Education News

Here, we will gather together some of the more interesting education news stories form around the world. With everyday stories of great success and the trials of fighting against an increasingly bureaucratic system there should be something to challenge and stretch every mind. You can also send us your suggestions for stories.

George Orwell vs Aldous Huxley

posted Dec 10, 2014, 6:50 AM by Graham William Hendrey   [ updated Dec 10, 2014, 7:30 AM ]

In his book “Amusing Ourselves To Death: Public Discourse in the Age of Show Business,” the late media critic Neil Postman compares two dystopian futures — one, imagined by George Orwell in his book 1984, in which the government maintains its control by keeping us under constant surveillance; the other, conceived by Aldous Huxley in Brave New World, in which citizens are kept happy enough to never put up a fight:


We were keeping our eye on 1984. When the year came and the prophecy didn’t, thoughtful Americans sang softly in praise of themselves. The roots of liberal democracy had held. Wherever else the terror had happened, we, at least, had not been visited by Orwellian nightmares.

But we had forgotten that alongside Orwell’s dark vision, there was another – slightly older, slightly less well known, equally chilling: Aldous Huxley’s Brave New World. 

Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression. But in Huxley’s vision, no Big Brother is required to deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think.

What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a trivial culture, preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumblepuppy. 

As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny “failed to take into account man’s almost infinite appetite for distractions”. In 1984, Huxley added, people are controlled by inflicting pain. In Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we hate will ruin us. Huxley feared that what we love will ruin us.”

This excerpt has prompted many to ponder the same question that Bill Moyers asked Marty Kaplan on this week’s program: Who’s proving the most successful prophet? Huxley or Orwell? What do you think?


Text Source:


Further Essential Material to Research:

Brave New World
http://en.wikipedia.org/wiki/Brave_New_World

Nineteen Eighty-Four
http://en.wikipedia.org/wiki/Nineteen_Eighty-Four

Killswitch Infographic: Orwell vs. Huxley

All Art Is Propaganda: Christopher Hitchens on George Orwell

George Orwell: A Life in Pictures ... The Full Documentary

Hitchens: Talking About Orwell

The Ultimate Revolution | by Aldous Huxley

YouTube Video



Read this previous article by NSA:

RE: Visiting The Brave New World





Technological Addiction

posted Dec 8, 2014, 5:48 AM by Graham William Hendrey   [ updated Dec 8, 2014, 7:43 AM ]

"Experts," especially those quoted frequently by the media, are constantly warning us of dangers to our kids. What usually grabs our attention and instills fear in our hearts are the case stories they present. Some child, somewhere, was out playing without a parent nearby and was abducted and murdered. Therefore, anyone who allows his or her child to play outside, not closely watched by an adult, is a negligent parent. Some distraught young man in South Korea plays a video game for fifty straight hours without stopping to sleep or eat, goes into cardiac arrest, and dies. Therefore, video games are addictive, dangerous, and we must either ban them or curtail their use so our children don't die like that poor South Korean.


Case stories like these are tragic; and, yes, tragedies do happen, usually in ways that are completely unpredictable. But what we must remember when we hear such stories is that there are approximately 7 billion people in the world. That's 7,000,000,000. That young man in South Korea represents 0.000000014 percent of the world's population. With 7 billion people, some really weird thing is going to happen someplace every day. The fear-mongering "experts" and media will never run out of shocking stories to tell us.

Today, worldwide, hundreds of millions of people play video games. The vast majority of those players are perfectly normal people, meaning that nothing newsworthy ever happens to them, but some small percentage of them are killers, some are extraordinarily depressed, some are suicidal; and every day some video gamer somewhere does something terrible or experiences something terrible. All this is also true of the hundreds of millions of people who don't play video games. This is why case stories, by themselves, are worthless. If we want to know about the consequences of playing video games, or of anything else, we need well-designed research studies and statistics. The emphasis here is on the well-designed.

For many years now, researchers have been trying to prove that video games are bad. Much of the attention has focused on the violent content of some of the games, and many dozens of studies have been done in attempts to prove that playing violent video games causes real-world violence. This past year, the US Supreme Court was faced with the task of evaluating that research, in the case of Brown versus Entertainment Merchants Association. After much testimony and study, the court concluded, "Studies purporting to show a connection between exposure to violent video games and harmful effects on children do not prove that such exposure causes minors to act aggressively." 

