“Education is not preparation for life; education is life itself.”
“We do not learn from experience… we learn from reflecting on experience.”
“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”
“We only think when confronted with a problem.”
― John Dewey
There’s a lot of magical thinking going on in the world, largely laid at the feet of the marketers, arbiters of propaganda, the flim-flam of Capitalism and Consumerism.
Finding solace in the next Presidents Day sale or Black Friday.
Except every day in America is a Black Friday. Fire sale for the social services, for all the safety nets, for the bedrock of a democracy – education, power of the people to hold the commons and to control the benefits of the community’s needs over some punk like Musk or Sir Richard or Zuckerberg or Trump-Clinton-Obama, all same sides of the one-sided coin.
More and more people I engage with are lost, really, pushing their little broom and lifting their little dustbin to attempt to clean up the smashed walls and halls and schoolhouses and hallowed things of the people.
Feudalism is back in style, and for each community – city block or city border or urban growth boundary – the endless brooming and dust-binning will never make a dent in what must be done: the cancer must be removed.
Oh, I know, the pacifists want the arc of social justice to come catapulting back and somehow laying bare and rendering impotent the millions of bad hombres who control the purse strings, who control the black ditches of polluting industries, who control the daily trillion loads of toxins and carcinogens and structural violence bombs put upon the majority.
The chaos and fluency of their penetration of pain on all levels of society and in all societies is amazing those rotten-to-the-core billionaires and multinational thugs who have the sociopath’s luxury of being extremely effective, especially in predatory-parasitic-extractive-casino Capitalism, where the burdens of externalities and the millions upon millions of negative and costly outgrowths of Capitalism are the burden of the masses while the extreme comforts/power bases/economic controls are privatized to a very small swath of humankind.
These traits are the characterizations of the typical CEO, typical of the boardroom winners, so typical of the so-called powerful:
- Contemptuous of those who seek to understand them
- Does not perceive that anything is wrong with them
- Only rarely in difficulty with the law, but seeks out situations where their tyrannical behavior will be tolerated, condoned, or admired
- Conventional appearance
- Goal of enslavement of their victim (s)
- Exercises despotic control over every aspect of the victim’s life
- Has an emotional need to justify their crimes and therefore needs their victim’s affirmation (respect, gratitude and love)
- Ultimate goal is the creation of a willing victim
- Incapable of real human attachment to another
- Unable to feel remorse or guilt
- Extreme narcissism and grandiose
- May state readily that their goal is to rule the world
Variations on a theme. Just put in a powerful and famous/infamous person’s name, and the fifteen traits above get checked off pretty easily and readily.
Erik Prince or Betsy Devos, or the Democratic Party honchos or the boot-licking Republican reprobates. Now, we are in a world where the sociopath and psychopath and self-aggrandizing are foisted upon the stage and klieg lights pointed at them so all of us in this barbarous spectacle have to be exposed to not only their felonious and pathological deeds and beliefs daily, but we now have to subvert our own humanness and life by their rules . . . all the while paying to follow their rules.
Unfortunately, most people are not crippled with a malignant personality disorder, yet the young and the disposed/dispossessed and the struggling and the downtrodden in a capitalist society have very few shields or antibodies to avert from these pathological souls who have infected all levels of the corporation, the legal system, the education system, the military industrial complex, government, national politics, religion:
These people are mentally ill and extremely dangerous! We can take many precautions to protect us from the destructive acts of which they are capable.
First, to recognize them, keep the following guidelines in mind.
(1) They are habitual liars. They seem incapable of either knowing or telling the truth about anything.
(2) They are egotistical to the point of narcissism. They really believe they are set apart from the rest of humanity by some special grace.
(3) They scapegoat; they are incapable of either having the insight or willingness to accept responsibility for anything they do. Whatever the problem, it is always someone else’s fault.
(4) They are remorselessly vindictive when thwarted or exposed.
(5) Genuine religious, moral, or other values play no part in their lives.
They have no empathy for others and are capable of violence. Under older psychological terminology, they fall into the category of psychopath or sociopath, but unlike the typical psychopath, their behavior is masked by a superficial social facade.
