The Deliberate attempt to de politicize or scapegoat by the powers that contol america

Problem Statement: De-politicizing the citizen through financial and basic needs anxiety and through lack of education as well as fueling trivial distractions such as sports spectator sex celebrity worship, as well as funding movements to spread corporate influence, such as the social conservative majority of the tea party that voted for the Patriot Act - 150 yes to 15 no.

A Libertarian and a Progressive approach to ramping education 10,000%:

I would personally advocate for a voucher of 32.000 per student per year at least for 30 years to repair the damage of neglet - as it needs to be two generations. This voucher could be spent on any sort of program spending.

I would also vouch for total local school autonomy - who would buy into regional coops.

Students would go to schools that specialized via a bart system. Your child could attend intensives at a given school campus -such as machine shop computer and networing shop ballet shop theater shop as long as they lived on the high speed rail lines, properties near these transport pods.

This would force public schools to compete for days funding from students, the students themselves would each become super valuable at a rate of 32,000 per year. A student would be allowed to choose their mentor and their major.

a national department of education, would turn into national research institutes that were opt in, organized organically by the people.

I personally see no need to exclude anyone from attending any program - a system for beginners to post PHD could be established. "Research is a contact sport".

I have come to the conclusion that we can roughly assess education by the outcome: Look at how the people do when they are grown up. Because really by seeing what kind of society you have - is really what we mean by having great public schools.

Private schools are certainly possible as well.

Analysis Methodology:

by Alexander Hagen

In analyzing the effectiveness of American Education, and recalling how Kurt Vonnegut described his depression era school, and wishing that schools had continued to thrive - but instead are abysmal.

Renowned author Chris Hedges describes a world in rapid economic, environmental, and spiritual decline. He says we have a chance to turn things around—but only if we stand up for our rights, and stop holding out hope that political parties or other global leaders will act in our interests. On this edition, Chris Hedges speaks about his new book, The World As It Is: Dispatches on the Myth of Human Progress.

Special thanks to KPFA Radio in Berkeley, California.


Chris Hedges, author of The World As It Is: Dispatches on the Myth of Human Progress, columnist for Truthdig and senior fellow for The Nation Institute.


Full speech by Chris Hedges, at the First Unitarian Church in Berkeley California, on May 2, 2011.

Q & A with Chris Hedges, moderated by John Hamilton, KPFA News Anchor and Producer.


For More Information:

Chris Hedges

Chris Hedges on the Myth of Human Progress

June 7, 2011Listen here:

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Jeffersonian Democracy & Education:

The one absolute requirement of Jeffersonian Democracy is an active and vigilent citizenry.

Against the venal chicanery of the politicians and bankers, and the essential requirement to support such a vigilent citizenry is universal education of a good character and quality.

Portrait of Thomas Jefferson byRembrandt Peale in 1800. Below Excerpted From WikiPedia

The following are the core ideals of Jeffersonians, expressed in their speeches and legislation:

    • The core political value of America is representative democracy; citizens have a civic duty to aid the state and resist corruption, especially monarchism and aristocracy.[1]

    • The yeoman farmer best exemplifies civic virtue and independence from corrupting city influences; government policy should be for his benefit. Financiers, bankers and industrialists make cities the 'cesspools of corruption', and should be avoided.[2]

    • Americans had a duty to spread what Jefferson called the "Empire of Liberty" to the world, but should avoid "entangling alliances."[3]

    • The national government is a dangerous necessity to be instituted for the common benefit, protection, and security of the people, nation or community; it should be watched closely and circumscribed in its powers. Most Anti-Federalists from 1787–88 joined the Jeffersonians.[4]

    • Separation of church and state is the best method to keep government free of religious disputes, and religion free from corruption by government.[5]

    • The federal government must not violate the rights of individuals. The Bill of Rights is a central theme.[6]

    • The federal government must not violate the rights of the states. The Kentucky and Virginia Resolutions of 1798 (written secretly by Jefferson and James Madison) proclaim these principles.[7]

    • Freedom of speech and the press are the best methods to prevent tyranny over the people by their own government. The Federalists' violation of this freedom through the Alien and Sedition Acts of 1798 became a major issue.[8]

    • A standing army and navy are dangerous to liberty and should be avoided; much better was to use economic coercion such as the embargo.[9]

    • The United States Constitution was written in order to ensure the freedom of the people. However, "no society can make a perpetual constitution or even a perpetual law. The earth belongs always to the living generation."[10]

    • All men had the right to be informed, and thus, to have a say in the government. The protection and expansion of human liberty was one of the chief goals of the Jeffersonians. They also reformed their respective state systems of education. They believed that their citizens had a right to an education no matter their circumstance or status in life.[citation needed]

Young Americans shaky on geographic smarts

Study finds that many fare poorly at finding Louisiana and Iraq on a map

WASHINGTON — Despite the wall-to-wall coverage of the damage from Hurricane Katrina, nearly one-third of young Americans recently polled couldn’t locate Louisiana on a map and nearly half were unable to identify Mississippi.

Americans between the ages of 18 and 24 fared even worse with foreign locations: six in 10 couldn’t find Iraq, according to a Roper poll conducted for National Geographic.

“Geographic illiteracy impacts our economic well-being, our relationships with other nations and the environment, and isolates us from the world,” National Geographic president John Fahey said in announcing a program to help remedy the problem. It’s hoping to enlist businesses, nonprofit groups and educators in a bid to improve geographic literacy.

Planned is a five-year, multimedia campaign called My Wonderful World that will target children 8 to 17. The goal is to motivate parents and educators to expand geographic offerings in school, at home and in their communities.

They will have their task cut out for them, judging by the results of the survey of 510 people interviewed in December and January.

Among the findings:

    • One-third of respondents couldn’t pinpoint Louisiana on a map and 48 percent were unable to locate Mississippi.

    • Fewer than three in 10 think it important to know the locations of countries in the news and just 14 percent believe speaking another language is a necessary skill.

    • Two-thirds didn’t know that the earthquake that killed 70,000 people in October 2005 occurred in Pakistan.

    • Six in 10 could not find Iraq on a map of the Middle East.

    • While the outsourcing of jobs to India has been a major U.S. business story, 47 percent could not find the Indian subcontinent on a map of Asia.

    • While Israeli-Palestinian strife has been in the news for the entire lives of the respondents, 75 percent were unable to locate Israel on a map of the Middle East.

    • Nearly three-quarters incorrectly named English as the most widely spoken native language.

    • Six in 10 did not know the border between North and South Korea is the most heavily fortified in the world. Thirty percent thought the most heavily fortified border was between the United States and Mexico.

Joining in the effort to improve geographic knowledge will be the 4-H, American Federation of Teachers, Asia Society, Association of American Geographers, National Basketball Association, National Council of La Raza, National PTA, Smithsonian Institution and others.

“Geography exposes children and adults to diverse cultures, different ideas and the exchange of knowledge from around the world,” said Anna Marie Weselak, president of the National PTA. “This campaign will help make sure our children get their geography — so they can become familiar with other cultures during their school years and move comfortably and confidently in a global economy as adults.”