In 2010, the Australian government--faced with petitions to ban or restrict video games with violent content--reached a similar conclusion after evaluating all of the evidence. And social scientists who have scrutinized the studies and conducted meta-analyses of them have also come to that conclusion.


Read more of Peter Gray's article here:



Additional Essential Research:

Signs of Gaming Addiction in Adults:

Reasons Why Adults Who Play Video Games Are Happier:

Significiant Others Of Excessive Gamers:

Video Game Play May Provide Learning:

Video Game-Related Health Problems:


Video Game Addiction No Fun:

Game & Health Related Reseach Documents:

...............................................

Mobile Phone Overuse:

Students 'Addicted to Mobile Phones'

Tech-Addicted Kids?

Could We Disconnect For Just A Moment?

Our Obsessive Relationship With Technology


If you have something else that you would like me to add then drop me a link.

(G).

The School to Prison Pipeline

posted Oct 23, 2014, 7:49 AM by Graham William Hendrey   [ updated Oct 28, 2014, 8:30 AM ]

It begins with deep social and economic inequalities, and has taken root in the historic shortcomings of schooling in the USA. The civil and human rights movements of the 1960s and ’70s spurred an effort to “rethink schools” to make them responsive to the needs of all students, their families, and communities. This rethinking included collaborative learning environments, multicultural curriculum, student-centered, experiential pedagogy—we were aiming for education as liberation. The back-to-basics backlash against that struggle has been more rigid enforcement of ever more alienating curriculum.


The “zero tolerance” policies that today are the most extreme form of this punishment paradigm were originally written for the war on drugs in the early 1980s, and later applied to schools. As Annette Fuentes explains, the resulting extraordinary rates of suspension and expulsion are linked nationally to increasing police presence, checkpoints, and surveillance inside schools.

As police have set up shop in schools across the country, the definition of what is a crime as opposed to a teachable moment has changed in extraordinary ways. In one middle school we’re familiar with, a teacher routinely allowed her students to take single pieces of candy from a big container she kept on her desk. One day, several girls grabbed handfuls. The teacher promptly sent them to the police officer assigned to the school. What formerly would have been an opportunity to have a conversation about a minor transgression instead became a law enforcement issue.

Children are being branded as criminals at ever-younger ages. Zero Tolerance in Philadelphia, a recent report by Youth United for Change and the Advancement Project, offers an example:

Robert was an 11-year-old in 5th grade who, in his rush to get to school on time, put on a dirty pair of pants from the laundry basket. He did not notice that his Boy Scout pocketknife was in one of the pockets until he got to school. He also did not notice that it fell out when he was running in gym class. When the teacher found it and asked whom it belonged to, Robert volunteered that it was his, only to find himself in police custody minutes later. He was arrested, suspended, and transferred to a disciplinary school.

Early contact with police in schools often sets students on a path of alienation, suspension, expulsion, and arrests. George Galvis, an Oakland, Calif., prison activist and youth organizer, described his first experience with police at his school: “I was 11. There was a fight and I got called to the office. The cop punched me in the face. I looked at my principal and he was just standing there, not saying anything. That totally broke my trust in school as a place that was safe for me.”

Read more at Rethinking Schools:
http://www.rethinkingschools.org/archive/26_02/edit262.shtml



(Click on the image above to enlarge the statistics)


Further Available Resources:

Breaking the School-to-Prison Pipeline That's Destroying Our Kids

Criminal U: America's Most Successful Institution Educating the Poor

Fact Sheet: How Bad Is the School-to-Prison Pipeline?

Race, Disability and the School-to-Prison Pipeline

School-to-Prison Pipeline

Why Many Inner City Schools Function Like Prisons

The School-To-Prison Pipeline Can Start Even Before Kindergarten, Mother Points Out

The School-to-Prison Pipeline Starts in Preschool

The School-to-Prison Pipeline


A little video:

YouTube Video


Something to think about:


(Click on the above image to enlarge)

The Art of Stress-Free Productivity

posted Sep 3, 2014, 4:04 AM by Graham William Hendrey   [ updated Sep 3, 2014, 4:11 AM ]

Getting Things Done is a time-management method, described in a book of the same title by productivity consultant David Allen. It is often referred to as GTD. The GTD method rests on the idea of moving planned tasks and projects out of the mind by recording them externally and then breaking them into actionable work items. This allows one to focus attention on taking action on tasks, instead of on recalling them.


