Tag: Indoctrination

The Old World (Part One)

I (#blogger #blog #somseason #YA #authors) have always been fascinated with history. It’s one of the reason’s I minored in Social Studies, where history is taught in Alberta. The article, What is the Difference Between History and the Past? states:

The past refers to all the events that have ever happened since the beginning of time until the present moment. History, on the other hand, is the interpretation of the past through the study of records and evidence left behind by previous generations. It is a process of interpreting evidence in a thoughtful and informed way, and it gives meaning, sense, and explanatory force to the past in the present. History is open to change and revision as new evidence is discovered and new interpretations are proposed.

This was my approach to teaching Social Studies classes. In the above quote, I especially like the sentence; “History is open to change and revision as new evidence is discovered and new interpretations are proposed.” In the past few months,  I have come across some thought provoking videos and articles, like the one I talked about in my last post, Is Canada Real? That video got me wondering: Is what I taught, and what our history books tell us, really true? Is it really reflecting the world’s past? It was Britain’s war time prime minister, Winston Churchill who allegedly said, “History is written by the victors,” and it was the author of 1984, George Orwell who said, “Who controls the past controls the future. Who controls the present controls the past.” Why would they say such things? Are we missing something? Think about the word history—”his story.” Is history just someone’s, or some group’s story? Is the history we’ve been taught a lie or at the very least altered truth?

I am fascinated with historical buildings. Take, for example, the Canada Permanent Building, located in downtown Edmonton, Alberta, Canada. You can see a picture of this building and learn about it in the articles, CANADA PERMANENT BUILDING and HistoricPlaces.ca .  I have driven by this building many times.  It is said to be built of sandstone and red brick and constructed in 1909. No mention of when construction actually began or finished, so one can only conclude that it was built in 12 months or less. What I find interesting is that this was during the time of dirt roads, and horse and carts, at least that is what we were told. A new smaller sized building was constructed at the local college where I live and it took over 2 years to construct and that’s with modern equipment. It’s bewilders me how a stone and brick building could be constructed in one year in the 1900s when it took over 2 years to construct a building with modern equipment today. Something doesn’t add up.

Another example is First Presbyterian Church, also located in Edmonton. I have walked past this beautiful building many times. You can learn about this building in the articles, FIRST PRESBYTERIAN CHURCH and Wikipedia’s First Presbyterian Church (Edmonton). This brick and sandstone church is said to be constructed in 1911 in the first article, but Wikipedia says the present building was completed in November 1912. The first article says the architect is Wilson and Herrald, but has n/a (non-applicable?) listed for the builder. Why such little information? The first article implies it was built in a year or less, which seems unlikely to me. Like I said above, how can a stone and brick building be constructed in just one year in the 1900s, during a time of horse and carts when it takes two or more years to construct a building of smaller size today with modern equipment?  I question that. Question everything folks!

Teaching Social Studies, I often taught about various empires like the Roman Empire, Chinese Empire, and the British Empire. Never in my 35 years of teaching have I ever come across the Tatarian Empire (also known as Great Tartary and Tartaria). I first learned of Tartaria about two years ago. There is a map of Tartaria located in the Library of Congress which is located in Washington D.C. That means it is real. Here is a link to the Map of the Great Tartary.  Discover Magazine’s article, What Is the Lost Empire Of Tartaria? says:

People who believe in the Tartarian Empire contend it was once a sophisticated, worldwide civilization with impressive architecture. Because such an empire is not mentioned in history books, conspiracy theorists claim it has been intentionally erased. 

Notice that Discover Magazine tries to discredit Tartaria calling it “The Tartarian Empire conspiracy theory.”  If you want to learn about Tartaria, you can read about it in the articles, Tartaria Mud Flood Reset: A Missing Legacy and Tartaria: Lost Timeline of a Global Empire. My question is: why has Tartarian history been kept from us? If you do your own research, you will find lots of articles calling it a conspiracy theory and myth, but is it? The first article says, “the Tartarians were masters of masonry, brickwork, steam punk style technology, universally free energy, and grand architecture.” It also says, “Churches, cathedrals, mosques, and other buildings of worship were originally aetheric power stations, water stations, and sound resonating acoustical healing centers.” Could this be why they kept knowledge of the Tartarians from us? Are they (whoever they are) trying to hide a history with advanced technologies from us? There are various videos to watch in the second article. Watch them, and draw your own conclusions.