The psychopath’s world is one where the communal and cooperative laws of human interaction and also the more lofty laws of human emotion and interaction do not apply. It’s been said that psychopathy serves as a “reality” for a good portion of humanity. The hypothesis that one man in every 100 and one woman in every 300 are born a clinical psychopath is troubling, to be sure.
Some of the literature states that psychopathy is so common that each person reading this article knows one and then a significant proportion of readers are most likely psychopaths themselves.
Interesting, the age old battle of nature versus nurture, and vice versa!
I know this is beating a dead horse, but feminist and writer Susan Sontag, in a fit of lucidity, stated the obvious:
If America is the culmination of Western white civilization, as everyone from the Left to the Right declares, then there must be something terribly wrong with Western white civilization. This is a painful truth; few of us want to go that far…. The truth is that Mozart, Pascal, Boolean algebra, Shakespeare, parliamentary government, baroque churches, Newton, the emancipation of women, Kant, Marx, Balanchine ballets, et al, don’t redeem what this particular civilization has wrought upon the world. The white race is the cancer of human history; it is the white race and it alone—its ideologies and inventions—which eradicates autonomous civilizations wherever it spreads, which has upset the ecological balance of the planet, which now threatens the very existence of life itself.
So, who the hell knows about that 1 in 100/300 psychopathy in any given population. I might say, sure, for the white race, seems correct. Africa Source:
The pineal gland is responsible for the production of melatonin, a hormone that is secreted in response to darkness, and is also the site in the brain where the highest levels of Serotonin can be found (Sun et al, 2001). In the pineal, 5-HT (Serotonin) concentration displays a remarkable diurnal pattern, with day levels much higher than night levels. Serotonin plays an important role in sleep, perception, memory, cardiovascular activity, respiratory activity, motor output, sensory and neuroendocrine function.
Racial differences have been noted in the rate of pineal calcification as seen in plain skull radiographs. In Caucasians, calcified pineal is visualized in about 50% of adult skull radiographs after the age of 40 years (Wurtman et al, 1964); other scholars argue that Caucasians, in general, may have rates of pineal gland calcification as high as 60-80% (King, 2001). Murphy (1968) reported a radiological pineal calcification rate of 2% from Uganda, while Daramola and Olowu (1972) in Lagos, Nigeria found a rate of 5%. Adeloye and Felson (1974) found that calcified pineal was twice as common in White Americans as in Blacks in the same city, strengthening a suspicion that there may be a true racial difference with respect to this apparatus. In India a frequency of 13.6% was found (Pande et al, 1984). Calcified pineal gland is a common finding in plain skull radiographs and its value in identifying the midline is still complementary to modern neuroradiological imaging.
Scholars believe the reduction in melatonin with age may be contributory to aging and the onset of age-related diseases. This theory is based on the observation that melatonin is the most potent hydroxyl radical scavenger thus far discovered (Reiter, 1995). Prominent theories of aging attributes the rate of aging to accumulated free radical damage (Proctor, 1989; Reiter, 1995), and as Caucasians have higher rates of pineal calcification, which produces melatonin which is a vital free radical scavenger, some suspect that people of European descent may actually age faster than those from other continents.
Pineal gland calcification has also been implicated in the onset of Multiple sclerosis. Multiple Sclerosis is an autoimmune disease that affects the central nervous system (CNS). The CNS consists of the brain, spinal cord, and the optic nerves. Neuroradiological research has shown the pineal gland to be involved in the pathophysiology of Multiple Sclerosis. In a 1991 study by Sandyk R, and Awerbuch G.I published in the “International Journal of Neuroscience”, it was shown that Pineal Calcification was found in 100 % of MS patients. The strikingly high prevalence of pineal calcification in Multiple sclerosis provides indirect support for an association between MS and abnormalities of the pineal gland (Sandyk and Awerbuch, 1991). Multiple Sclerosis tends to affect Caucasians disproportionately, and is nearly unheard of in Africa and is rare among African Americans. A high prevalence of pineal calcification has also been linked to bipolar disorder.
Now my article will boomerang back to my world directly – writing and teaching, this go-round inside the K12 arena; alas, the world of a teacher is a road strewn with broken-down trucks and scattered tailpipe assemblies and transmissions and oil slicks and sheared-off wheels.
