Sunday, 20 January 2013

Education & Learning


Current Situation and the UBUNTU Plan of Action

Our school system, and how we continue to teach our children, is largely responsible for our mental and cognitive conditioning that prevents most of us from breaking free from many years of indoctrination. Some researchers have called this “the left brain prison” that has been imposed on us over the most important and formative years of our lives. The sad thing is that most of us never get out of this prison for the rest of our lives and many of us end up defending this prison.

State schools are failing and government mandated education forces everyone to learn the same and often useless material despite the unique interests and learning styles of each individual. The curriculum is designed more to serve the purposes of corporations and the government than those of the student.” www.thrivemovement.com

Restructuring our education system is probably the most critical thing we have to do if we want to liberate ourselves from the prison matrix and the never-ending struggle for survival. It is through the current education system that we become the prison guards to the very prisons that have captured our own immortal souls and our humanness.

We look around us, at how things work, how things are done, and how we live from day to day, and we believe that this is the norm – that this is how things are done – that this is progress and we are part of this never-ending wheel of progress. And yet life gets tougher every year, every month, every week. But we believe that maybe if we hang on for a little longer, things will get better.

After more than 120 years of enduring the current education system, we are all products of this system and we are all equally tuned and calibrated by this system to endure its consequences – without any questions. Most of us now believe that this is the norm – and that this is the best way of educating ourselves and our children – and that there is no better way – because if there was the authorities would have implemented it.

We see the education system as giving ourselves and our children a chance in life. The better our education, the better our chance of having a successful life – getting a good job – having a good career that will earn us a lot of money. It is ironic that the indicator of success among living breathing human beings is not their ability to love others, compassion, creative achievement, contribution to society, but most of the time the emphasis is on money, as an indicator of our success.

We quickly forget that we are all born equal and we should all have a wonderful life, not dependant on the level of education that we can get for our children. And so, without most of us giving it any thought, the schooling and education system becomes the first tool of separation and division among all of us from the first day of school.

Remember that history is written by the victors, and our education is manipulated by those who impose their control on our society. The victors have a vested interest in holding onto power and therefore teaching their conquered subjects whatever it takes to stay in power. Those who do not comprehend this statement at this point will begin to comprehend it as the layers of deception are removed from our lives.

We are forced to place our children in schools at the age when they are most vulnerable to outside suggestion and influence – in the hands of strangers, who get their instructions and teaching manuals from some invisible department in the government. These teachers, most of whom have honourable intentions, have to follow orders and teach what they are told in the style and fashion they are told to teach it. If they do not follow these orders they get fired from their teaching job and lose their income and become undesirable as teachers in any other official educational institution.

For twelve years of our lives we are made to sit in classrooms, separated from mother nature, while we are forced to cram information into our heads, so that we can regurgitate it during an examination – so that we can get an ‘A’ on our school report – so that our parents can brag to their friends and so that we can try to impress our future employers – so that we can get a good job and earn as much money as we can – because we had good marks at school in subjects that we will never ever use in our daily lives and probably never use for the rest of our lives.

If we can regurgitate this information really well, we are allowed to go to university where the indoctrination and brainwashing reaches even higher levels. Those who are privileged enough to reach these levels take on a certain level of pride and arrogance, because they see themselves as special. Because they have worked hard and regurgitated well. And by being able to regurgitate, they have elevated and separated themselves from the masses.

And so, without realising it, the graduates become the quiet promoters and defenders of the system that creates hierarchy and separation amongst humanity.

From the first day of school we are exposed to academic competition and a hierarchy of intelligence that we are taught to conform to. When we do not understand the subjects or if we do badly in our exams, we are laughed at, mocked and reprimanded to work harder. We are told that if we do not get our “act together” we will amount to nothing and that we will end up on the street – that nobody will give us a job and that our lives will be a disaster. All this, so that we should excel at school in the subjects that are of little use to us in life.

From the first day at school we are exposed to continuous stress in many forms. The stress and pressure to succeed – to be the best – to get to the top. We are made to believe that this is all normal and part of life and that competition is good and that this is the way things are done in life. 

The stress of passing exams and not failing, is one of the most cruel forms of subtle mind control we can imagine. We willingly expose our children to this cruel system of stress for most of their young lives. It is this subconscious stress, that finally spills over and becomes the cause of antisocial behaviour experienced by many teenagers.

