AntiEducation amplified via Cv19 Reset

If you are smart and aware enough to have already known that Education is a catastrophe, then you should know that it is only going to get worse during the Cv19 Great Reset

“the traditional 3-legged stool of academic medicine comprising education, patient care, and research is broken. The education leg is currently being held together by peanut butter and bubble gum..."

Anti-Education Conspiracies in Foundational, Undergraduate, Graduate and Medical Education

Our educational systems are designed to keep us minimally functional but mostly dependent on external authority. This is true from cradle-to-grave and perhaps nowhere better exemplified than in Medicine, where students are trained to be obedient rule-followers and memorizers so that they apply the “approved” and “authorized” uses of drugs and procedures, but without the intellectual skill or psychosocial permission to innovate outside of the medical paradigm.

Various critiques have been written and verbally articulated by experienced educators and administrators; of course, different critiques can be specified for different levels and types of education. Different critiques are available in different languages, but here I will limit my discussion to those with which I am familiar, all of which are in the English language, and mostly specific to the United States; I am very aware that other countries [here unnamed] engage in even more radical and subversive public education which guarantees the social and intellectual retardation of their citizenry.

• At the level of gradeschool education, one of the most popular critiques has been spoken and published by John Taylor Gatto in his famous works that include 1) Dumbing Us, Down: The Hidden Agenda of Compulsory Schooling, 2) Underground History of American Education, 3) Weapons of Mass Instruction.

• At the level of graduate education, Dr Noam Chomsky’s commentaries are accurate, insightful, authoritative, durable, and (generally) concise.

• For medical education, we have many authoritative and accurate commentaries from different perspectives, both from within and without the profession of Medicine itself; of course, we would expect some of the best critiques to come from outside of the profession of Medicine and this is entirely appropriate given that the supposed purpose of Medicine is to serve the population – who better than that same population (public/patients) to critique the Medical service it receives. Editor in chief of the Journal of the American Medical Association DeAngelis wrote, “the traditional 3-legged stool of academic medicine comprising education, patient care, and research is broken. The education leg is currently being held together by peanut butter and bubble gum..." (JAMA Journal of the American Medical Association 2004;292(9):1060-1061. doi:10.1001/jama.292.9.1060). Given that my personal specialty within healthcare centers around Nutrition, I am of course sensitive to the deliberate attempts to keep doctors ignorant about nutrition, and these have been documented for decades within the medical academic research. How can we have a global population beset by obesity, overeating as well as nutritional deficiencies and malnutrition and yet continue to have doctors who are completely untrained in the topic of Nutrition? All of this becomes even more obvious when we realize that all diseases have a dietary/nutritional component and yet doctors are kept ignorant about the assessment and intervention of the nutritional component of diseases.

  • J Am Coll Nutr 2008 Apr: "Despite the increased emphasis on obesity and diet-related diseases, nutrition education remains lacking in many internal medicine training programs. … CONCLUSIONS: Internal medicine interns' perceive nutrition counseling as a priority, but lack the confidence and knowledge to effectively provide adequate nutrition education." These are impressive results showing that internal medicine doctors—specialists who commonly deal with diabetes, hypertension, obesity, and metabolic syndrome—do not have competence in nutrition, even by weak and basic standards.

    Internal medicine doctors—specialists who commonly deal with diet-induced and diet-responsive disorders such as diabetes, hypertension, obesity, and metabolic syndrome—do not have competence in Nutrition, even by weak and basic standards.

  • Eur J Clin Nutr 1999 May: “Yet, despite the prevalence of nutritional disorders in clinical medicine and increasing scientific evidence on the significance of dietary modification to disease prevention, present day practitioners of medicine are typically untrained in the relationship of diet to health and disease.”

  • J Clin Gastroenterol 2009 Jul: "The mean total test score was 50.04%. …CONCLUSIONS: Gastroenterology fellows think their knowledge of nutrition is suboptimal; objective evaluation of nutrition knowledge in this cohort confirmed this belief."

Anti-Education Conspiracies Revamped in the Age of the Cv19 Reset

John Taylor Gatto argued correctly in his works cited above (free access) that formal education was only a weak substitute for a thriving community, but now imagine young students who have neither community nor access to formal human-delivered education.

As bad as it has been, now imagine it all getting much worse, when students are denied direct access to teachers and professors, when entire universities are collapsing because their students are blocked from accessing campuses, when inspired professors are forced to teach through the funnel of videoconferencing, during which their students are distracted by mobile devices, pets, friends, family, televisions, food…

Now let’s imagine another level of restricting both (what I will call here) basic learning and inspired learning. Basic learning is that which focuses on the communication of facts. Inspired learning communicates facts within a psychosocial context that results in students feeling inspired, enthused, brave, empowered and ready to take on real life experiences.