The height of America now is the constant chatter and recriminations against the education system, against teachers, against students, against the entire project of working with the young to assist them in developing critical thinking skills.
Believe you me, I should be where Betsy DeVos is, but billionaires have no expertise, no 10,000 hours of practice to give them some level of mastery, whether it’s tennis, general scholarship, educating youth, doing anything worthy of a worthwhile society. Hence, the ones leading the so-called education debate, Gates or DeVos, have zilch experience in the classroom, zero experience working. You’ll never see a fellow like me at any table.
The idea of my time on earth has always been being on the ground, and some people liken it to ground truthing, the realities of intellectual thought sewn in the fields of those areas where we as a people consider disciplines. What better way to understand what needs to be done to fix (sic) the US education than being in it, albeit like a hired gun going from school to school grade as a substitute teacher.
Hands down, after doing this educational ground truthing a large part of my life, since 1983 when I first started a teaching assistanceship at the University of Texas-El Paso, through to today, this society will never put me at the table, so to speak, of the policy wonks and political operatives. Do they want the real minds there, those of us who just might be able to inject reality and true systems thinking in how to solve the so-called “education problem.”
I know it’s easy to see that anything associated with neoliberalism, libertarianism, the assault of communities large and small by the elite, the super-super minority, is part of the failings of education, and all parts of society, the so-called intellectual, spiritual, built environment, natural, community commons.
The reality is capitalism IS the failure, and CAPITALISM is the education PROBLEM, and my years parachuting into schools and into school districts have shown me there are many deficits, many shortcomings and many hurdles around our public schools.
A raft of problems can be rattled off and highlighted in white paper after special NPR report. The brain trust is the children, however, not Mark Cuban and his ilk. Certainly, the systems of oppression and structural violence and mob rule of the late stage consumer culture and forced acquiescence as a pound of flesh carved out for the elites, the marketers, the flimflam artists who have wrested control of all branches of government, the Fourth estate, the Shadow Government, the corporate heads with their sycophants and armies for hire HAVE done their deep-deep damage.
As if the cultural DNA has been stripped of any normalcy, these citizens — elementary, junior and high schoolers — they already have three strikes against them, yet somehow in the chaos and poorly delivered education there are standouts.
The problem is we need education for the children and for the adults, cooperative education and co-ops of learning, for all generations. How stupid is it to continue feeding mush to children? How stupid is it to have them penned up in classrooms? How ridiculous is it to have a few disruptive youth and inattentive students run wild in a classroom? How is it that the major industries and the business roundtable folk and the movers and shakers and the parents aren’t held to task for not getting truly involved in their futures? These young people’s futures?
Experiential learning, outside the box, far-far away from standardized teaching, common core, rote memorization.
Even in this onslaught of crass, creepy psychologically-damaging crap youth have to step through daily – a land mine field every day – we can still get back the narrative, and flip the script, so to speak.
I have been in 1st grade classes, and been teaching music to elementary aged students and science and math to high school students, and everything in between. The vast majority of youth feel and know and sense they have been sold a bill of goods, and lies, and they want leaders and mentors, people who can bring to them a sense of destiny, a sense of rebellion for the good of humankind, and a real set of educational tools to help them educate themselves for life.
It is not some hippie or alternative new age spasm to say that students need hands on reality – how to grow food, how to paint murals, how to build tables, how to construct solar panels for their homes, how to chart the stars, how to speak several languages, how to wire a short wave radio, how to set up and nurture a catfish pond, how to cut flowers and how to talk to old people and the disabled in situ.
We could be using our smarts and collective action and solving our rural communities’ issues and those of our cities; problem solved by having youth brigades with their mentors and their parents working daily to make the changes necessary for resiliency. The youth want to know why they can’t give me hugs or display hugs in the school yard, so we talk about the newer research on the skin and on touching people, daily, as a way of healing, of pushing melatonin in the body, as a way to heal inflamed arteries.
On the surface or to a passerby, the children might be lost causes, already colonized by Big Mac, Disneyland, Marvel Comics, glittery inept millionaire performers and fancy falling pixels in their next orgasmic video game.