In time management, task priorities play a central role. Allen's approach uses two key elements — control and perspective. He proposes a workflow process to control all the tasks and commitments that one needs or wants to get done. There are six "horizons of focus" to provide a useful perspective.

GTD is based on storing, tracking and retrieving the information related to the things that need to get done. Mental blocks we encounter are caused by insufficient 'front-end' planning. This means thinking in advance, generating a series of actions which can later be undertaken without further planning. The human brain's "reminder system" is inefficient and seldom reminds us of what we need to do at the time and place when we can do it. Consequently, the "next actions" stored by context in the "trusted system" act as an external support which ensures that we are presented with the right reminders at the right time. As GTD relies on external memories, it can be seen as an application of the theories of distributed cognition or the extended mind.

Read more:


More Links to Explore:

The Art of Stress-Free Productivity: David Allen at TEDx

YouTube Video



1. David Allen: Genius Network Interview

2. Time Management Magazine Interview With David Allen

3. GTD Explained in Minutes

4. Accelerated Learning: How To Get Good at Anything in 20 Hours

5. How to Implement Getting Things Done with David Allen

6. How David Allen Gets Things Done

7. How to Get Things Done in The USA


There is a lot more information about this subject online so feel free to search. 
(G)

The Philosophy of Law & Liberty

posted Sep 2, 2014, 1:19 AM by Graham William Hendrey   [ updated Sep 2, 2014, 1:31 AM ]

Law is, generally, a system of rules which are enforced through social institutions to govern behaviour, although the term "law" has no universally accepted definition. Laws can be made by legislatures through legislation (resulting in statutes), the executive through decrees and regulations, or judges through binding precedents (normally in common law jurisdictions). Private individuals can create legally binding contracts, including (in some jurisdictions) arbitration agreements that exclude the normal court process. The formation of laws themselves may be influenced by a constitution (written or unwritten) and the rights encoded therein. The law shapes politics, economics, and society in various ways and serves as a mediator of relations between people.


A general distinction can be made between civil law jurisdictions (including canon and socialist law), in which the legislature or other central body codifies and consolidates their laws, and common law systems, where judge-made binding precedents are accepted.

Historically, religious laws played a significant role even in settling of secular matters, which is still the case in some religious communities, particularly Jewish, and some countries, particularly Islamic. Islamic Sharia law is the world's most widely used religious law.

The adjudication of the law is generally divided into two main areas. Criminal law deals with conduct that is considered harmful to social order and in which the guilty party may be imprisoned or fined. Civil law (not to be confused with civil law jurisdictions above) deals with the resolution of lawsuits (disputes) between individuals or organisations. These resolutions seek to provide a legal remedy (often monetary damages) to the winning litigant.

Under civil law, the following specialties, among others, exist: Contract law regulates everything from buying a bus ticket to trading on derivatives markets. Property law regulates the transfer and title of personal property and real property. Trust law applies to assets held for investment and financial security. Tort law allows claims for compensation if a person's property is harmed. Constitutional law provides a framework for the creation of law, the protection of human rights and the election of political representatives. Administrative law is used to review the decisions of government agencies. International law governs affairs between sovereign states in activities ranging from trade to military action.

Read more:
http://en.wikipedia.org/wiki/Law


Watch a video:

The Philosophy of LIberty:

YouTube Video


Stossel: What's Happening To Free Speech?:

YouTube Video




Futher Essential Information:

1. What is the rule of Law?
http://www.worldjusticeproject.org/what-rule-law

2. Jordan Maxwell on The UCC

3. Jordan Maxwell: The Law Series (Part 1)

4. Noam Chomsky on Corporate Personhood

5. The Corpoation: Full Film
https://www.youtube.com/watch?v=Y888wVY5hzw

6. The Four Horsemen: Documentary

7. Philosophy of Liberty ... Expanded

8. Common Law vs Civil Law

Social Psychology Video Series

posted Jul 2, 2014, 5:43 AM by Graham William Hendrey

NSA has attempted to raise the standard of social education once again. We have published a series of videos that aim to encourage people to reflect on their own relationships with the people in their environment. This series looks at common problems and suggest possible steps to take to resolve personal conflicts.


