses out a lots of useless dates,
names and supposed “facts”, history also becomes some sort of
rote learning exercise rather than a topic of debate and something
students should be able to express and be encouraged to express
different perspectives on.
Now of course we can see that if the subject of history were to be presented in this fashion and focus more on right-
brain activity, which in fact it should be, an opposition to the state would most likely arise in many. Thus, states keep
the subject of history focused on left-brain learning and this results in the majority of people forgetting a lot of history
as soon as they have passed a test. As well, most will come to perceive having knowledge of history as something
that's not very useful for getting a job, becoming successful and for making lots of money. This is all by the design of
the state and its need for control. As well (and I've touched on this in other writings), in many ways it even mirrors
the teaching approach towards one's own native language.

14. Deeper understandings of history and especially linguistics have timelessly been viewed as “an enemy of the state”.
Have you ever asked yourself why is that those who choose to study subjects such as history and language and
pursue higher degrees of learning in them literally have no “job prospects” outside of state-controlled institutions
serving as professors and teachers? Its because authority recognized long ago that people who develop deeper
understandings of history, language and philosophy are the greatest enemies to their system of control and their
established society, for you see, all states need to perpetuate a myth that society is somehow “established” and
“fixed”. Fixed in terms of some geographical locale and in the temporal scheme of things. If the masses understood
that so-called society and culture was in fact continually emerging and a symbiotic aspect of the world and the
greater universe, the sate would become irrelevant. Not good for those high up above in the ivory towers ya see!
States know these facts all too well. So the system is designed to incorporate individuals who pursue these subjects
of higher thought and house them in institutions. If any professor or teacher dares to present ideas to students that
contradict the state and its system too much, then they usually face the likelihood of becoming ostracized and
blacklisted from the system itself. This would inevitably lead to the teacher having no means to earn a 'livelihood' and
would most likely accumulate into a multitude of resulting consequences such as depression, poverty and even the
loss of family and friends.
We don't even need to mention the demonization that would be concerted against them with a campaign of smear
tactics and name-calling. Simply put, within our authoritarian states, people are just too afraid to voice their thoughts
due to a fear of being labeled a “problem child”, an outcast, a terrorist, an anti-something or another or whatever
other 'negative word flavors' exist at the moment. I for one remember being called into the Principal's office and
being told that I had a “problem with authority” because I was asking too many questions. They called me an
“anarchist”. I believe “punk” was also used.
Sadly, but not surprisingly enough, I've seen this
same sort of paradigm here in China with the few
students that are actually bold enough to think
outside the box and dare to question the often
illogical and hypocritical state dogma the dumb-
downed teachers feed them. Students who pose
questions and illustrate being deeper in thought
patterns rather than being attentively hypnotized
and fixed on the Teacher's dictations are
marginalized and viewed as having a “bad attitude”
or as being “poor students”.
While teaching young kids English as a second
language, the student's I found to be quick thinkers
and able to express arguments and ideas in
opposition to my words and thoughts, essentially
exhibiting that they actually had an understanding of the language and its mechanisms, were usually the students
that the politically indoctrinated Chinese Teachers would display signs of distaste for. They usually would say
something such as; “well I don't like that student, she questions too many things I say and she thinks she's special”.
Or something like, “That boy has problems with paying attention to me because he likes reading his own books”.
Now before pressing back into the subject of establishing learning centers instead of schools, I'd like to illustrate
something else about how “history” is used as a mind-control tool by states and I'm sorry, but I'm going to have to
utilize China once again as an example. By no means do I intend for readers to feel I am singling out China, America
or any other country for that matter as being “guilty” of anything that others are not or have not been “guilty” of. I
simply utilize the U.S. and China a lot because I grew up in America and am thus highly familiar with it. I've been
living in China for nearly five years now and am thus familiar with it as well.
So we see that states write their own 'history' and write it so that their past actions reflect the current power structure
in a positive light so that its citizens believe their state is somehow “good” or even the “best” while other states are at
best “ok” and at worst, “bad” or perhaps even “evil”. In China now, the state goes about utilizing “past history” as a

