Edification of Child Need Bond

Written by Abdun Nur

The Child Abuse that is State Mandated Schooling

“The more subsidized it is, the less free it is. What is known as “free education” is the least free of all, for it is a state-owned institution; it is socialized education – just like socialized medicine or the socialized post office – and cannot possibly be separate from political control.” Frank Chodorov

"Kids who are in school just visit life sometimes, and then they have to stop to do homework or go sleep early or get to school on time, They're constantly reminded they are preparing 'for real life,' while being isolated from it." Sandra Dodd

Edification (moral virtue – intellectual instruction – striving for improvement) for a child is in the fundamentals, most importantly developing the powers of “reasoning”, judgment and imagination, to prepare them for an intellectually mature adult life. Reasoning is a skill very, very few have developed, but a skill almost all are utterly convinced they have mastered.

“He who will not reason is a bigot; he who cannot is a fool; and he who dares not is a slave.” William Drummond

The Trivium teaches the skills to reason, the quadrium teaches the tools to build knowledge:

Trivium:                Grammar       Rhetoric       Logic
                        What?         How?            Why?

Quadrivium:   Arithmetic    Geometry        Music         Astronomy 
             Do It!        See it!         Feel it!      Seek it!

The determination of “reasoned” truth is the foundation of true edification; the “why?”, is the essence of all knowledge.

The “why?” is removed from the schooled mind, and this. is the reason it’s not the child that needs teaching, but the parent or teacher of the child; when a mind is conditioned through schooling, this conditioning must be overcome, not transferred. Education is not the same as edification; “education” is the institutionalised receiving or giving of systematic instruction (indoctrination).

State imposed education forms the mental pyramid (a schooled mind), firmly establishing the belief that knowledge must be gained from a hierarchical source, a source higher up the pyramid makes it more valid, and the logical fallacy of ‘appeal to authority’ dominates their thoughts and actions, a source lower down on the pyramid is not valid and is dismissed, reasoned truth has no relevance to any formed belief of a schooled mind. This training means the schooled mind doubts themselves and constantly seek “expert opinions” before they act, allowing the system to create parasitical experts, with very dubious foundations in slave law, business, investment, medical care, religion etc.

“Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends upon knowing that secret; that secrets can only be known in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.” Ivan Illich

Belief in the value of licences, and certification is central to this mental pyramid model, these forms of mental manipulation are only persuasive upon a schooled mind, as a reasoning mind would dismiss these “official” documents and “official” permissions for what they are, worthless manipulations.  

The concept of “learning” is replaced with the concept of “teaching”, this is achieved by removing the fundamental to how knowledge is “easily” acquired, knowledge “CAN NOT” be easily acquired from ideas or principles instructed through enforced obedience, tedium of repetition and blind acceptance, free of any investigation.

Edification is not in the memorisation of information, but the under, over and inner-standing of knowledge. To be knowledge it must be applicable to building knowledge connected across all understandings, relevant to the development of skills and abilities, or encouraging the involvement and passions of the observer in building greater knowledge and skill.

“The pupil is … ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.” Ivan Illich

The child inherently asks the “why?”, however the schooling model works to eradicate the “why?” from the mind of the child, and seeks to establish blind acceptance, in a memorisation and regurgitation model of indoctrination. This system rewards good memory of blind acceptance, and punishes the questioning of any schooled information, resulting in those who demonstrate no reasoning skills, excelling in the certification model of indoctrination.

“Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being “with it,” yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.” Ivan Illich

Making the “why?” the focus, foundation and priority of edification alters the dynamic of learning, it is not important to memorise vast amounts of trivia, but instead the importance is to determine the “why?” of all beliefs, the “how?” of all abilities, the “when?” of all processes, the “where?” of all circumstance and will. The root of beliefs must be examined at the beginning of every new belief the child seeks to establish; truth must be proven, it cannot be taken, but must be established for themselves through the examination of evidence and the logic of applied reason.

The “How” fundamentally replaces the “Why?” in academic circles, or the “Why?” and then the “How?” are reversed, for example, the “why do we have tides”, becomes the “how do we have tides”, so the how becomes the “why?” and academia states their baseless “how?” -“because the moons attraction of mass generates gravity, and that attraction of mass from the moon, pulls upon the Earth’s oceans.”, the “why?” is missing, when the “why?” is examined it becomes clear the “how” is impossible, but without the “why” unquestioned belief dominates.

The earth’s gravitation effect ends around 3200km from the earth’s surface, the moon is around a third the mass, and is around 111 times further away from the earth than the earth’s gravitational force, this means it is impossible for the moon to exert any gravitation effect as ‘an attraction of mass’, this then demonstrates absolutely that gravity is not created from an attraction of mass. This then expands the why? To ask, then what is gravity? Further reading: Is Gravity an Attraction of Mass?

The “why?” is always fundamental to true edification.

The question you need to ask yourself, “Do you want to give your child the skill to reason, and so be truly edified, or do you want to train your child to pass the certified tests of the schooling system?

If you simply want to gain certification for your child, then edification is of no importance, and so this article will be of no value, it is a choice, the schooled mind or the edified mind.

If you wish an edified child, then it is the edifier, “you”, that must unlearn schooling and become edified, the child is both a blank page and inherently predisposed to the “why?”, they simply need to learn the skill of reasoning, known as the trivium, then they will teach themselves the languages of edification, known as the quadrivium.

True Edification is Mastering “Languages”

True edification begins with learning the basics of spoken language, then written language, mathematical language, the language of consciousness (meditation), and the trivium (recognising logical fallacies and learning to research from evidence and fundamentals to determine the “why”; truth must be the only valued authority, and not the seeking of authority instead of truth) and equitable manners of conduct (mastering innate virtue, and reason make the language of common unity), all grounded within a comprehensive grasp of inherent power (the language of arbitration). Further languages could be mastered for those willing to go above and beyond, musical language, coding language, sign language, secondary spoken language, as communication is the foundation of all real edification.