We send our children to psychiatrists, feed them drugs like Ritalin and punish them for failing or behaving badly, not realising that it is the system, and not our children, that is out of our control.
We never stop to think about this indoctrination because we believe that this is the norm in life – because it comes from higher levels of the pyramid of hierarchy and authority. We do not question it and simply accept it – and plan how we will become “successful” in life. These subconscious scars stay with most of us for the rest of our lives.

By now we should all clearly see that the current education system does not work. It has nothing to do with true learning skills for life and inspiring children to follow their dreams and to use their god-given talents to give true meaning to their lives.

But instead our education system has everything to do with continued indoctrination and subtle mind control of young minds to follow orders, obey authority, and even fear authority. To believe in a pyramid of hierarchy that controls all aspect of our lives and to follow orders given by a higher authority in this pyramid of hierarchy.

All of this is done under the pretence of freedom and personal choice that does not actually exist because if we do not conform to the controls of the establishment, we will be seen as opponents of the system. In some countries it is now compulsory to send your children to school, to submit them to this inhumane treatment. Parents that do not conform will be charged and prosecuted under the legal system that upholds these laws and treatment of our children.

In an attempt to teach us about our origins as human being, spirituality and our immortal souls that all come from the same source of the divine Creator of all things, we are taught about man-made religions, that divide us even more. Religious division that has cause most of the conflict and suffering on our planet. And so the suffering continues, deeply buried beneath many layers of deception, our own ignorance and external mind control.

Most of the things we are taught in school is theoretical information with very little, if any, practical knowledge of how to do things, how to create things, build things, fix things and how to think outside the box – because that would be seen as being antisocial and not conforming to the norm of society – in other words: the normally accepted behaviour of those who have already been indoctrinated by the education system to stay within the boundaries of the matrix. These boundaries of accepted norms include every sector of our society, especially the commercial, financial and political sectors, that have somehow taken control of our planet.

Please ask yourself: What exactly does our education system provide us with when we leave school, other than a piece of paper or a degree that makes us feel special, and makes us believe that we will find a good job. Our education has nothing to do with learning, but everything to do with preparing us to get jobs and have successful careers. And what do jobs do? They allow us to earn money.
In the end, it is all about money. And therefore, those who control the money will continue to control the education system.

It is a well documented fact that governments have been manipulating and controlling the content of school textbooks for the distinct benefit of those in power, so that they can maintain their control over the people. For example, the majority of research in the medical field that is consequently included in the medical textbooks is funded by pharmaceutical companies who fund the printing of the textbooks. We are taught exactly what they want us to believe so that we can regurgitate their deception to others. The young minds that come out of medical school know very little about diagnosing and healing; about resonance and the laws of nature and how all disease can be cured and has been cured in the past because it is a result of in-coherence or being at dis-ease with nature and mother earth.

Schools have become prisons for young minds who want to create and explore without restriction. It is up to us to change it.

A NEW Way of Learning – For a New World

Our approach to educating will change completely in a new social structure where the focus is on providing abundance for our communities while expressing our own creativity and talents. The typical school prisons that we have become accustomed to will disappear and there will most likely be no classrooms as they morph into more appropriate locations to teach and learn. Theoretical teaching will be reduced to a minimum while majority of learning will take place in the actual environment specific to the subject. These learning centres will be constantly adaptable to the everyday requirements of those who have been appointed as teachers.

The insane custom of cramming information into so-called ‘periods’ that last 30 min to an hour will also fall away as learning takes in a true experiential way and allows teachers and learners to truly explore each subject in depth.

All teaching and learning will be done by master teachers who are appointed by the community because they are respected and honoured by the people of the community for their specialised skills, talents, abilities and craftsmanship. This means that communities will have many masters with an infinite variety of skills across many subject. Because in the UBUNTU communities and lifestyle, there will be a long new list of things people do, which is unimaginable to us at present. People will create and participate in many activities that were previously not possible by the lack of money or because it was simply not financially viable. In UBUNTU communities, everything is possible.

Today, millions of children and adults are constantly denied the opportunity to learn new skills and participate in hobbies or sports because they cannot afford it or it is not available close-by. This situation will no longer apply.

In today’s society, the skilled artists/artisans who should be the teachers of our children are ignored and marginalised – creative expression and art is undermined in favour of scientific and financial achievement, while dead artists are celebrated by the rich and famous and their works are collected as tokens of achievement and status. Millions of talented artist and artisan are simply discarded by the world as we know it – until such time that they become a financial benefit to those who rule the roost.
And yet most of what we do in our lives are actually skills and a crafts that have taken time, commitment and attention to master. Some skills take many years to learn while others only a few minutes. From typing to shoemaking, to architecture, rocket science, bee keeping, baking, sewing, engineering, lawn mowing, farming, painting, sculpting, driving, sailing, flying, plumbing... the list is endless.  Even washing dishes and sweeping the floor are skills that need to be attained.