15. justification for their contemporary belligerent chauvinism and policies. Essentially what this consists of is the state
instructs the masses to believe that the Taiwan, Tibet and Xingjian issues are not “issues” at all. For past history
supposedly tells them that these regions of the planet belong to “China”. As I hold no value in statist ideologies,
nationality, politics and patriotism but rather just consider my self a world citizen and simply human, I really don't
have any strong opinions towards these issues. What I do have an opinion on is the use of “history” by the Chinese
establishment as a control mechanism to bring about and manufacture consent amongst its citizens towards their
rhetoric and behavior.
This is quite similar with the conditioned mind-set that the U.S. installs into its masses about the U.S. being the
“freest” country on earth. How many times have I heard arguments where people will blurt out the line of, “well ya we
have problems, but we still live in the best and most free country in the world”. I always love this particular rhetoric
and love to say; “Well, you may very well be correct. You may even be wrong. More than likely, you are neither
wrong nor right. But let me ask you, have you ever traveled or lived outside of America? No you say? Well, how can
you be so bold to say such things when you possess absolutely zero in terms of personal experience to make such a
statement? Aren't you just regurgitating what your teachers, leaders, family and peers told you about America”?
Same as in China, this sort of reasoning is all too often met with anger and some line about how I am so bad and
anti-whatever. Quite shocking as these sorts of questions are in no way aggressive in tone or are not meant to
uphold or degrade any state, but are simply reasonable questions.
Apparently, a good number of states seem to be doing a pretty good job at conditioning their masses to respond in
this manner when faced with questions that force them to think outside their nationalized belief system and comfort-
zone. So as we can see, this brings us back to the need for something new and utterly different from the systems we
are living with today. The current practice of instituting nationalized belief systems needs to be totally eradicated if
we are to better prepare ourselves, our children and our futures and the resource economy we are emerging into. To
further explore this whole new approach towards learning, we can get into more detail regarding the building of more
holistic and non-competitive learning environments.
Rather than traditional schools with all their standardized tests and their practice of forcing individuals to conform
and submit to some authoritarian idea of what and how they should be learning, holistic 'learning environments' will
better enable our species to segue into this next stage of cognitive and social evolution. Face it, we no longer need
“leaders” and games of follow the leader. With the levels of automation we have attained thus far and which is
exponentially increasing day by day, we will need less and less laborers. This is something that we can call
'technological unemployment'. Oddly enough, this whole factual concept is something that politicians, economists,
so-called experts and the media aren't even touching upon. And why aren't they? Why aren't they telling people that
really this whole “global financial crisis” is a total myth and not due to some “mismanagement” of the economy, but is
in fact, the end of the whole outdated and unsustainable nature of the entire system itself? This is a rhetorical
question of course.
To cite just one example, too many of us “regular people” are now highly aware that there is absolutely no reason,
aside from sick and twisted motivations of seeking monetary profits, for a single person let alone a whole society to
suffer through manufactured food shortages. We understand that we have the ability feed and clothe every person
on the face of this earth and even more if it weren't for our wasteful approaches to production, distribution and
consumption. All these advancements as well as the countless other ones that will come put us all in a temporal
crisis that must be met with immediate change.
Immediate changes that make us all reassess what we value and see as important. Be we children, young adults,
students, teachers or parents, we need to understand that its not more obedient little “worker ants”, politicians,
lawyers, police, prison guards, marketing professionals, business managers, financial analysts, laborers or even
farmers that we need, for a lot of these jobs will become unnecessary due to the automation process or simply
because they will be socially irrelevant in the near future. Rather, its technicians, engineers, scientists,
communicators, designers, artisans, thinkers and problem solvers that we need now for our new resource economy.

16. The old cultural MEMEs and behavior patters may have
been necessary when we did live in a world of scarcity
where humans did need to compete and fight for the
resources and means of survival. But those days are over
and the only reason we still find ourselves living in a
competitive world of hierarchies is due to pure and simple
greed and a need by some to be seen as some sort of
authority. So in the spirit of Jiddu Krishnamurtithe's
words… “Its time to do way with the old norms, the old
patterns and the ancient traditions, for with all the misery,
conflict, destructive brutality, and aggressive behavior, we
are still as we have been. We are still brutal, violent,
aggressive, acquisitive and negatively competitive and our
societies exist and operate along these lines”.
Again, it's not “education” we need, but a whole new
culture that understands what learning is really about. We
need holistic environments that promote and welcome a
mix of all sorts of people and ages into a free-flowing and
fluid learning environment. An environment that makes
learning the joyful experience that it was when we were
children before we were subjugated by the state's system.
Now realize, this effort must be taken upon ourselves
instead of waiting for any system to do it or for politicians to do it. The reality of an approach-to and the building-of
environments such as this will not be brought about by the current system and its outdated elements. They surely will
not take on the task because they know it will lead to their ultimate demise. No folks, this is something that must
result from people willing and wanting this change from the bottom upwards and a grass-roots movement that
excludes the state and its meddlesome tendencies is the only we can achieve this. It's the only way for us common
people, us average, everyday people to survive and persevere through the currently collapsing system or what we ca
refer to as the 'final failure' of it.
I know that the majority of people on this earth today will not wake up to these larger truths and understandings and
sadly enough will probably suffer greatly because they couldn't escape the old ways and the old belief systems. The
not too distant future of the 'final failure' will probably be very “dark” for many people since they would rather hold
onto the ideas they've been led to believe as ultimate and fixed truths instead of choosing to think and reason for
themselves. Regardless, many people will continue on with the joy of learning and dispel the concept of “being
educated”. Many of have learned to let their children find their own paths and approaches to learning and will not
submit to any state or authority's demand to hand over their child for indoctrination.
It just seems more natural and justified for us to make our own ways in the world and no state's laws should be able
to tear us away from a path of acting as conscious and compassionate human beings that hold concerns for all the
world's peoples and it's environment. So, we will choose to apply scientific and more natural methods to building
society. No amount of pressure will persuade us into being patriotic and into holding the limited world-view that was
established by generations past. We will make the better world with the consideration of the caring capacity of our
environment and we will do it on our terms and not the terms dictated by authority or money.
This is the inevitability of things to come as we begin to understand more that we are in constant evolution and not
separate from anyone or anything but in fact, connected with the entire universe in symbiosis. This is what the
current monetary system and it's institutions will come to understand when the find themselves simply irrelevant.