Rigorous Red or Bogus Blue? Part II

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By Mike Cronin

Using the analogy of the Matrix movies, last week I posited that two philosophical traditions are vying for primacy over our minds.  One of them, the “blue pill,” offers a fantasy.  Conversely, “red pill” traditions require mental rigor.  They are not so easy to follow, but they flow from and describe the true nature of reality.

The most insidious facet of the “blue pill” is that it works best when it is proffered early in a child’s development…and its greatest efficacy lies in “armoring” the developing mind against the “red pill” before the child even knows there is an alternative. Our school system is the primary dosing mechanism for instilling “blue pill” thinking.

“Education is a system of imposed ignorance.”Noam Chomsky, Manufacturing Consent: The Political Economy of the Mass Media

How can that be? Our kids learn reading, math, and science, don’t they?  With those subjects, they are equipped to learn anything else, aren’t they?

Our schools certainly present those topics. It is in how they are presented that the crime lies. Our education system “standardizes” kids by teaching them facts and theories but neglecting context. It forces the “blue pill” on kids in several basic ways:

  • School as a state function, with attendance becoming compulsory.
  • Regimentation and Pavlovian conditioning (age segregation, dividing the day into lesson periods, sitting in rows, bells, uniforms, etc.)
  • Discouraging holistic comprehension by segmenting knowledge into disjointed subjects (reading, math, science, art, “social studies,” etc.) taught in incomprehensible order.
  • The “professionalization” of teaching. Aspiring teachers, themselves graduates (victims?) of the same system, are given to understand that it is their role to fill minds…instead of to remove obstacles and let young people be their own teachers. This lead to the decline of parent-as-mentor – and of kids who could already read before entering school at six or seven.
  • Employers and higher education institutions began demanding evidence that proved completion of the prescribed program (diplomas).

This model was imported from Prussia and/or instituted in the early-to-mid-1800s. The Prussians devised their system independent of any relationship to individual liberty or freedom.  The Prussian system had three tiers.  The vast majority (94%) of the population was to be adequately prepared to function and contribute, but not think for themselves or lead, at volksschulen.  The other 6%, those from elite families, were destined to rule or manage.  They received educations more geared to critical thinking.

In the US, the Prussian model was implemented in part to “Americanize” (i.e. instill WASP values in) the many Catholic immigrants coming in from Italy and Ireland.

According to former award-winning teacher turned public-school critic John Taylor Gatto:

“A small number of very passionate American ideological leaders visited Prussia in the first half of the 19th century; fell in love with the order, obedience, and efficiency of its education system; and campaigned relentlessly thereafter to bring the Prussian vision to these shores. Prussia’s ultimate goal was to unify Germany; the Americans’ was to mold hordes of immigrant Catholics to a national consensus based on a northern European cultural model. To do that, children would have to be removed from their parents and from inappropriate cultural influences.”

So, you know how we are often told that our kids are continually ranking lower on literacy and math than other developed nations, i.e. that our schools are failing?  That we must “invest” more public funding in the schools?

Understand that in the most basic sense our schools are not failing at all; they are doing exactly what they were designed to do: make the vast majority of kids swallow the blue pill and grow them into good consumers who are smart enough to run the machines and think what they are told to think by their betters, but not smart enough to think for themselves and run the businesses or lead the country.

Rigorous Red or Bogus Blue? Part I

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By Mike Cronin

In the 1999 movie “The Matrix,” the future is presented as a dystopia where the vast majority of human beings are caged in pods that capture their body heat to energize a vast, governing machine intelligence.  In order to keep people in such a state, the machines created a virtual reality and plugged the brains of the human “batteries” directly into it – this constructed reality is the eponymous Matrix.

There are a few human rebels who escaped the machines, fighting an almost hopeless battle against them. These rebels are able to plug themselves back into the Matrix with full awareness of its virtual nature, and work to free the rare human “battery” who has begun to suspect the Matrix is not reality.  In the process of freeing such a mind, the leader of the extraction team confronts the skeptical person within the Matrix, hints at the truth, then offers the candidate two pills, one red, the other blue.  If the candidate takes the blue pill, he will remain trapped in the Matrix.  If he takes the red, he will be unplugged, rescued from his pod, and shown the true nature of reality.

There are some people today who believe we are living in a Matrix.  I don’t subscribe to that at all, but I do believe nearly all of our society’s ills can be attributed to a conflict between two philosophical meta-traditions, with schools of thought that promote collectivism & altruism on one side; and the philosophies of  individualism & reason on the other.  The traditions of collectivism & altruism have some Matrix-like qualities.

“Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent.” ― John Dewy, hero of progressive education.

Like the machines in the Matrix, the elite of these traditions would prefer their subjects remain ignorant of the true nature of things, i.e. to take the metaphorical blue pill.  Creating critical thinkers is not a goal for the education of the masses in systems dependent on these models; nor is it a priority for the media to expose truths that contradict the narratives of the anointed elite.  But unlike the “batteries” of the Matrix, We the People are not trapped in energy-sucking pods. Metaphorical red pills can be found.

“We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.” ― Woodrow Wilson, 28th President of the United States

Promoters and adherents of philosophies of individualism and reason are, like the rebels in the Matrix movies, very much a minority who see things much closer to the way they truly are. A thinking, reasoning mind is valued among such rebels, skeptics, and extremists, but represents a threat to the purveyors of the blue pill.

“To fill the young of the species with knowledge and awaken their intelligence… Nothing could be further from the truth. The aim… is simply to reduce as many individuals as possible to the same level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States… and that is its aim everywhere else.” – H.L. Mencken, journalist and author

The conflict between “blue” and “red” thinking has been with us since humans first started using tools to make tools – probably as far back as the invention of the wheel.  Blue thinking started with superstitions and pagan religions.  It has always had the advantage of being easier to sell and easier to believe in, so it has always flourished in some form or fashion, while red thinking has always required intellectual rigor, which meant it was not preferred by people looking for the path of least resistance. In fact, ours was the first nation to be founded on the principles of individual liberty and capitalism – i.e. The United States of America is the original red state!