The beautiful thing about this approach is that there are as many skills and passions as there are people. In the UBUNTU system all teachers will be appointed by their own community and through the Council of Elders. Only those who carry the respect of the people and are deemed to be masters of their skills will be appointed.

Every subject and skill that is taught by master teachers will have a very unique flavour and therefore has to be taught in the environment in which it is normally performed. You cannot learn how to make cheese in a classroom -  you cannot learn how to grow seeds in a classroom – you cannot learn how to design a free-energy machine in a class room. In fact, there is very little that we can truly learn in classrooms.

STARTING OUR EDUCATION – Young Children

Children growing up in UBUNTU communities will actually belong to the whole community in the sense that the community takes extra special care of their children. There are no homeless children, hungry children or uneducated children. Children are loved and cherished by the community and protected against any harm. All children get the same opportunities from the earliest age possible. Therefore, kindergartens and crèches will take on a different feel and function.
Community day-care and night-care centres will be the foundation of learning for young children. In these centres they will also receive unlimited healthcare and the best nutrition possible while in their most vulnerable years of life.

These centres will be managed by many people who are highly specialised in their respective fields and appointed by the community to care for the children. Among these skilled people will be developers of educational material who will develop such materials without restriction of any kind. Remember – money is no longer a hurdle to progress or success of any kind and therefore those who have been appointed by the community to develop educational and learning materials will have no restrictions.
Early learning will take place in the form of interactive games and other innovative techniques yet to be discovered. While Plato and many other great teachers of the past indicated the importance of ‘play’ and having fun during early development, we have completely negated this advice in modern times.
Fun and games have been removed from our schools by the control groups for obvious reasons. The current regime seems to believe that children should pay attention and listen to authority – not play games and have fun. Anyone who has ever taught young children will know how much information they retain and how much they learn by playing simple games or participate in fun interactive activities.
This early learning will include a wide variety of toys, tools, books, instruments and also technology like interactive video and informative programmes shown in a controlled environment while children are still too small and young to move around too much. The use of such tools has been extremely effective in giving young children important and basic knowledge about a large variety of subjects – before they venture out to learn about them on a practical level.

Special attention to artistic skills like drawing, painting and learning about musical instruments – experimenting with different instruments to activate their creative talents is critical. During these first formative years children will learn all the basic skills like reading and writing but the most important things they need to learn is to love and respect our planet, mother Earth.

Learn about soil, water, air and sunlight – learn how things grow and why they grow – learn about the animals, plants and insects – learn how to plant and grow seeds – where food comes from and how it is grown or made – learn about compost and earthworms – the cycle of nature – ignite their curiosity with as much diversity as possible.

As they learn this basic knowledge, from the age of around six years, they will start to participate in short half-day workshops and hands-on practical activities to learn the skills in greater detail. These practical experiences must include being exposed to as many different activities and skills as possible to keep their minds stimulated and wanting to learn more. They will visit as many masters as possible to stimulate their imagination and open their minds to unbridled possibilities.

At this early age children love to watch people do different things and everything is exciting. Most of the time they are inspired to somehow get involved – often they want to participate or imitate. They must be provided with all these opportunities and never denied their natural creative outburst of talent. Their exposure to what people do must be as wide as possible. From farming, baking, woodwork, building, engineering, sowing, music, arts, how chickens lay eggs and cows create milk – how cheese and butter is made, how cotton is spun and carpets are woven and everything imaginable. This will also help the children to activate and recognise their own natural talents at an early age.

Planting and growing seeds and food and taking care of the young plants and trees must be an ongoing part of early learning for the first few years. Children could be the source of all the seedlings and young trees that are used by the community. Especially the large number of herbs and medicinal plants that have been marginalised by the pharmaceutical industry. These will be used to great effect by traditional healers and natural healers who are masters of true healing.

These activities must include vegetables, fruit and nut trees of a wide variety to provide an abundance of food and health in years to come. This way children will develop bonds with what they grow and also develop mutual respect for what others have grown and cultivated – which will also include respect and love for mother nature.

There is a strong emphasis on participating in a wide variety of sports and cultural and recreational activities. Learning about music and playing instruments – painting and drawing and sculpting –all forms of art will be explored in abundance. After all, humans are creative creatures that are the expression of the Great Creation – and therefore our desire to create is insatiable and infinite. It is only the restrictions that have been placed on us in life by society, the economy and those who attempt to control us, that prevents us from continuously creating, developing, building, making, inventing... implementing.