It also acts as a brief introduction to social philosophy and the fundamental ideas of universally preferable behaviour (UPB) as an accurate moral standard for our modern western society.


More videos will be added in the near future so please return regularly to our You Tube channel to keep up to date with all of the latest developments.

(G)

You might also find these links useful:

Universally Preferable Behaviour:
https://www.youtube.com/watch?v=vZvTXFxPwb0

Universally Preferable Behaviour:
http://en.wikipedia.org/wiki/Stefan_Molyneux

The Pathology of Pooh

posted Dec 6, 2013, 5:51 AM by Graham William Hendrey   [ updated Dec 9, 2013, 1:13 AM ]

Abstract: Somewhere at the top of the Hundred Acre Wood a little boy and his bear play. On the surface it is nocent world, but on closer examination by our group of experts we find a forest where neurodevelopmental and psychosocial problems go unrecognized and untreated.



On the surface it is an innocent world: Christopher Robin, living in a beautiful forest surrounded by his loyal animal friends. Generations of readers of A.A. Milne's Winnie-the-Pooh stories have enjoyed these seemingly benign tales. However, perspectives change with time, and it is clear to our group of modern neurodevelopmentalists that these are in fact stories of Seriously Troubled Individuals, many of whom meet DSM-IV3 criteria for significant disorders. We have done an exhaustive review of the works of A.A. Milne and offer our conclusions about the inhabitants of the Hundred Acre Wood in hopes that our observations will help the medical community understand that there is a Dark Underside to this world.

We begin with Pooh. This unfortunate bear embodies the concept of comorbidity. Most striking is his Attention Deficit Hyperactivity Disorder (ADHD), inattentive subtype. As clinicians, we had some debate about whether Pooh might also demonstrate significant impulsivity, as witnessed, for example, by his poorly thought out attempt to get honey by disguising himself as a rain cloud. We concluded, however, that this reflected more on his comorbid cognitive impairment, further aggravated by an obsessive fixation on honey. The latter, of course, has also contributed to his significant obesity. Pooh's perseveration on food and his repetitive counting behaviours raise the diagnostic possibility of Obsessive Compulsive Disorder (OCD). Given his coexisting ADHD and OCD, we question whether Pooh may over time present with Tourette's syndrome. Pooh is also clearly described as having Very Little Brain. We could not confidently diagnose microcephaly, however, as we do not know whether standards exist for the head circumference of the brown bear. The cause of Pooh's poor brain growth may be found in the stories themselves. Early on we see Pooh being dragged downstairs bump, bump, bump, on the back of his head. Could his later cognitive struggles be the result of a type of Shaken Bear Syndrome?

Pooh needs intervention. We feel drugs are in order. We cannot but wonder how much richer Pooh's life might be were he to have a trial of low-dose stimulant medication. With the right supports, including methylphenidate, Pooh might be fitter and more functional and perhaps produce (and remember) more poems.

Read more:
Canadian Medical Association Journal


Additional Supporting articles:

The Mental Disorders of Winnie-the-Pooh Characters

Winnie the Pooh Mental Disorders & Reading Between the Lines


Background Reading:

A. A. Milne

Pooh celebrates his 80th birthday

Made-up words in Winnie the Pooh and Harry Potter 'help children learn English'
Winnie-the-Pooh
The Original Language of Winnie-the-Pooh

Teen Suicide & Education for Life

posted Oct 24, 2013, 5:43 AM by Graham William Hendrey   [ updated Nov 20, 2013, 11:12 PM ]

By all accounts, American teenagers should be the happiest people in the world. They live in a 
virtual Disney universe, with delectable Big Macs, fantastic new cars, parents who buy them video games and cater to their every need, music that appeals to their adolescent tastes, Facebook, YouTube, Twitter and all sorts of magical gadgets and computers. They are citizens of the greatest, richest, most advanced nation in history, the beneficiaries of its freedoms and beauty. So, why has life become so unbearable for so many of them?


