A declaration of independence for education

Independent Education: the crisis and the crossroad

by Jon Rappoport

December 26, 2016

A hundred fifty years ago, at least some Americans recognized that all serious discourse depended on the use of the faculty called Reason.

Formal debate, science, and law all flowed from that source.

A common bond existed in some schools of the day. The student was expected to learn how Reason operates, and for that he was taught the only subject which could lay out, as on a long table, the visible principles: Logic.

This was accepted.

But now, this bond is gone.

The independence engendered by the disciplined study of logic is no longer a desired quality in students.

The classroom, at best, has taken on the appearance of a fact-memorization factory; and we should express grave doubts about the relevance and truth of many of those facts.

A society filled with people who float in the drift of non-logic is a society that declines.

Ideologies that deny individual freedom and independence are welcomed with open arms, because they mirror a muddled people’s desire to confirm that failure is the inevitable fate of all of us.

When education becomes so degraded that young students are no longer taught to reason clearly, private citizens have the obligation rebuild that system so the great contribution to Western civilization—logic—is reinstated in its rightful place.

Logic, the key by which true political discourse, science, and law were, in fact, originally developed, must be unearthed.

Logic and reasoning, the capacity to think, the ability to analyze ideas—an ability which has been forgotten, which has been a surpassing virtue in every shadow of a free civilization—must be restored.

Once a vital thing has been misplaced, buried, and covered over by mindless substitutions, people cannot immediately recognize the original thing has any importance, meaning, or existence.

To declare its importance makes no sense to “the crowd.” They look bewildered and shake their heads. They search their memories and find nothing.

They prefer to adhere to rumor, gossip, accusation, wild speculation, and fear mongering as the primary means of public discourse and assessment of truth.

These habits light their paths. These reflexes give them some degree of pleasure. These idols become their little gods.

To win out over such attachments and superstitions is a job for the long term.

But if our labors yield rewards, we can once again bring import to education, and to the idea of authentic freedom that once cut a wide swathe through darkness.

A string of direct and distracting abuses has saddled our schools. Among them:

Teachers believe they need to entertain children, in order to capture their attention;

School systems have substituted the need for public funds in the place of actually supplying a sound education;

Under the banner of political correctness, school texts have been sanitized to the point of sterility, in order to avoid the possibility of offending, to the slightest degree, any group;

Students rarely confront information in the form in which it is delivered to people all over the world—they confront substitutes;

Students have, in this respect, been coddled;

Subjects such as sex education, which belong in the family, have been delivered into the hands of schools and teachers;

Indeed, in certain respects, schools are asked to substitute and stand in for parents;

Masked as “learning opportunities,” various political agendas have been inserted in school curricula;

The basis on which every historic document establishing some degree of freedom was debated and drafted—logical thought—has been eliminated from the curriculum as a serious discipline;

Students are permitted and even encouraged to drift and grasp at superficially attractive ideas and fads of the moment;

In this respect, freedom has been reinterpreted to mean “mental incapacity and wandering thought”;

The vast contributions of the ancient Greek civilization, where logic as a crucial subject was born, have been obliterated, minimized or summarized in sterile fashion;

Logic, the connective tissue which binds together the progression of ideas in rational argument, has been kept away from students;

The result is the production of shallow minds that cannot see the architecture of reasoning;

Students, at sea, begin to invent wholly insufficient standards for accepting or rejecting various points of view and supposed authorities;

Students lose their true independence without ever having gained it;

The low level of overall literacy in our schools is matched only by the non-comprehension of rational thought;

In the presence of these and other deficiencies and abuses, students are pushed through, from grade to grade, graduation to graduation, as a bureaucratic function, regardless of their ability.

Therefore, citizens of good intent must offload this system. They must assume responsibility for teaching children the missing key to education.

The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)

(My Logic & Analysis course for High School students is included in
The Matrix Revealed)

Logic; the capacity to reason, to think lucidly; to separate sense from chatter; to discover deception and avoid being influenced by it; to remain free and independent from the shifting opinions of “the herd”; to maintain personal liberty in the face of every spurious enticement to abandon it; to come to grips with competitive sets of First Principles which will lead to freedom or slavery; these are the stakes in our time.

This is the crossroad.

Choose the path that can bring us the fulfillment of a worthy goal.

Choose reason over vacuous mindlessness.

We, who still know the power of the mind, and who understand how that power can be harnessed to shape independence and liberty, can bring, out of the dust of recent history, an education that truly trains the intellect.

Logic is the foundation of such an education.

If schools, which have become madhouses and factories and toxic medical dispensaries, will not teach it, we can teach it.

Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at NoMoreFakeNews.com or OutsideTheRealityMachine.

6 comments on “A declaration of independence for education

  1. William Jones says:

    The biggest Hoax that has been played on us, is the Idea that we need some type of fuel to create electricity for power. The patent for Atmospheric (static) electricity has been around since 1900. We have been getting all our electricity from Power lines, Tall metal pylons, skyscrapers and other tall metal structures dressed up as art or something else. Power plants do not produce electricity and are constantly being built just to keep them in our minds eye, that we need them. Once the infrastructure is in place, it costs nothing to produce. This may be hard to swallow, but truth is stranger than fiction. They spend billions every year around the world trying to build new power plants and what matters most to them, is the controversy it creates in towns and cities, when people vote for or against them.
    We have a 780 megawatt power plant in my town built around 2002-2003 and since shortly after it was built it is never been in operation. The reason I hear is the cost of natural gas is to high right now, yet they keep putting more very tall power lines next to the existing ones. The higher the better for collecting the static electricity. Ever wonder why all those very tall power are running through the woods everywhere and as the electricity demand increases, so do the power lines. They have been rapping us for trillions of our hard earned money.
    Aaron Dover has many good videos on this and few other things worth looking at. This is something people need to know about.

    Crude oil is a Hoax, It’s all cold pressed from plants.

    Ever wonder How a Commercial Jet can fly nonstop from say LA to Sydney 17 hours in the air
    using JP5 jet fuel and have enough fuel to get there. They can’t, just not possible, they are collecting electricity as they fly through the air and the electricity powers the engines.

    The Masons have been and are still rewriting history beyond what most of us can begin to imagine.
    The Roman based history is all BS.
    When the Atlantis survivors wake up, part 1 of 45

    I think Roger Spur is right about our rocks are all Mud fossils except for lava.

    The best find for improving mental clarity is “nascent iodine” IQ increase in a bottle.

  2. Oliver K. Manuel says:

    Frightened world leaders and guilt-ridden government scientists laid the foundation of a worldwide hoax when nations and national academies of sciences were united on 24 Oct 1945 to save the world from possible nuclear annihilation by hiding the source of energy in atomic bombs.

    See publisher’s galley proof of a tribute to Dr. Paul Kazuo Kuroda, the scientist who risked his life to expose this fraudulent “nuclear secret.”


  3. tom says:

    Jon, look into the Trivium and Quadrivium, the Trivium was the original logic, grammar, rhetoric lessons taught, they have removed the base layer, logic which the other two are built upon and now we build on sand.

  4. Silvano Borruso says:

    Download Dorothy Sayers’ 1947 Lectio Magistralis The Lost Tools of Learning and study it. You will remember it forever. Silvano Borruso

  5. Larry says:

    “A society filled with people who float in the drift of non-logic is a society that declines.”


  6. Sally says:

    My daughter has studied Logic and Rhetoric has part of her Classical Christian curriculum. Some private schools understand the importance of teaching students to reason.

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