What happened to Tartaria? Many say it was wiped out with a mud flood. To understand what I mean, watch this video titled: The Mud Flood Reset that Time Forgot!?

You can also refer to the article, Mud Flood, Dirt Rain, and the story of the Buried Buildings, which has lots of pictures. Many of the buildings from Tartaria still stand and have been repurposed; many cathedrals for example. Could the two buildings I talked about earlier be Tartarian buildings? It would explain why the histories of these building are so vague. Has our history been re-written and hidden from us? Could this be why those who question it are called crazy conspiracy theorists? Question everything people.

Have you ever wondered about the “Great Fires” of cities that happened? I can’t help but think about this with all the news about fires in Los Angeles, California, like this news article, Eaton and Palisades fires. It reminds me of Lahaina in Maui which burned in August of 2023.

The article, Top 10 Most Famous Fires in History, lists—looking at 1800 and 1900s—Boston 1872, Chicago 1871, San Francisco 1906, Peshtigo, Wisconsin 1871, Texas City, Texas 1947, Halifax, Nova Scotia 1917, and Tokyo, Japan 1923 as the most famous city fires. Wikipedia’s List of fires in Canada lists 15 Canadian city fires in the 1800s, and 8 in the 1900s, with some cities being listed more than once with fires in different years. In the USA, I counted 16 great city fires in Wikipedia’s Urban fires in the United States throughout 1700s to 1900s. Why did so many cities burn?

Let’s look at the Great Toronto fire of 1904. The Canadian Encyclopedia’s article, Great Fire of Toronto (1904) has pictures. What’s interesting is the pictures show, what looks like a war zone of brick and stone buildings. How can a fire destroy at least 98 stone buildings? Stone doesn’t burn. Let’s look at the Boston fire of 1872 as explained in the above mentioned article, Top 10 Most Famous Fires in History. This article says, “some 776 building and twenty people—being turned into charred cinders, making it one of the East Coast’s most devastating fires”. Wikipedia’s article, Great Boston Fire of 1872 says,  the fire began “in the basement of a commercial warehouse,” and that “many of the affected buildings were made of brick and stone, but with wooden framing.” It also says “the fire could spread from rooftop to rooftop, and across narrow streets.”  Now I have questions. How can 776 buildings be destroyed and only 20 people die? Why would wood framing be used for brick and stone buildings? Is wood strong enough to support brick and stone? I can’t imagine it is. Something doesn’t make sense. Question everything friends.

I have to wonder if the history we’ve been told is really our true history.  Have we been indoctrinated to believe someone’s fake story? Have we been programmed to believe a history that has been falsified, altered, or hidden? Why would someone do that? If that’s true, then we have been indirectly bullied (#bullying, #antibullying). English writer, Kate Atkinson once said, “Alternate history fascinates me, as it fascinates all novelists, because ‘What if?’ is the big thing.” What if our history is false or altered? George Orwell, author of 1984, said, “The most effective way to destroy people is to deny and obliterate their own understanding of their history,” and it was Napoleon Bonaparte who allegedly said, “History is a set of lies agreed upon.” Why would they say such things? Were they trying to tell us something?  It is time for us to do our own investigating instead of blindly believing what we’re told. I have more to say on this topic, and possible answers to my questions above, in Part Two.

What is Happening in Our Schools? (Part Three)

There was a time when I (#blogger #blog #somseason #YA #authors) thought I’d heard and seen it all, but clearly, I haven’t. Being a former teacher, I have always taken note of what is happening in our schools because I care about our youth. I’ve devoted most of my life working with youth, and I hope I’ve impacted their lives for the better. Seeing what’s happening in our schools is discouraging. My last two posts were about, ‘What is happening in our schools,” so here is what I’ve learned since my last blog post.

Global News talks about a Controversial West Kelowna billboard which had to be taken down. The billboard reads: What are your kids really learning in school? That is a question all parents should be asking. A Fox News article, A message from parents to schools — stop sexualizing our kids, says:

In recent months, parents have grown more and more upset by curricular content within public schools, demanding changes for the sake of their children. While their concerns include issues like critical race theory, they have also expressed outrage at sexually explicit materials in schools, easily accessible by young children…Schools have moved beyond the initial boundaries of “sex education” to ask our children for intimate details about their lives, making it seem as if young teenagers and even children should have sex. 