The CDC (Centers for Disease Control) reports that 60 percent of high school students claim that they have thought about committing suicide, and around nine percent of them say that they have tried killing themselves at least once. Indeed, the CDC reports that suicide is the third leading cause of death for Americans aged 15 to 24. The only two phenomena that cause more death among teenagers are car accidents and homicide.

A recent survey of high-school students found that almost one in five had seriously considered suicide; more than one in six had made plans to attempt suicide; and more than one in 12 had made a suicide attempt in the past year.

But this is not a new situation. Education Week (10/31/84) reported that there were 18 teenage suicides a day in the United States, or about 6,570 per year. According to the Boston Herald(3/5/86), a half million teenagers tried to kill themselves in 1985. There is no reason to believe that this morbid death-wish has abated among teenagers in 2012. Indeed, teen suicide is now so common that only the most spectacular tragedies get national attention.

One such tragedy occurred in April 1990 in Sheridan, Arkansas, where three high school students committed suicide within 24 hours of each other. This rural community of 3,200 people is about 40 miles south of Little Rock. According to Facts on File (5/18/90):

The suicides began April 30, when a 17-year-old student, Thomas Smith, walked to the front on his American history class at Sheridan High School, told one of the girls in the class he loved her and then shot himself in the head with a .22 caliber pistol as his classmates watched.

Later that evening, a friend of Smith’s, Thomas M. Chidester, 19, was found shot to death at his home with a .45 caliber pistol, leaving a note that read, “I can’t go on any longer.” The next day, another Sheridan High student, Jerry Paul McCool, 17, was found shot to death at his home with a .22 caliber pistol. Police labeled the death a suicide, although McCool’s parents insisted it had been an accident. The three deaths occurred in the wake of another suicide in Sheridan, by 17-year-old Raymond Dale Wilkinson, who had shot himself to death on March 28. Police said there appeared to be no link among the killings, other than the friendship between Smith and Chidester, and that none of the youths had been in trouble with the police.

We are now all too familiar with these bizarre cluster suicides that have shocked and baffled communities all across America:

Jefferson County, Colorado: At least 14, possibly 17, teenagers committed suicide between January 1985 and April 1986. A study showed that “few of the victims had taken drugs or alcohol before killing themselves. Some had problems at school or with the law, but others were model students who participated in sports and had high grades.” (Rocky Mountain News, 4/10/86)

Fairfax County, Virginia: Three Annandale High School seniors committed suicide between September 17 and October 26, 1987. According to the Fairfax Journal of 10/29/87, Annandale students are a “very ordinary bunch of American kids. ... Nobody really knows what specific troubles the Annandale youths who killed themselves may have been facing.”

Omaha, Nebraska: Three teenagers attending Bryan High School committed suicide and two attempted suicide within a two-week period in February 1986. According to Education Week(2/19/86), the students were “normal kids, not really involved with drugs or anything.”

Leominster, Mass.: On March 27, 1986, George Henderson, 14, a Leominister High School honor student, shot himself to death with a 12-gauge shotgun in his bedroom. He was the sixth teen suicide in Leominster in two years, the third in that school year. According to the Worcester Telegram of 3/28/86: “Here was a boy not identified as being a child at risk. ... There was no indication something was wrong ... he was a good student, an athlete from a relatively normal family.”

Bergenfield, New Jersey: In March 1987, four teenagers — two boys and two girls — committed suicide by carbon monoxide poisoning in a car idling in a closed garage. They had made a suicide pact.

Alsip, Illinois: Nancy Grannan, 19, and Karen Logan, 17, described as best friends and classmates, committed suicide in March 1986 by carbon monoxide poisoning in a closed garage.

School officials and parents expressed bafflement when trying to figure out why these young people killed themselves. Some psychologists suggested that it may have had something to do with low self-esteem. But many of these suicide victims were good students, good athletes, well-loved by their families. So why did they put an end to their promising young lives?

Is it possible that death education is an important contributing cause? Most people, including parents, haven’t the faintest idea what death education is. A graphic description of death education was given in the Winslow Sentinel of 4/9/90. Winslow, a town of about 5,500 inhabitants, is in central Maine where people assume that weird subjects like death and dying are not part of the school curriculum. You’ll assume differently after reading this account:

Death, dying, funerals, wills and organ donations — pretty morbid stuff, but not for a group of Winslow High School seniors.

