Mind Mastery

The unique thing about education is that it never ends and is always applicable.

It’s the last principle, but really it’s the first and the basis for each and every principle.

Without education, which is the teaching and learning of knowledge, knowledge being information which is true, then we end up in the type of society we have now.

A fully indoctrinated society that has been brain washed into remembering useless information, information that for the most part which is not true.

For the ruling class to control the masses so easily, they must be sure they are able to indoctrinate them as young as possible into believing their perspective and world view is the correct and truthful one, when of course it isn't.

For those who know how much of what we have been “taught” is a lie, you know.

For those who don’t know, you will find out when you are ready.

Education is about teaching you how to think and why to think.

Indoctrination is only interested in conditioning you what to believe.

Indoctrination comes in many shapes and sizes, from schools, the mainstream media, the government, history books, pseudo science and accompanying pseudo corporations, the legal system, police, nationalism, patriotism, mainstream western ‘medicine’, movies, tv shows, social media and celebrities, the music industry and any other “trending mainstream movement”.

Education can also come from many sources, from formalised institutions to self taught methods.

Education is about learning what is true, based upon research and the scientific method.

Indoctrination is about convincing you something is true through complexity, clever psychological deception and refined social manipulation.

Education teaches you how to learn.

Indoctrination teaches you what to repeat.

Education benefits everyone.

Indoctrination only benefits those in positions of power.

Education is based in reality.

Indoctrination is based in fiction.

Education is about what is true.

Indoctrination is about what is false.

If you are unable to research, problem solve and come to your own conclusions, you have been successfully indoctrinated.

If you are able to research, problem solve, use logical deduction, look at the evidence, apply the scientific method, admit when you're wrong and come to new conclusions, then you have been educated.

Or more accurately, if you believe something to be true you haven't studied yourself or have evidence of it’s validity, then what you know is based upon belief, which is more typical of indoctrination than education.

If you know something to be true, either because you have studied the subject or you have hard evidence of it’s truthfulness, this is much more typical of education.

You can be indoctrinated about one subject but be educated in another.

For example, you don’t need to be educated or indoctrinated that a plane can fly, as you have the evidence that it does.

The same can be said for the internet, lights, phones, glass, houses etc…

If you believe the government is a necessary evil, which is not based on evidence, this is an indoctrinated belief, as conclusive research and science shows that government is unnecessary.

The goal of education is to transform people from ‘believe a bots’, machines that believe whatever you tell them, into free thinking, able researchers, determined detectives and passionate investigators. 

Education is about knowing, indoctrination is about believing. 

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The following is an extract from Jacque Fresco’s book, “The Best Money Can’t Buy”, inventor of the RBE, resource based economy. You can replace ‘children’ with adults or anyone.

“Education will undergo considerable improvements. Children will be given time to explore their own interests while also participating in cooperative behaviour and interaction with other children and the environment. Hands-on experiments and tours of the natural environment, production plants, and other industries will provide ongoing laboratories of learning.

 

 

 The learning environment would encourage actual participation on simplified levels. Younger children would plant seeds in soil, irrigate, fertilize them, and record their growth, as is presently done in many schools. Actually participating in plant and animal development alters forever a child’s view of nature and enhances their comprehension of the way nature works, and how it’s many and varied functions interrelate with each other. They will see that nature is a symbiotic process and that no single thing enables a plant to grow. They would see that a plant cannot grow without radiant energy from the sun, water, and nutrients, and even that gravity plays a major role in the process.

 

 

 Children would understand that each individual can take an idea only so far. Others invariably add to it and improve upon it. Each contribution motivates and encourages others. Ideas grow and expand like crystals into varied and complex patterns. With a better realization of our interdependence on one another, self-centeredness gradually disappears.

 

 

 Children taught through cooperative participatory hands-on experiences develop better socialization skills and self-confidence. Instead of rote learning, our new schools could provide opportunities for children to improve their interaction with one another in real life situations. In other instances students may choose to explore independent interests by selecting their own curriculum. If they prefer, they would be assisted by counsellors or artificial intelligence machines, which would convey information through words, diagrams, visual displays, and many other methods. Our new schools will accommodate the many varied ways in which children learn.  

 

 

 Education would emphasize humane values and communication, an essential process to improve the interaction and communication between people of all races, colour, and creeds.

 

 

 The children would visit farms, power plants, production facilities, and resource centers, and could actually take part in managing and planning their own affairs. Each child could experience leadership by planning activities, and these responsibilities could be constantly rotated so that each student would gain the experience.

 

 

 To improve the mental condition of all our children, we must not only educate them through books and other visual aids, but also through games that are both physically and mentally stimulating.

 

 

 The Children’s Centers would be equipped with books, computers, and a wide variety of visual aids. At these learning centers, the games children play would be relevant to the needs of the child and the emergent culture. Today, far too many of the games available to our children depend on competition ad encourage hostility.

 

 

 The game of chess does not generate creativity in other areas; with practice, strategies for chess may be enhanced but that does not enhance creativity beyond that game. This game takes a tremendous amount of effort to learn but is about nothing in particular. If this same effort were applied to games that improved one’s understanding of nutrition, health, and disease-control, it would be far more beneficial for the player and for the society. People consider chess a challenge, but its significance is equal to that of a beauty contest. What games will be available in the future?