Parents are outraged here in Canada like in the United States. Schools seem to be presenting sex as a normal thing for children. Why are schools doing this? I discuss one possible reason in my last post. Many argue that it is Christians and conservatives that oppose sexually explicit materials in schools, but, Muslims, Christians and Sikhs protest against the sexual indoctrination of kids in BC schools. Yet, school boards try to silence concerned parents as, Ottawa school trustees shut down parent critical of trans policy. Parents are being bullied. (#bullying, #antibullying)! The Canadian Charter of Rights and Freedoms (The Charter) says Canadians have freedom of thought, belief, opinion and expression… Based on what I’ve observed, ‘The Charter’ is a spineless document. This is why the National Post says, Canada was designed as a free country, but no longer is, so even Mainstream Media admits Canada is no longer a free country.

Even more disturbing is a School board in B.C. collecting photo ID, personal data of concerned parents. As I said in my previous post, Big Brother is watching you. Watch Tucker Carlson’s interview a Canadian Catholic school student arrested for saying men and women are different.

Then there are the B.C. child educators who will soon be learning how to ‘decolonize’ daycares and implement ‘gender-diverse’ curriculums. The article speaks of instruction being given to early childhood educators on how to use “intentional language to better include gender diverse children” saying these children are “worthy of being embraced and celebrated.” These public policies and training practices are being given to daycare workers who work with preschoolers; children 6 or younger. Do these children even know what gender is? I doubt it. This is indoctrination, the repeating of an idea or belief to someone until they accept it without criticism or question. Then there is the Ontario school board that focuses on divisive woke race-based hiring.

Watch this video of a school board that cuts off a Mother, only to have her son step in to point out the hypocritical board policy. This student explains that if he tries to google an “inappropriate” website he is immediately flagged, yet he can walk into his school library and find sexually explicit materials. That is hypocrisy! If you’re going to have sexually explicit materials available in school libraries, then allow students to access porn sites. Please understand, I am not advocating for that. I am merely pointing out the hypocrisy of these policies. Canada’s insanity is making world news as Tucker CANNOT believe what the school did to this girl after she made the wrong complaint. This girl was suspended for complaining about a trans person-with male genitalia-in the girl’s change room. As Mark Twain once said, “Truth is stranger than fiction.” Listen to Tuckers interview. It is eye opening.

Another controversy schools will face in the not so distant future is the use of ChatGPT and other artificial intelligence (AI) writing tools that can generate humanlike stories, essays, poems and other written forms, according to the opinion piece, Educators: why not embrace artificial intelligence writing tools. Let’s make cheating even easier, why don’t we?  This will become an educator’s nightmare, but there are those who like this technology as a mother whose teen son struggles with a learning disability urged him to turn in an essay written by ChatGPT. I am so grateful I don’t have to deal with AI technologies.

Many Canadians believe critical race theory (CRT) isn’t prevalent in Canadian schools, falsely believing critical race theory is just an American issue. The article, Critical Race Theory In Canadian Schools, suggests otherwise. I touched on CRT in schools in my previous post. What is CRT all about? The article, What Is Critical Race Theory? describes CRT as a “way of thinking about America’s history through race,” and it focusses on the idea that racism is systemic in a country’s institutions. This theory argues that a country’s institutions work to keep white people in a powerful position. Those against CRT say it is trying to rewrite American history, and tells white people that they are innately racist, and should feel guilty because of their white privilege. Those in favour of CRT argue that students get an incorrect picture of American history without this curriculum, and that it is damaging for students to think that racism, discrimination, and past injustices have no affect on society today.

You’re likely wondering what I think as a former educator. CRT should not be taught in our schools.  The problem with CRT is it focuses on what divides us—our differences—instead of what we have in common. No matter what a person’s beliefs, skin colour, or culture is, we are all united as humans. We need to focus on what unites and not what divides us. You may not think my view as worth much being I belong to the “privileged race,” so listen to what this African American says about CRT. He speaks truth.

