Age of reason

Age of reason

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When a child is born it instinctively knows to cry when it is uncomfortable. It cries when it is hungry. It cries when it is tired. It cries when it hurts.

Crying is its only means of communication. Its brain lacks the capability to communicate by forming words or sentences to express.

As the child ages, crying remains a chosen form of communication for several years. Even when the ability to form words and sentences develops, crying remains a key component of the child’s communication strategy. Sometimes crying is accompanied by physically lashing out for emphasis.

But as the old forms of communication become obsolete because they no longer generate the desired effect, the child adopts new forms. The maturing child also learns how to cope with situations that make him uncomfortable or when he finds himself hungry, tired or hurting. This comes about as more situations are encountered and more experience is gained.

The public education system of the 1980s and 1990s short-circuited all that. The introduction of values- or character-based social education cemented into young minds the notions of egalitarianism and collectivism. Children were taught that their ideas, their notions and their actions were always correct. One plus one could equal three, four or five as readily as it could equal two. No one loses and everyone wins: Participation trophies for everyone.

Discipline – especially in the form of corporal punishment – was sharply curtailed if not eliminated altogether. Extreme efforts were put into ensuring children never became uncomfortable in thought or deed. The notion that alternative or contrarian ideas or positions might hold merit was never considered. History was whitewashed.

In 1989 the Association for Supervision and Curriculum Development – which describes itself as the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner, and made up of 115,000 superintendents, principals, teachers and advocates — released its Elementary Global Education Framework, “Elementary Education for the 21st Century: A Planning Framework Based on Outcomes” for American schools. On its title page is the following:

The realities of the globally interconnected and

culturally diverse world of the 21st century require an

education for all students that will enable them

to see themselves as

HUMAN BEINGS

whose home is

PLANET EARTH

who are citizens of a

MULTICULTURAL DEMOCRATIC SOCIETY

in an increasingly

INTERCONNECTED WORLD

and who

LEARN, CARE, THINK, CHOOSE, and ACT

to celebrate life on this Planet

and

to meet the global challenges confronting Humankind.

Of course, what this double-speak argle-bargle means and what they’re taught as a result is state-worship propaganda. “Public education” is a dumbing down system which promotes dependency on government. Public education as a dumbing down process is the ongoing basis of Orwell’s Animal Farm. A programmed population will endure unbelievable financial and bureaucratic punishment and insult with the full cooperation of the victimized people.

By the time a child grows up and goes through the “public education” system, he/she has no thoughts of his/her own. And among those state-worship thoughts drummed into heads is the notion that there is no way forward without higher education.

Students are taught from kindergarten it is no longer acceptable for them to leave school and work as a mechanic, a plumber, an HVAC technician or in a factory. Truancy laws force them to stay in school. Employment law forbids them from earning a living… all at the point of a gun and threat of prison – if not for them, then for their parents.

They are taught they have to “aspire” to something “better.” Why is college better? It’s not, but it funnels everyone through the ivory tower, and the great irony is, these kids get turned into debt slaves at the same time!

But it’s not the value of a tuition that’s gone up. The “education” is no better now than it was 200 years ago (in fact, it’s worse). It’s about the availability of funds. Tuition is worth what the bank will lend, and banks with government guarantees of repayment and laws essentially preventing student loans from being discharged via bankruptcy will lend whatever the student asks for.

And by the time students are through college, the system has sealed their thought processes so that they question nothing and, in fact, reject and react with increasing violence to anyone who does question or pose an alternative thought. The imperative to inquire and question is gone — eliminated from consideration in their minds. And any thoughts or ideas opposing what they have been taught are automatically labeled as hate speech.

This is what we are seeing manifest on college campuses today with protests against contrarian speakers, calls for safe spaces and labeling any alternative ideas as hate speech or some “-ism” or “phobia.” Or, as an editorial – brimming with irony and double-think and lacking coherence and complete thoughts — titled, “Free Speech Is Not Violated At Wellesley,” published by the Wellesley College student newspaper put it:

Wellesley is certainly not a place for racism, sexism, homophobia, Islamophobia, transphobia or any other type of discriminatory speech. Shutting down rhetoric that undermines the existence and rights of others is not a violation of free speech; it is hate speech… We have all said problematic claims, the origins of which were ingrained in us by our discriminatory and biased society. Luckily, most of us have been taught by our peers and mentors at Wellesley in a productive way. It is vital that we encourage people to correct and learn from their mistakes rather than berate them for a lack of education they could not control. While it is expected that these lessons will be difficult and often personal, holding difficult conversations for the sake of educating is very different from shaming on the basis of ignorance.