 

 

 Today children are not taught how to ask question and examine ideas. Education consists primarily of rote learning, of simply memorizing concepts and propaganda. Children of the future will not be satisfied to accept ideas without an in-depth exploration and understanding of them. If a child of the future were told that the country they lived in was the greatest in the world, they might ask “How

 

 so?” and “Compared to what set of standards?” Free minds of the twenty-first century would challenge everything – and most would, in fact, be experts at changing their minds.

 

 

 If we want children to achieve a positive constructive relationship with one another and become contributing members of society, we must design an environment that produces that desired behaviour. For example, when the children are interested in learning to assemble a small motor vehicle, the design might require four children to lift the car while two others attach the wheels. The rest of the car would be assembled in a similar manner, needing the help and cooperation of everyone to complete the vehicle. This enlightened form of education would help students understand the advantages of cooperation.

 

 

 A craft shop the children enjoy using might be located on a hilltop in the middle of a lake. To get there, the children would have to row a boat or swim, and then climb the hilltop. This is not only

 

 provides exercise, but also a sense of achievement, which helps strengthen their mental health.

 

 

 Much attention would be given to emotional development. This would involve learning to interact effectively with others, share experiences, examine alternative approaches to problems, and allow for cultural and individual differences. This could reduce personal and interpersonal conflicts considerably.

 

 

 Children will learn to modify their approach to get their point across, employing reason and restraint rather than name-calling or raising their voices. They would learn how to honestly disagree without bitter feelings. Judgmental terms like “right” and “wrong” would be avoided and phased out. They would have more refined vocabulary and understand terms such as “a closer approximation of reality.” Their vocabulary would also be factually meaningful, and not just a purely emotional expression. A relevant vocabulary will describe the situation factually. For example, “The inclined ramp is too steep for elderly people,” will be said rather than an emotional remark like, “A moron must have built that ramp.” In other words, the child will learn that descriptive and constructive language is more likely to improve the situation than outright criticism.

 

 

 Education would be participatory. Students would work cooperatively as teams. For example, if a class-group were hiking through a wooded area and came to a stream, one of the children might say to both adults and peers, “I have an idea, and I’d like to hear what you think about it.” With this exposure children will listen and ask questions. Rather than being met with phrases such as “that will never work”, students and instructors could submit ideas to the class and test the validity of their proposals, receiving suggestions rather than just criticism.

 

 

 These young people would willingly interact with the environment, taking an active role in hiking, exploring, and investigating natural phenomena. The environment would be structured to deliver the best in nutrition and health. Most importantly, when confronted with an unfamiliar question or situation, not only would they know where to look for appropriate information, they would know the appropriate questions to ask, and how to ask them.

 

 

 Children would learn that it takes many experiments and a great deal of effort to solve problems. Through this process they realize that, although they may fail initially to achieve what they set out to do, this is an acceptable part of human experience. They would learn that, in medical research and other fields, it sometimes takes thousands of unsuccessful experiments before arriving at a solution. Even experiments that fail often function as essential steps in the process of achieving a goal. Sometimes other discoveries emerge along the way.

 

 

 Children would learn not to get discouraged with failures, and that they are an inherent part of all research and development. Few of our schoolbooks detail the long tedious work required to invent an object like the light bulb. No single individual manages one great leap in technology or science without first taking several strides. Each invention is a result of a series of progressive refinements, one upon another. Every success results from the failures and success that have preceded it. Unfortunately all too often our romantic notions and egos obscure this understanding. The serial progression of creativity can easily be verified if we examine the history of invention.

 

 

 Our redesigned education would be free from the influence of moribund institutions, corporate or self-interests, or any indoctrination of a political, national, or religious nature. Similarly, the educational system would be a continuous seamless process, with the degree of each individual’s curiosity enabling them to progress to the next level without grading.

 

 

 Much education today consists of a high degree of specialization, which tends to give a person tunnel vision and a narrow perspective about the actual interrelationships of all physical phenomena. Today it is even difficult for one schooled in sociology to communicate in depth with members of different professions. Students of the future would be encouraged to view the world in a more holistic manner; accordingly, they would be able to converse intelligently across various disciplines.

 

 

 Children brought up in a practical working environment of cooperation, sharing, and understanding will absorb and learn concern for fellow human beings, reciprocating warmth and love from the people extensional to them. When the environment is intelligently and humanely managed, the system and the individual are mutual beneficiaries, each reinforcing and rewarding the other.

 

 

 In a resource-based economy, children will live in a world with values far different from today’s. As a result of this education and environment they will possess a flexibility of attitude and mind that will enable them to evaluate new and different ideas. The earlier the exposure to science with human concern, the better prepared children will be to take their place in the cybernated world of the near future. Science and education, when devoid of a social conscience or environmental and human concern, are meaningless.

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Education is not something only for children, it is equally as important for adults.

In a Utopian society, you will never stop learning.

The only way we can ever achieve a Utopian civilisation is because there are some people living in this current dystopian world who love learning so much, that the indoctrination system was not able to contain them.

Let learning and education be your passion and we all become unstoppable.

The twelfth principle of education is a constant requirement for all our problems to be understood and for solutions to be presented.