Military Industrial Complex

Discussion in 'Conspiracy Theories' started by Carol, Jul 31, 2010.

  1. Carol
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    Carol Member

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    Education is like a genie in a bottle. The defined purpose is the wish, and the students are the genie. The US changed that wish in 1958 and the culture of the country.

    Until 1958 the US had liberal education. This was modeled after Athens education for well rounded, individual growth. It used Greek and Roman classics to build a cultural democracy, where government is only one aspect of manifesting democracy. Might I be very up front with everyone, and say, only when democracy is defended in the classroom is it defended. Fascism requires only two things; experience with democracy and experience with industry.

    My first experience with this forum was a u-tube report of media, where mostly young people were protesting the fascist militarization of the US, and this was contrasted with the Tea Party prayers and patriotism. Gosh, it would be great to have equal u-tube coverage of Germany after the Prussian take over.

    In 1958 the US replaced its liberal education with Germany's model of education for technology for military and industrial purpose. The US stopped transmitting its culture, in favor of educating for a technological society with unknown values, and preparing its young to be products for industry. Like the Prussians did when they took control of Germany, the US destroyed its national heroes, and highlighted the past faults, and while praising efficiency. It leads everyone to believe everything good rested upon this new focus for efficiency, and political correctness, and the rapid development of technological for industrial and military purpose.

    The former education was focused on good moral judgement, and later leaves moral training to the church. This is perhaps the worst threat to the culture of democracy, that is now being destroyed. It has lead to many problems, including thinking God and morality are the sole property of church authority. Only highly moral people can have liberty, or there is anarchy, and anarchy deteriorates into a police state. We must all have a sense of morality, and we can allow one religion to define God for us. Furthermore, people loosing their jobs, because of something they said, and the powers of Homeland Security, should have us taking the threat to our liberty seriously.

    The former education focused on logic and independent thinking. The later focuses on memorization and "group think". Now our young dye their pink, blue and green and use tattoos and body piercing to express their individuality, but can not formulate an independent political thought. For example, the decision of if it was right to invade Iraq, rested on what was in the news, not on independent study of out Iraq and our involvement in the mid east. If we hadn't had computers and such easy access to information, this might be excusable, but given our easy access to information, this is inexcusable. We have gone from independent thinkers to sheeple, as easily to move as the Prussian populace.

    When the US mobilized the first world war, Industry, Education and National Defense sat on the same board for the first time. Industry tried to close the schools, claiming the war had caused a labor shortage, and that they were not getting their monies through from public education, because they still had to train new employees. If industry had won this argument, it would have put an end to the new child labor laws, keeping children out of school during school hours. We might have ended up with a very different nation. One more like India with child labor and mass ignorance.

    Teachers argued, an institution for education for making good citizenship, is good for education for making patriotic citizens. Of course, for national defense reasons, they won the argument and public schools were used to mobilize us for two world wars. Not until the military technology of WWII, flying across oceans and dropping atom bombs, was our liberal education replace with education for technology for military and industrial purpose. Those young people protesting the militarization of the US and the fascism, don't know the history of change in the US, but they sense something is wrong. The conservatives praying to God and demonstrating patriotism, have their historical German equivalent.

    I am seriously concerned that if we do not realize how public education has changed our culture, we have fought every war for nothing.
     
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  2. PoliticalChic
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    PoliticalChic Diamond Member

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    Welcome...

    My fav subject...and glad to see your most interesting view of the problem.
    My view differs just a bit, as I see the leftward slant of the culture and of education as feeding on one another.

    1. A major reason for the change is even more disheartening: Universities have abandoned intellect because it represented the barrier that rationality places in the way of politicization.

    a. The move is toward ever more insistent and radical egalitarianism which is the very heart of modern liberalism, as “intellect in America is resented as a kind of excellence, as a claim to distinction, as a challenge to egalitarianism, as a quantity which almost certainly deprives a man or woman of the common touch.” Richard Hofstadter, “Anti-intellectualism in American Life,” p. 51.

    b. One can trace the anti-intellectualism, modern liberalism, and the passion for an evangelical equality as moving in tandem.

    c. In light of the fact that rational thought can imperil many of the premises of the radical left, there has grown what is called post-modernism, an outright denial of truth. Even in science…

    d. The leading proponents of ‘post-normal science,’ PNS, Funtowicz and Ravetz, have written that, in issue-driven science, ‘facts’ and ‘values’ are unified by replacing ‘truth’ by ‘quality.’ http://www.ecoeco.org/pdf/pstnormsc.pdf

    e. Students are taught by left-wing professors that traditional respect for logic, evidence, intellectual honesty, and the other requirements for scholastic discipline are not merely passé, but repressive, attempting to support a society that benefits only white, heterosexual males.