They wrote their own obituaries and epitaphs, filled out organ-donation cards, visited a funeral home and talked about such issues as mercy killing. They wrote instructions for their own funerals.

As part of a week-long seminar on death and dying, the 60 seniors learned to feel more comfortable about the issue of death — what to do if someone dies, what to say to family members of a deceased loved-one, how to prepare for the inevitable.

“It’s the first time I’d ever been exposed to anything like this. Families don’t talk about death,” said Jennifer Erickson, who took the seminar as part of her psychology class. “Because of this course, I’ll talk to my own kids about death,” she said.

Jeffrey Charland attended the seminar as part of his sociology elective. “A lot of people don’t have experience with going to funerals,” he said. “It helped us to feel more comfortable about being around someone who has lost someone.”

Guidance Counselor Cathleen Clement taught the seminar. She came up with the idea for the course when she was in graduate school, looking at different areas in which students need exposure. ... “I wanted to (conduct the seminar) in a positive, upbeat way, even though the topic is morbid,” she said.

How anyone can be upbeat about death is a bit of a stretch. Ms. Clement could have taught a seminar on the Constitution, or some interesting aspect of American history, but she chose death education which she learned about in graduate school. High school seniors, concerned with making productive lives for themselves after 12 years of politically-correct schooling, ought to be given a positive outlook which will help them deal with living instead of dying. But as the Rev. R. J. Rushdoony has written: “Humanistic education is the institutionalized love of death.” The article continues:

Activities for the course included role-playing, in which students pretended someone had died. They went through the motions of dialing 911, making funeral arrangements, and either going through stages of grieving themselves, or helping another person through those stages.

In the process, they learned about the cost of being embalmed and buried in a coffin, as opposed to being cremated, and about the choices they have. “We got a price list on everything, and it’s expensive to die,” said Erickson.

Charland said that while taking the course he has made the decision to be cremated when he passes on. “I want to be cremated because of environmental reasons. It saves land and is a lot cheaper,” he said.

The trip to Gallant Funeral Home Inc. in Waterville was neat, according to Charland. Although the students did not see any bodies there, they did see the equipment and tools used for preparing them for burial. ... The students saw the make-up, and learned that a hairstylist comes in to fix the corpse’s hair. ...

Clement said the students never stopped asking questions at the funeral home. ...

Erickson said she wants to teach, probably high school sociology, and Charland wants to work in the field of psychology. Clement said some students initially felt uncomfortable with the seminar, but eventually became less afraid.

There is no indication in the newspaper article that parents were consulted about the seminar or were asked for their approval. Also, not all students react to death education as calmly as the two interviewed by the reporter. Some get quite upset. Death educator Nina Rebak Rosenthal, in an article entitled “Death Education: Help or Hurt?” (The Clearing House, Jan. 1980) wrote:

Death arouses emotions. Some students may get depressed; others may get angry; many will ask questions or make statements that can cause concern for the instructor. ... Students may discuss the fact that they are having nightmares or that the course is making them depressed or feeling morbid. ... Others may have no reactions or feel a great sense of relief that someone finally is talking about the things they often felt they could not say. Others may become frightened. In fact, Bailis and Kennedy report that secondary students increased their fear of death and dying as a result of participating in a death education program.

Depression, fear, anger, nightmares, morbidity. These are the negative emotions and reactions stirred up in students by death education. Is this what parents want their children to experience? Is this what they send their children to school for? However, according to Ms. Rosenthal, simply because death education can cause such emotional turmoil and anxiety is no reason not to teach it. “Since death has been such a taboo topic, open and honest communication is essential. Such communication,” she writes, “helps to desensitize students to anxiety-arousing items.”

Thus, the purpose of death education is to “desensitize” children to death — to remove or reduce that reasonable, rational, and useful antipathy toward death that helps us preserve our lives. Maybe that’s why it’s a taboo subject. But it is when children begin to see death as “friendly” and unthreatening that they begin to be drawn into death’s orbit and lured to self-destruction. It’s a phenomenon that might be called “death seduction,” in which an individual is drawn irresistibly into a fascination and then obsession with death. The individual, with the usual adolescent problems, begins to reject life and love death.