"The great object of Education should be commensurate with the object of life. It should be a moral one; to teach self-trust; to inspire the youthful man with an interest in himself; with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength, and to inflame him with a piety towards the Grand Mind in which he lives. .... Education should be as broad as man. Whatever elements are in him that should foster and demonstrate. If he be dexterous, his tuition should make it appear; if he be capable of dividing men by the trenchant sword of his thought, education should unsheathe and sharpen it; if he is one to cement society by his all-reconciling affinities, oh! hasten their action! If he is jovial, if he is mercurial, if he is a great-hearted, a cunning artificer, a strong commander, a potent ally, ingenious, useful, elegant, witty, prophet, diviner--society has need of all these." Ralph Waldo Emerson "On Education"

I have many experiences that I recall on a frequent basis more than 20 years after having been touched and inspired by great professors. The gift of a great professor is not his or her knowledge but his or her capacity to master that knowledge and deliver it within and inspired and transforming presentation—a presentation that transforms the material into a practical skill and which transforms the lecture into a nearly initiatory experience wherein the apprentice gains more than dry knowledge but actually knowledge that is fertile and ready to be planted into the soil of real life.

If you’ve never had a teacher who inspired your soul to greatness, then you are living proof of an educational system conspired to constrain rather than liberate humanity. If you’ve had a teacher who inspired your soul to greatness, then you know for sure the loss that humanity is about to experience when students cannot access living teachers inside and outside of the classroom.

"true learning,” by which he meant self-transformation through disciplined, passionate engagement with “the best that has been said and thought.” ...

In the hands of dedicated teachers, the humanities guide students through immersion studies in works that, exotic or irrelevant though they may seem, can change their lives as no other material can."—Paul Reitter and Chad Wellmon in Friedrich Nietzsche's Anti-Education: On the Future of Our Educational Institutions (New York Review Books Classics)

Now imagine millions of students being deprived direct contact with educated and inspired professionals whose primary goal in life is to inspire and equip the next generation. The results can only produce a decline/reduction or complete evisceration of an inspired society.

John Taylor Gatto argued correctly in his works cited above (free access) that formal education was only a weak substitute for a thriving community, but now imagine young students who have neither community nor access to formal human-delivered education.

Now imagine millions of lecturers filtered through the medium of digital technology such that spontaneity is destroyed.

Now imagine millions of inspired professors being insulted by this mutated version of educational delivery that blocks them from having access to their very own students.

Now imagine all of this intentional and deliberate stupidification of society being done for nothing more than the profits of a handful of companies who specifically and directly stand to gain from the destruction of face-to-face education.

And of the above are only the relatively obvious means by which people are kept stupid and uninspired; most people are unaware of the biochemical attack unleashed and consumed on a daily basis in the form of drugs, heavy metals, brain-damaging foods and chemicals such as pesticides. We poison our children and we poison ourselves with chemicals that are known to damage nerves and brain cells.

There are three steps to modern psychiatry’s successful business formula: 1. Get people to think that they’re stupid even though they’re smart. 2. Train them to actually think stupidly. 3. Directly stupidify them with chemicals. https://www.madinamerica.com/2020/03/psychiatry-stupidification-america/

We have to stop this insanity. We have to stop the destruction of our societies. We need citizens to stand up, initiate and deploy leadership, and directly confront the insanity that’s been foisted upon us by psychopaths and profiteers.

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Dr Alex Kennerly Vasquez (introduction; brief Bio-CV)writes and teaches for an international audience on various topics ranging from leadership to nutrition to functional inflammology. Major books include Inflammation Mastery, 4th Edition (full-color printing, 1182 pages, equivalent to 25 typical books [averaging 60,000 words each]), which was also published in two separate volumes as Textbook of Clinical Nutrition and Functional Medicine (Volume 1: Chapters 1-4; Volume 2: Chapter 5—Clinical Protocols for Diabetes, Hypertension, Migraine, Fibromyalgia, Rheumatoid Arthritis, Psoriasis, Vasculitis, Dermatomyositis and most other major inflammatory/autoimmune disorders); several sections have been excerpted including Antiviral Strategies and Immune Nutrition (ISBN 1502894890) (aka, Antiviral Nutrition [available as PDF download] and Brain Inflammation in Chronic Pain, Migraine, and Fibromyalgia. Dr Vasquez’s books are available internationally via bookstores such as BookDepository, Amazon.com, Barnes and Noble, ThriftBooks, AbeBooks, BetterWorldBooks, WaterStonesBooks and his new Telegram channel is https://t.me/DrAlexVasquez.