    So I cannot agree that we aim at a technological education. No, we have simply eliminated a great deal of education

    2. The National Association of Scholars (NAS) documented the changes in universities comparing the years 1914, 1939, 1964 and 1993.

    a. Decline in required courses from 55% of courses, down to 33% by 1993. And even more telling, in 1914 no exemptions were allowed in 98% of the courses, but by 1993 it was only in 29%. This, of course produces students with a far narrower basis for understanding context.

    b. In 1914, 57% of institutions had a literature requirement, by 1993 this was down to 14%. The same pattern appeared in philosophy, religion, social science, natural science, and mathematics.

    c. The study found “diminishing rigor at most prestigious colleges…” Students graduating from these elite schools not only had fewer assignments to complete but were asked to do considerably less in completing them.” The NAS commented on how this drop off in hard work negatively influences character, and this effect on society’s leaders impacts the strength and vitality of society.

    d. Decline of rigor can be seen, as well, in the number of days classes were in session, from 204 in 1914 to 156 in 1993, and the length of a class period fell by 10.2%.
    The National Association of Scholars, “The Dissolution of General Education: 1914-1993” NAS - The National Association of Scholars :: Reports

    Interesting as well, and an indication of correspondence, the NAS found the above trends accelerate from the Sixties on, assimilating the radical regimen.

    I look forward to reading more of your posts.
     
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  3. Carol
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    Carol Member

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    PoliticalChic, I think most people prefer short post, so I will respond to yours in two parts. And even then my reply will be way too long.

    "..it [ Intellect] represented the barrier that rationality places in the way of politicization." Oh yeah, :clap2: I don't think we have disagreement, but incomplete information. Industry and the military wants well trained personnel, not intellectual personnel, and it is industry and the military in control of education. This is not how public education began. It might help to understand how we come to have education in the first place, then we can understand the change in education.

    Education in western culture, begins with the church. Paradoxically we owe much to the Catholic church for our secularism and democracy with liberty. Following the crusades the church accepted the Greek and Roman classics that had been lost to the Christian world, because the early Christians burnt libraries, but the classics were preserved by Arabs, who took pride in being well educated and in their private libraries that held the ancient documents. Later monks copied these ancient documents and spread them throughout Christian Europe. This lead to scholasticism, which becomes the renaissaunce of horrors :eek: humanism. You know, that line of thinking based on nature, filled all those pagan ideas about our human nature, and which give us the enlightenment opposing religious oppression, and the idea that God decides who is to be master, and who is be the servant/slave.

    Jumping over a lot of detail, we get to the US with its democracy and liberty. The Statue of Liberty carries a book for literacy, and a torch for enlightenment. At the time, being literate meant literate in Greek and Roman classics, and of course Cicero, John Locke and Newton. You know those men who wrote of nature's laws and the the God of nature. Those men who were opposed to authority over the people, and devoted their lives to the cause of liberty and enlightenment.

    Thomas Jefferson gave his fortune to trying to establish public education. He believed this is essential to a strong democratic republic. That is democratic culturally and with a republican form of government. There was not a united will supporting government support of public education, until around the 1840's. By this time, the east coast of the US was well established and anyone wanting the freedom of the New Land had to move west into Native American territory. Those who had already arrived, owed and controlled the land are resources, leaving immigrants to be poorly paid factory workers when industrialist enjoyed exploiting child laborers, and they lived with terrible work and living conditions. This disparity between the early arrivers and late arrivers, result in social unrest. We could have easily become a police state at this time, but instead, our shared idealism pushed for social order through education, instead of a police force. That is when the federal government mandated free education be provided to all children, the purpose was social, not vocational.

    Vocational training did not begin until we mobilized for the first world war. The social purpose remained the priority, for National Defense purpose, until the military technology of the second world war changed our national defense needs. This is when education made the big shift towards preparing the young for the Military Industrial Complex.

    To clarify, I will repeat, the military and industry want well trained people, not intellectual people. Past education for well rounded, individual growth, meant preparing everyone to be industrial and civic leaders. Their education was generalized, and this is what self governing people need to be. But what industry and the military wants is, specialized people. They become specialized through education and employment. Budget cuts always mean cutting the classes not deemed important to the Military, Industrial Complex. We need to discuss merit hiring to fully understand this point. Classes in philosophy do not add to the merit of those needed by industry and the military.