CRT is indoctrination, and as the gentleman in the video says, it “keeps racism alive.” The Association for Psychological Science says, Young Children Are Especially Trusting of Things They’re Told. “Repeat a lie often enough and it becomes the truth” is a law of propaganda which is often attributed to Joseph Goebbels who was Hitler’s Reich Minister of Propaganda. Watch the video of Black ELEMENTARY Students Forcing White Kids To Pledge that black lives matter. That is what happens when kids become indoctrinated by CRT.

I’ll reiterate what a censured teacher said in an interview with the National Post who said, “Teaching is now a political act that involves indoctrinating children instead of educating them. There’s a lot of reason to be afraid. We are in a kind of cultural revolution and people really do need to pay attention.”

This insanity isn’t just affecting our schools. Parents are furious about ‘naked man’ entering a girls’ locker room in a Calgary swimming pool. I wrote about this in my last post. Then there is the Storytime drag protester to spend weeks in custody. This is a story about a Calgary man who protested a drag show geared towards kids who was denied bail after refusing to distance himself from future shows and drag performers. These protests prompted the mayor to outlaw protests by increasing enforcement at Calgary city hall. This new law prompted Calgary cops to plot to grab anti-drag protester. The Charter says Canadians have freedom of peaceful assembly and freedom of association, but that’s only if you have the “right” viewpoint. In the province of Saskatchewan, there’s Steadfast support of Saskatoon’s trans community at a city council discussion. Saskatoon’s city council chambers were filled to capacity when people came to speak on the topic of public change room access for trans people. Listen to the video where an 11-year-old expresses fears about the policy.

Ontario considering banning TikTok in public schools. This is not a bad policy as the app has consequences for children. There are concerns about potential data breaches, and for the mental and physical health of children. The article refers to a survey that says many young Canadians believe excessive use of social media negatively impacts children’s mental health. Why just target TikTok? What about other social media platforms?

American Politician, Tom Allen said, “I think we have a moral obligation to our children that can be easily summarized: number one, protect them from harm.” Kids are being harmed with these absurd policies. As I said in my last blog post, “leave them kids alone.”

Was I One Those Teachers Who Smothered Creativity, or Indoctrinated Children?

A commentary on our education system.

Several months ago, a news article came across one of my news feeds titled, We are born creative geniuses and the education system dumbs us down, according to NASA scientists. My immediate reaction was: No way was I a part of a system that “dumbs down” kids. I made them smarter. The truth was, this headline disturbed me, and when I first saw it, I ignored it and never bothered to read it, thinking I’ll read it some time later. Well, later is here, and I read the article. Here is the jest of the article.

Scientists gave a test that looks at the ability to come up with new, different, and innovative ideas to 1,600 children between the ages of 4 and 5. What they found was that 98 percent of children fell into the genius category of imagination?  The scientists were so astonished that they decided to make it a longer study and tested the children again five years later when they were ten years old. The result? Only 30 % of the children fell in the genius category of imagination. When the test was given at the age 15, the figure had dropped to 12%. Curious about adults, they tested them as well. Shockingly, only 2% of adults are still in contact with their creative genius after years of schooling.

The results were replicated more than a million times, implying that the school system robs us of our creative genius. That is especially disturbing to me because that means I played a part in it. I was a school teacher for 35 years. I had to ask myself: Did I really “dumb down” kids? I refused to believe it, but these results suggest otherwise. This bothered me, so I set out to prove otherwise.

The Huffpost’s article, How Schools Are Killing Creativity, says this about schools.

You were bullied, made fun of, and you had this teacher that told you to stop dreaming and live in reality. So what did you learn at school? You learned to stop questioning the world, to go with the flow, and that there’s only one right answer to each question. The “whys” you have always wanted to ask are never on the test, and they are omitted from the curriculum.

I had to admit, there is a lot of truth in that. I taught in a system that gave standardized tests which counted 50% of the student’s final mark. My focus as a teacher was preparing students for the government test, so I’ll be honest, all creativity went out the window. We didn’t have time to create and look at a diversity of viewpoints. We taught only what we had to in order to  prepare students for the test.

Benjamin Greene, founder of Britain’s biggest brewery says, “The biggest atrocity of all is to indoctrinate our children into a system that does not value their creative expression, nor encourage their unique abilities.”  I would have to agree, and sadly, I had to admit I may have contributed to it.