Music schools and musical performances by children will most likely be a huge part of our cultural activity. The same applies to all forms of art and artistic expression – many such new forms will evolve in the UBUNTU communities because there will be no restriction due to a lack of money.
Sport and recreation will take on a similar evolutionary phase – some sport we participate in today will fade away, while new kinds of sports and games will be developed by communities as part of their creative expression.

Children will be encouraged to come up with creative solutions to the challenges of the community. Their ideas will be evaluated by the Council of Elders and implemented where it presents a benefit to the community. Young uncluttered minds often come up with the most brilliant ideas, but our society does not recognise or utilise these talents in any way today.

Older Children
As the children get older the duration of experiential, hands-on learning and workshops that they participate in will become longer. They will go from half-day; to full day; to several days in a workshop; to a week; then two weeks; a month and so on.

In this kind of creative and open learning environment, children will start to recognise their natural talents and skills very early in life. They will naturally steer towards their preferred abilities or talents and what they are truly interested in. So – by the time children are 12 years old they will already  have a pretty good idea what they are really good at, what drives them and excites them and what they want to do in life to contribute to the abundance of their community, while satisfying their own creative talents.
Between the ages of 12-14 the hands-on learning and workshops will keep getting longer. From a week to a full month or even more. The number of skills will be reduced and become more aligned with the abilities, skills and preferences of each child. No child is ever forced to do anything they do not want in the learning arena. Everyone is given complete freedom to pursue only what they are attracted to.

From the age of 14-16 the children will only have a few chosen skills they continue to master. These can now be seen as mini internships with master teachers, during which time the skills of the children will truly be refined. Once again – this can be anything the child has chosen for themselves and it can vary from farming to mathematics or sewing, to playing the violin.

In their 16th year, every child will do their final so-called internship of their preferred subject with a master teacher. By the time the children are 16 years old and have gone through thousands of practical learning experiences and workshops and internships with master teachers, on many levels, they will know more about life and all its secrets than all the academics in the world combined today.
And so, every child and every member of the community will have the knowledge and practical experience we can only dream of today. They will be able to build a rocket; milk a cow; solve mathematical equations; grow food; weave carpets; build bridges; make butter and cheese; create free energy machines; play various instruments; excel in sport; and so much more.

At the end of this final internship the children will go into their chosen “labour of love” (LOL) and become valuable contributors for the benefit of the entire community. Some people may see this as some kind of life-long commitment from which there is no escape. This is not the case but merely the residue of our poisoned minds still trying to throw hurdles in our way to complete freedom. I need to remind you that the UBUNTU Contributionism model suggests that everybody only contributes THREE hours per day with their chosen “labour of love”.

The main reason for this is quite simple. If we spend more than three hours per day creating and producing abundance, there will simply be too much stuff. Too much food; too much electricity; too much fuel; too many shirts; plates; tables; houses; soccer balls; rockets; carpets, chickens; cows; milk; bread; etc, etc.

Because we will no longer chase money and spend 80% of our lives on the pursuit of money in some form or another. All our efforts and all the things we do in the UBUNTU community and all the energy we spend is to create abundance for the community and therefore ourselves. It is almost impossible for us to imagine this kind of abundance in the current capitalistic world we live in today.

Remember that everyone in the community will also contribute THREE hours per week towards one of the many community projects or activities. Whether it is mowing the lawn in the parks; dealing with sewerage removal or conversion; creating free energy; transporting materials; fixing the street lights; planting seedlings; etc.

So, after we spend three hours in the day doing what we love to do as our contribution to the community, we still have 21 hours left in the day. Since we have no stress or worries about survival or where we will get our meals each day, we will engage in other activities that we are passionate about and that we have become really good at because of our training. People have various hobbies and sometimes many passions that they will be able to pursue without restriction. No matter what we do or participate in, everything will ultimately be of some kind of benefit to ourselves and the entire community. 

Everyone will be able to undergo any kind of training or additional learning at any stage. Remember that only master teachers that have been appointed by the community will be able to do advanced skills training.

When the children leave their final internship at the age of 16, they will do their LOL under the supervision of a master who is already active in that specific field. When the master determines that he can no longer teach the student any more – or that the student has attained the highest level of skills that the master can teach, he will appoint the student as a master himself. This is how the respect of the community gets passed onto new people who have mastered their skills and it keeps expanding the number of people who can take on the important role of teaching the children to become highly skilled and clear thinking individuals.