    Everything you said is right on when there is understanding of the Military, Industrial Complex. Keeping in mind, the military doesn't care want color a person is or where the person comes from. It cares that person will obey orders, and not cause trouble. The person is a number, a part to plug into the machine. This is what education for technology for military and industrial purpose means. It is dehumanizing and amoral. Everyone can go to church for the human stuff, but please, do not impose your religion on others. Education for technology, has little to do with being individual humans. This education is also very bad for self governing people, who know little beyond their specialty and their own very limited, personal experience of reality.

    Now baby is crying and I must I go. :( Will get to back as soon as I can.
     
  4. daveman
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    daveman Diamond Member

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    No, it's unions and liberals in control of education.
     
  5. zzzz
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    zzzz Just a regular American

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    Let me interject something here. The reason we changed our education system in the 1950's was the Soviet launch of Sputnik. This technological achievement of the Soviets embarrassed the US, not only the government but the citizens of the country. We were not teaching American kids the math and science and needed to compete in the world. By changing our education system to concentrate more on math and science enabled this country to become the greatest superpower the World has known. Today that educational system has become corrupted and needs to be overhauled and refocused. In the 1950’s children had fathers and mothers. In today’s society a lot of kids have one or no parents and the family fabric has disintegrated. A new method of teaching needs to be introduced but in today’s partisan atmosphere I doubt that any progress can be made in this area.
     
  6. eots
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    eots no fly list

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  7. psikeyhackr
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    psikeyhackr VIP Member

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    In 1914 the neutron had not yet been discovered. That did not happen until 1932.

    We are supposed to spend class time on pseudo-intellectual garbage that is totally subjective.

    I don't hear unions or industrialists saying that accounting should ba mandatory in the schools. What have economists said about planned obsolescence since Galbraith mentioned it in 1959?

    Now we can get free math.

    Calculus Made Easy by Silvanus Phillips Thompson
    http://www.gutenberg.org/files/33283/33283-pdf.pdf

    psik
     
  8. PoliticalChic
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    PoliticalChic Diamond Member

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    "Education in western culture, begins with the church. "
    Yes, and no. The connection was certainly broken with the French Revolution, wherein a distorted 'reason' replaced same.

    1. How, more than interesting is it that in this most rational of eras, many who claim to be wedded to reason and liberty, have descended into irrationality and intolerance? The answer is that since the 18th century Enlightenment, many Westerners have made the mistake of believing that reason can exist separate from civilization, and that ‘enlightened’ necessitates a repudiation of religion.

    2. In the Middle Ages, people were irrational and superstitious and ignorant, and went around killing each other in religious wars. Disapproval of these characteristics and events meant embracing of an anti-religion viewpoint, and then progress, liberty and happiness must follow!

    3. 'The Enlightenment' has been given many differing definitions but it was, at its broadest, a philosophical movement of the eighteenth century which stressed human reasoning over blind faith or obedience and was thus in contrast with much of the religious and political order of the day, while also encouraging 'scientific' thinking.

    4. But history is a complex and curious process. While the Enlightenment may be seen as a reaction to the abuses of clerical authority, it must be remembered that the biblical imprecation that all humanity was equal, having been fashioned in the image of God, provided the template for liberty. And many Enlightenment thinkers were religious, albeit many were less Christians, but rather deists who believed in an impersonal god who did not interfere in human life.

    a. Leibniz argued that the universe was composed of individual units in harmony with God’s divine ordinance.

    b. John Locke thought that man’s duty to God to preserve mankind as part of Creation was the basic moral law of nature.

    c. Isaac Newton and Joseph Priestly were devout Christians, but Dissenters.

    5. In France, Enlightenment was joined not just with antipathy to clerical authority, but disgust with religion itself.

    a. Voltaire claimed that the infamy was not just the Catholic Church, but Christianity itself, he cried "écrasez l'infâme," or "crush the infamous". The phrase refers to abuses to the people by royalty and the clergy that Voltaire saw around him.

    b. Unlike France, thinkers in Britain and America embraced religion as an amalgamation with ‘social virture,’ in the former and ‘political liberty’, in the latter.

    c. The French invested reason with the same dogmatic status as religion, creating a secular reflection of the Catholic Church. Reason, or nature, or the general will, became the civil religion. Thus authoritarianism was there from the time of the French Revolution.

    d. The philosopher Condorcet believed that the application of mathematics and statistics to social policy would result in general happiness, truth and virtue.

    e. Henri de Saint-Simon, the articulator of socialism, argued for the supremacy of the sciences over religion, and predicted that, like religious, secular propaganda would employ artists and poets. His collaborator, Auguste Comte, also saw the need for a secular religion, a scientific materialism, which contends that the only reality is what can be detected and measured by human senses of sight, hearing, touch, taste, and smell. His authoritarian thinking shapes today’s liberal’s doctrinaire insistence that science has the explanation for all things.