(To be continued.)

Written by  Sam Blumenfeld 

(2012)

Taken From THE NEW AMERICAN


PART 1:
Teen Suicide: Is Death Ed a Cause?

PART 2:
Teen Suicide: Is Death Ed a Cause?

PART 3:
Teen Suicide: Is Death Ed a Cause?


ESSENTIAL ADDITIONAL INFORMATION:

The Past, Present & Future of Death Education:

Does Anyone Need Death Education?

Death Education in the Primary School [1]

Effects of Death Education Programs upon Secondary School Students

DEATH EDUCATION in the PUBLIC SCHOOLS
DEATH EDUCATION AT COLUMBINE HIGH

Death Education Overview

What is Death Education? Basics:


VIDEO:

NSA - Death Education News Report:

YouTube Video


Comment: 
Remove the word 'Education' from 'Death Education' and you get the picture. (G)


EXTRA NOTES:

Casual sex linked to depression and suicidal thoughts

Would your marriage survive the porn chat?

How to tell your wife you want to watch online porn

Britain is a sexualised society now. Fact. We must educate our children

Girl Guides back Telegraph better sex education campaign

The Death of The Magna Carta

posted Oct 11, 2013, 1:47 AM by Graham William Hendrey   [ updated Oct 11, 2013, 3:16 AM ]

Down the road, only a few generations, perhaps we shall not at all recall the millennium of The Magna Carta, one of the great events in the establishment of civil and human rights. Whether its legacy shall be celebrated, mourned, or ignored is not at all clear. That should be a matter of serious immediate concern. What we do right now, or fail to do, will determine what kind of world will greet that event. It is not an attractive prospect if present tendencies persist – not least, because the Great Charter is being shredded before our eyes.


The first scholarly edition of Magna Carta was published by the eminent jurist William Blackstone. It was not an easy task. There was no good text available. As he wrote, "the body of the charter has been unfortunately gnawn by rats" – a comment that carries grim symbolism today, as we take up the task the rats left unfinished.

Blackstone's edition actually includes two charters. It was entitled The Great Charter and the Charter of the Forest. The first, the Charter of Liberties, is widely recognised to be the foundation of the fundamental rights of the English-speaking peoples – or as Winston Churchill put it more expansively, "the charter of every self-respecting man at any time in any land." Churchill was referring specifically to the reaffirmation of the Charter by Parliament in the Petition of Right, imploring King Charles to recognise that the law is sovereign, not the King. Charles agreed briefly, but soon violated his pledge, setting the stage for the murderous civil war.

After a bitter conflict between King and Parliament, the power of royalty in the person of Charles II was restored. In defeat, Magna Carta was not forgotten. One of the leaders of Parliament, Henry Vane, was beheaded. On the scaffold, he tried to read a speech denouncing the sentence as a violation of Magna Carta, but was drowned out by trumpets to ensure that such scandalous words would not be heard by the cheering crowds. His major crime had been to draft a petition calling the people "the original of all just power" in civil society – not the King, not even God. That was the position that had been strongly advocated by Roger Williams, the founder of the first free society in what is now the state of Rhode Island. His heretical views influenced Milton and Locke, though Williams went much farther, founding the modern doctrine of separation of church and state, still much contested even in the liberal democracies.

As often is the case, apparent defeat nevertheless carried the struggle for freedom and rights forward. Shortly after Vane's execution, King Charles granted a Royal Charter to the Rhode Island plantations, declaring that "the form of government is Democratical", and furthermore that the government could affirm freedom of conscience for Papists, atheists, Jews, Turks – even Quakers, one of the most feared and brutalised of the many sects that were appearing in those turbulent days. All of this was astonishing in the climate of the times.

A few years later, the Charter of Liberties was enriched by the Habeas Corpus Act of 1679, formally entitled "an Act for the better securing the liberty of the subject, and for prevention of imprisonment beyond the seas". The US constitution, borrowing from English common law, affirms that "the writ of habeas corpus shall not be suspended" except in case of rebellion or invasion. In a unanimous decision, the US supreme court held that the rights guaranteed by this Act were "[c]onsidered by the Founders [of the American Republic] as the highest safeguard of liberty". All of these words should resonate today.