This being said, if people are given the resources to learn and either continue to speak hate speech or refuse to adapt their beliefs, then hostility may be warranted. If people continue to support racist politicians or pay for speakers that prop up speech that will lead to the harm of others, then it is critical to take the appropriate measures to hold them accountable for their actions. It is important to note that our preference for education over beration regards students who may have not been given the chance to learn. Rather, we are not referring to those who have already had the incentive to learn and should have taken the opportunities to do so. Paid professional lecturers and politicians are among those who should know better.

We at The Wellesley News, are not interested in any type of tone policing.

This attitude is not unique to Wellesley, the college of SHillary Clinton and former Secretary of State and advocate for the murder of Iraqi children Madeleine Albright. In an open letter to outgoing Pomona College President David Oxtoby, in response to a letter from Oxtoby regarding the school’s canceling of an appearance by conservative Heather MacDonald, a group of some 30 students demanded Claremont Colleges “take action” against the Claremont Independent’s editorial staff “for its continual perpetuation of hate speech, anti-Blackness, and intimidation toward students of marginalized backgrounds. Provided that the Claremont Independent releases the identity of students involved with this letter and such students begin to receive threats and hate mail, we demand that this institution and its constituents take legal action against members of the Claremont Independent involved with the editing and publication process as well as disciplinary action, such as expulsion on the grounds of endangering the wellbeing of others.”

The letter also claims:

Historically, white supremacy has venerated the idea of objectivity, and wielded a dichotomy of ‘subjectivity vs. objectivity’ as a means of silencing oppressed peoples. The idea that there is a single truth–’the Truth’–is a construct of the Euro-West that is deeply rooted in the Enlightenment, which was a movement that also described Black and Brown people as both subhuman and impervious to pain. This construction is a myth and white supremacy, imperialism, colonization, capitalism, and the United States of America are all of its progeny. The idea that the truth is an entity for which we must search, in matters that endanger our abilities to exist in open spaces, is an attempt to silence oppressed peoples. We, Black students, exist with a myriad of different identities. We are queer, trans, differently-abled, poor/low-income, undocumented, Muslim, first-generation and/or immigrant, and positioned in different spaces across Africa and the African diaspora. The idea that we must subject ourselves routinely to the hate speech of fascists who want for us not to exist plays on the same Eurocentric constructs that believed Black people to be impervious to pain and apathetic to the brutal and violent conditions of white supremacy.

In response to contrarian speech and ideas, these campus snowflakes are lashing out like immature children, using the only means of communication they have available.

Psychology tells us that the human brain is not mature until age 25. Politicians tell us – through laws requiring insurance companies to allow “children” to stay on their parents’ health insurance until the age of 26, that humans aren’t mature until then. Society tells us the age of maturity is much later.

For the first time in more than 130 years, Americans aged 18-34 are more likely to be living with their parents than any other living situation.  Today, 35 percent of white American men aged 18-34 live with their parents; it’s 36 percent among black men.

Thomas Jefferson was 33 when he wrote the Declaration of Independence. Edward Rutledge, Thomas Lynch and George Walton signed it at age 26. Thomas Heyward was 29. Five others — Elbridge Gerry, Benjamin Rush, William James Hooper, Thomas Stone and James Wilson — were all 34 or less when they signed it.

In the 1940s, “millennials” were storming the beaches of Normandy, freezing in foxholes in the Ardennes, and rooting Japanese soldiers out of hideouts in the South Pacific. Today, millennials are afraid of Chic-fil-A and slogans written on campus steps and sidewalks in chalk.

The age of majority in most states is 18 — in Alabama and Nebraska it is 19; in Mississippi and the District of Columbia it is 21. At America’s colleges, grown children — considered by law to be adults — are lashing out with the immaturity of young children.

Today’s millennials — emotionally and mentally stunted — have not reached the age of reason.

Machiavelli himself couldn’t have designed a more devious and thorough plot to create social justice warriors, indoctrinated serfs and slaves who are indebted to the banksters.

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