During my research, I came across numerous articles suggesting that our school systems indoctrinate children. This was even more disturbing to me, as in my mind, there was no way I was a part of a system that indoctrinated kids. I was preparing them for life and the “real world.”  Was I naive?

Most dictionaries define indoctrination as, “The process of teaching a person or group to accept a set of beliefs uncritically.” American Journalist and author, Peter Hitchens said, “Is there any point in public debate in a society where hardly anyone has been taught how to think, while millions have been taught what to think?” Do our education systems teach children what to think? Having been in the education business, I would have to say yes.

Curriculum presents a point of view, and even though we as teachers try to teach kids to think critically, they are reluctant to do so. Students resist thinking critically, unless forced to, and with standardized tests, they didn’t have to for most part. Richard Dawkins, in his book, The God Delusion said, “Do not indoctrinate your children. Teach them how to think for themselves, how to evaluate evidence, and how to disagree with you.” I must agree. I believe we as an educational system have failed to teach our students how to think for themselves, or at least do it well. Instead we teach them “facts” to learn for a test.

American astrophysicist, Neil deGrasse Tyson said, “When Students cheat on exams it’s because our School System values grades more than Students value learning.”  Therein lies the flaw with the education system. There were thousands of times during my career when students would say to me, “Just tell me what I need to know for the test.”

American journalist, H.L. Mencken said, “The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.”  Are we teaching kids to be submissive? If we are, I am troubled!

I taught in the Catholic School System, and so I had to ask: Do Catholic schools indoctrinate? Catholic Answers’ article, In Defense of Indoctrination, does not hesitate to admit that Catholic schools indoctrinate, for it states:

…indoctrination itself is not wrong, because children have to be taught something in order to grow up to be functional members of society. The question is, what should they be taught? This means that Catholics and other Christians should have the right teach their children about God and his moral law without being unfairly labeled as practitioners of “indoctrination.”

Maclean’s article, Why are schools brainwashing our children? maintains that education systems in the Western world are “brainwashing” young children to be social activists, saying,

Increasingly, faculties of education in Canada and much of the Western world are preparing their student teachers to weave social justice throughout the primary school curriculum…as well as into a range of cross-curricular activities, events, and projects. The idea is to encourage kids to become critical analysts of contemporary issues, empathetic defenders of human rights and gatekeepers of the beleaguered Earth.

Is that a bad thing? Depends who you ask.  An article by The Federalist, says,

Many people have long suspected that governments sometimes attempt to indoctrinate their people to increase the government’s own power and influence. Unfortunately, ambitious governments will not stop at merely controlling what their people can do; they must control their minds.

The article goes on to say,

Few people seem to have a clear definition of indoctrination, and thus call anything they dislike indoctrination (e.g., “Leftists professors are indoctrinating their students,” “Those fundamentalist Christians are indoctrinating their kids,” or “Facebook is indoctrinating its users.”).

What is the solution to indoctrination then?  This same article states:

The only real solution to indoctrination, then, is good teachers. Good teachers (which include parents, mentors, and other knowledgeable adults) train students in methods of thought while supplying the stuff of thought. They teach a person to evaluate an argument properly, find actual solutions to problems, and determine what is true and what is false.

I tried to be one of those teachers, and it’s true! Most of the articles related to indoctrination and the education system are critical of the system’s use of a LGBQT Inclusive Curriculum, or promotion of a liberal agenda, or a conservative one, or a sex-education curriculum that they believed promoted promiscuity, and on and on. All maintained that the school system is indoctrinating children. According to the definition of indoctrination, they are. The reality is, you cannot remove viewpoints from school systems, as every curriculum designer, and every teacher has their point of view.  Is that Good? Depends on your perspective.

As far as I am concerned, if teachers are ‘indoctrinating’ kids to stand up for human rights and to protect the planet, then I am proud that I was one of those teachers. I say bravo to the teachers who do so. If our educational systems are stifling creativity and teaching kids to be submissive, then shame on them. As The Federalist article says, teachers must be allowed to teach their students “to evaluate an argument properly, find actual solutions to problems, and determine what is true and what is false.”