Read more of Noam Chomsky's Article:

How the Magna Carta became a Minor Carta: Part 1.
http://www.theguardian.com/commentisfree/2012/jul/24/magna-carta-minor-carta-noam-chomsky

How the Magna Carta became a Minor Carta: Part 2.
http://www.theguardian.com/commentisfree/2012/jul/25/magna-carta-minor-carta-noam-chomsky


ESSENTIAL ADDITIONAL MATERIAL:

Britain to Repeal Magna Carta
http://www.outsidethebeltway.com/britain_to_repeal_magna_carta/

Did Magna Carta Die in Vain?
http://spectator.org/archives/2012/10/04/did-magna-carta-die-in-vain

Magna carta Civilian safety Jury Trial theft by UK Labour Party

Ken Clarke is ready to betray 800 years of British justice

"The Relevance of the Magna Carta to the 21st Century"
The Magna Carta & Our Constitution
The Magna Carta - Failed Diplomacy that Changed the World
Magna Carta: Our Freedoms Our Rights
http://www.youtube.com/watch?v=q4Rc-qs-pV8

Magna Carta and the Commons
Magna Carta presentation by Professor John Robson


Moral of the story: 'Know Your History' (G)





What Have We Done to Our Kids?

posted Sep 17, 2013, 8:39 AM by Graham William Hendrey   [ updated Sep 19, 2013, 9:22 AM ]

The UK has become the drug and alcohol "addictions capital of Europe", a think tank has warned. The Centre for Social Justice - set up by Work and Pensions Secretary Iain Duncan Smith - said drink and drug abuse cost the UK £36bn a year. Its report warned that the UK has become a hub for websites peddling potentially dangerous "legal highs".
 
 


The CSJ also criticised the government for failing to tackle heroin addiction and cheaply available alcohol. The report, No Quick Fix, found that last year 52 people in England and Wales died after taking legal highs, up from 28 the previous year.

The substances, sometimes referred to as club drugs and including Salvia and Green Rolex, are often marketed as bath salts or research chemicals. But the drugs can be sold legally as long as they are clearly marked "not for human consumption", but have been known to cause permanent bladder damage, blood poisoning and death.

According to the Centre for Social Justice (CSJ), there are now more than 130 UK-registered websites selling the products cheaply by mail order - making postal service workers unwitting drug mules.
 
'Faster bans needed'

The think tank said one in 12 young people in the UK admitted to having taken legal highs - the highest figure in Europe. It said a faster system of prohibition was needed to deal with legal highs, as 150 new substances have come on to the market in the last three years, while the government has managed to ban just 15 in the same period.

The report also attacked a failure to offer heroin addicts effective treatment.
 
READ MORE:
 
 
IMPORTANT ADDITIONAL ARTICLES:
 
How our children's prospects are trailing behind Europe
 
Television turns your children into zombie-headed sloths
 
Scurvy returns among children with diets 'worse than in the war’
 
Russian children get gay love books from the West
 
Hundreds of children identified as extremism risk
 
Home schooling: if a child gets bored at school, blame the system
 
School is a prison — and damaging our kids
 
Five-year-old children arrive in primary school still in NAPPIES and unable to speak
 
Sleep and the Teenage Brain
 
Children need more exercise - especially girls
 
UK 'fares badly in European health league table'
 
TV habits 'can predict kids' waist size and fitness'
 
Mapping children's chances
 
Children's diet better in 1950s
http://news.bbc.co.uk/2/hi/health/542205.stm

The mass overmedication of foster children with psychiatric drugs

Family Happiness and the Overbooked Child
http://www.nytimes.com/2011/08/13/your-money/childrens-activities-no-guarantee-of-later-success.html?_r=2&

Study finds that home births are safer than hospital births

(More links may be added through time)


VIEW OUR OTHER STORIES:


Television's Effects on Children

The War Against Children and Families
UK Children Stuck in 'Materialistic Trap'
Emotional Anarchy and the Kinsey Legacy


.....
 
The moral of the story is ... 'Don't be or create a victim'.   (G)
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 

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