They may already be too far gone to weather climate disruption, economic wars, the battlefields coming soon, because of their multiple issues tied to chronic diseases and mental disturbances.
Ah-ha, so wrong, so wrong.
I guarantee if a school house and school grounds were set up like great rendezvous points for artists, acrobats, farmers, trades people, international visitors, under the direction of First Nations elders; I guarantee if students were there with their parents part of the week learning about history, untold stories, about how to tell a story and film a documentary; I guarantee if we shifted ground by enforcing the philosophy that we are what we eat, what we read, what we do, what we think, what we believe, what we hope for, what we want, what we imagine, and that there are direct repercussions (negative) to the individual’s mental, intellectual and physical well being with the wrong stuff in, which leads to the wrong stuff out. . . . I guarantee the conversations will change, the enlightenments will spark, the involvement on every level of the community will increase, and the individual and collective narratives will move toward that arc of not only social justice, but humanity living within our means, and understanding the value of simplicity, small ecological footprints and smelling the roses and watching the stars through the flight patterns of owls, fireflies and moths.
What a silly set of idealistic ideas on how to re-form the education system.
The fact is that students are hungry for honesty, and hungry to see how it all connects, how one piece of the puzzle is actually the link to the whole, and how all things are related. They get it, and many times there are 10-year-old skeptics, grizzled in their thinking, scabbed over in their imaginations.
Everything in school, now, under the current models of suppression, then, is to learn 9 to 5, Monday through Friday enslavement.
Children and juveniles and late age teens want nothing of that enslavement, but they have no choice in a hobbling system of people like the Gates duo or the Betsy-Donald duo, coming up with insane and self-fulfilling concepts to keep kids so down that they will abide by anything the levelers and capitalists demand of them – demands (pistols to the heads, rather) in their communities, in their purchases, in their indebtedness, in their reading and eating material, in their subservience to the company or corporation or organization.
We need legions of nurses, social workers, teachers, solutions-driven people with their heads screwed on tight and their hearts alight in the shine of innocence lost and new innocence gained. We need a world of STEAM – daftly blended Sciences Technology Engineering Arts Math for more than capitalist survival, but rather for the impending systems of collapse we have wreaked havoc on the planet, on our own souls, and now on young souls not even given a chance to push out of chrysalis.
We know what must be done: rework all public schools. Add greenhouse, ponds, rows of corn, second and third floor ropes courses, commercial kitchens, husbandry stalls, more. Rip up the pavement, get the kids to use rickshaws, learn how to be entrepreneurial geniuses with coffee stands and juice stands run by parents and students. Outdoor education on our beaches, in our city parks, inside empty warehouses.
We know what to do! And we can do it. Again, cut away the cancer — destroy capitalism!
One thought on “Psychopathology of Not Teaching, Not Feeding, Not Embracing Our Youth”
Comment from Joe the Farmer from Merced:
May I add that education should be something available to all age groups wishing to learn when they are ready to learn, whether that be at six years of age or thirty six years of age. Also the idea that the only place one can learn is in a designated school during designated hours is preposterous and itself a form of unexamined conformity and subservience to power. The fact that knowledge is only knowledge if it comes from, or is acknowledged by academia, is narcissistic and pathological in itself. For many education comes from tagging along and being exposed to some old timer with tons of experience and watching and doing as advised.
Maybe most importantly the quest for more knowledge and technological advancement itself is a progress trap that leads civilization into a box canyon to nowhere. Just because man can think it, doesn’t mean he should act on it. An example of that being the development of damned near every modern advancement in the fields of chemistry which has unleashed incredible pollution onto the environment. Nuclear energy development that has contaminated the whole world and is yet poised to complete the job of annihilation of the planet. The development of plastics that are killing the ocean sea life.
If education leads to life destructive products or customs, then maybe education ought to be about humility and self examination of outcomes rather than our current model of economic self fulfillment which never questions outcomes in its quest for profits. Maybe the best most simple idea for learning came from Gandhi and needs no tweaking, only adoption into modern curriculum as the foundation of our educational system.
Wealth Without Work
Pleasure Without Conscience
Knowledge Without Character
Commerce (Business) Without Morality (Ethics)
Science Without Humanity
Religion Without Sacrifice
Politics Without Principle