    6. The Conflict Between Reason and Liberty

    a. In France, there was the development of an apparatus of ideological enforcement for ‘reason.’ But rather than necessitate liberty, Edmund Burke was prescient enough to predict that ‘enlightened despotism’ would be embodied in the general will, a formula for oppression as in ‘tyranny of popular opinion’ or even ‘a dictatorship of the proletariat.’

    b. Although attributed to Rousseau, it was Diderot who gave the model for totalitarianism of reason: “We must reason about all things,” and anyone who ‘refuses to seek out the truth’ thereby renounces his human nature and “should be treated by the rest of his species as a wild beast.” So, once ‘truth’ is determined, anyone who doesn’t accept it was “either insane or wicked and morally evil.” It is not the individual who has the “ right to decide about the nature of right and wrong,” but only “the human race,” expressed as the general will. Himmelfarb, “The Roads to Modernity,” p. 167-68

    c. Robespierre used Rousseau’s call for a “reign of virtue,’ proclaiming the Republic of Virtue, his euphemism for The Terror. In ‘The Social Contract’ Rousseau advocated death for anyone who did not uphold the common values of the community: the totalitarian view of reshaping of humanity, echoed in communism, Nazism, progressivism. Robespierre: “the necessity of bringing about a complete regeneration and, if I may express myself so, of creating a new people.” Himmefarb, Ibid.

    d. In this particular idea of the Enlightenment, the need to change human nature, and to eliminate customs and traditions, to remake established institutions, to do away with all inequalities in order to bring man closer to the state, which was the expression of the general will. Talmon, “Origins of Totalitarian Democracy,” p. 3-7

    While these may not be direct quotes, much of the thinking above is based on Melanie Phillips' "The World Turned Upside Down."

    Now, if the changes in education were, as you propose, were based on the needs of the 'military-industrial complex,' how do you account for the same irrationality that we see in the EU, where sovereignty has been put aside, and therefore there is less need for said complex? They care not for borders, or for defense.
    The EU is a fine example of the prominence of radical egalitarianism, ...

    7. One can see that it is possible to lose sovereignty quickly. Consider the European Union. It began in 1957 when six countries signed a treaty agreeing that they would cooperate on certain economic matters. They established the European Court of Justice in Luxembourg to interpret disputes about the treaty.

    a. In the 1960’s the Court decreed that if acts of national parliament’s acts came into conflict with the treaty, the treaty would take precedence!

    b. In the 1970’s the Court stated that it had precedence over national constitutions!

    c. Today, whatever regulations are cranked out by the bureaucrats at the European Commission supersede both parliamentary statutes and national constitutions. This includes any questions about basic rights.

    d. Neither does the EU have a constitution, nor does the EU have an army or police force for common control of its borders. Thus it has political superiority over member states, but declines to be responsible for its defense. Inherent in this idea of transcending nation-states is the idea that defense is unimportant.
    (From a speech by Jeremy Rabkin, professor of law, George Mason School of Law, June 5, 2009 at Washington, D.C. sponsored by Hillsdale College.)

    No, Carol, it is ideology rather than monetary or military considerations that has pierced the heart of learning.
     
  9. Carol
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    I think fear of the USSR as a nuclear power, that had just proven the capability of delivering a nuclear bomb, had more to do with Eisenhower asking congress for the 1958 National Defense Education Act, than embarrassment. Drilling students to duck under tables was not about embarrassment. The USSR got the nuclear information form a couple living in the USA who were concerned about the US being the only nuclear power. I don't remember this being an embarrassment. It was their guided missile technology that alarmed the US.

    I think the change in the family can be associated with the change in public education. Women had fought for liberation from the day the US Constitution was written. Abigail Adam's prompted her husband to remember the women. However, the churches as well as teaching strong families are essential to a strong democracy, maintained traditional family values, until the change in education.

    If I were to change public education, the first thing I would do is stop releasing the children for 3 months in the summer, so they can work in the fields. We stopped using our children in the fields a couple of years ago, and I think we are the only nation in the world that releases children in the summer so they can work in the fields.
     
  10. Carol
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    That is an excellent explanation of the ideology for liberal education. Where are you getting your information?

    What is the ideology of the 1958 National Defense Education Act, that was suppose to last for 4 years, but instead permanently changed public education?
     
    Last edited: Aug 1, 2010

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