The English language was originally developed for legalese, as the language of usury based corporate and trust business, this language commonly has double or opposite meanings, the common meaning and the opposite legal meaning, the internal meaning and the external meaning, this allows manipulation and fraud to be inflicted widely, so when learning the English language you must learn both the common meanings and the legalese. The wealthy have their children schooled with a classical educated within private schools, where Latin is taught for this purpose, being the root of English.

Once the basics are in place the child has the tools to learn directly, researching and gaining knowledge through self-teaching, ideally within a community environment.

“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” Maria Montessori

Edification begins with the parents, this never alters, and the parents are always the primary educators, in the wider community a scholastic environment is fostered, not the formal memorisation and regurgitation of the Prussian school of indoctrination, based on authoritative truths memorised without full comprehension and without evidence to support the conclusions indoctrinated, but instead on a foundational root approach to understanding.

Why was the Idea for State Mandated Schooling Needed?

The story goes back a long time. The owners of the State mafia, who’s minions govern mental conditions of the masses, sent armies to steal the wealth of the Middle East, this was labelled the Crusades.

The Qur’an at the beginning always had a companion book, this was the trivium, it was the ancient method to reason anything to truth. When the Crusaders returned they brought the trivium into Europe, which created the Renaissance, the psychopathic system cannot tolerate reasoning, as a reasoning soul will no longer be a willing slave, so in response, they inflicted the Inquisition, in an attempt to extinguish through fear and murder the skill of reasoning. This failed.

The trivium’s method of reasoning infected Europe, further fuelled by the development of the printing press. When the printing press had evolved, slowly removing the Vatican monopoly on information, a tipping point arrived around the Napoleonic period, forcing a reorganization of the psychopathcracy from monarchic slavery to representative democratic slavery. This change required the skill of reasoning to be stamped out to move forward, which was especially problematic for the Prussians.

To resolve this problem once and for all, the Prussian State mafia decided they would take the education of the children out of the hands of the parents, who were then teaching the trivium ever more commonly, and impose a mandated State education, to school the minds of each new generation, teaching the basics needed for compliant citizens, and train the child always to seek authority as truth, and to never question State sanctioned authoritative information. Initially people refused to comply with the dictates of the owners, and the police and military were used to force children into the institutions of school, and fear used to leverage compliance.

“Schooling is the advertising agency which makes you believe that you need society as it is.” Ivan Illich

In the Prussian school method, the memory is the primary gauge of educational achievement, the memory is tested and graded, and regurgitation of authoritative truth, which must be accepted blindly as fact, is then rewarded with certification. Memorisation for its own sake is drudgery and drains motivation, removes passion and destroys imagination.

“Take at hazard one hundred children of several educated generations and one hundred uneducated children of the people and compare them in anything you please; in strength, in agility, in mind, in the ability to acquire knowledge, even in morality—and in all respects you are startled by the vast superiority on the side of the children of the uneducated.” Count Leo Tolstoy, “Education and Children” (1862)

This attack on intelligence is further imposed through the reversal of the innate for the unnatural, for example, the State institutions teach narcissism and the mechanics of sex, instead of the tenderness of love in its many forms. State education teaches very little in practical terms, you could spend 15,000 hours in the institutions of education and leave knowing almost nothing practical.

Instead of the mechanics of how to form bonds in relationships; they teach competition and hierarchy, instead of cooperation and equitable conduct founded upon the innate inherent power each possess; they teach authoritative truth unquestioned or examined, instead of proven truth scrutinized from its root, they demand conformity without question to the authoritative version of a subject; they teach in confinement instead of within a free environment; they teach repetition and memorisation instead of contemplation and independent inquiry; and they impose a factory structure of logging in and a strict timetable of commercial organisation with little worthwhile content, instead of an organic structure integrated within a community setting.

“The whole educational and professional training system is a very elaborate filter, which just weeds out people who are too independent, and who think for themselves, and who don’t know how to be submissive, and so on – because they’re dysfunctional to the institutions.” Noam Chomsky

They compound this further by attacking the individual personality of the child which is washed from the classroom, so too, they reduce all differences of gender, culture, and disposition, exchanged for the contrived political correctness of homogenisation, and so convince children that boys and girls are just the same.

“It’s not that I think school is a good idea gone wrong; but a wrong idea from the word go. It’s a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.” John Holt

"A child whose life is full of the threat of punishment is locked into babyhood. There is no way for him to grow up, to learn to take responsibility for the life and acts. Most importantly of all, we should not assume that having to yield to the threat of our superior force is good for the child's character. It is never good for anyone's character." John Holt

As with all imposed models of the psychopathocracy fear dominates. The true gauge of edification is primarily in imagination, meaning the creative capacity of the child is the key to the root of learning, it motivates, it impassions, and it infuses enthusiasm.

The State education system is not alone in the intentional assault upon the mental capacities of children; the media plays a powerful role, TV, movies, video games, corporate music, as does the introduced poisons of diet and environment, and pharmaceutical drugs and vaccines.

In a 2010 study of about 300,000 creativity tests going back to the 1970s, Kyung Hee Kim, a creativity researcher at the College of William and Mary, found creativity has decreased among American children in recent years. Since 1990, children have become less able to produce unique and unusual ideas. They are also less humorous, less imaginative and less able to elaborate on ideas, Kim said.

“The biggest atrocity of all is to indoctrinate our children into a system that does not value their creative expression, nor encourage their unique abilities.” Benjamin Greene

The purposes of these methods of suppressing imagination are to remove critical reasoning and original thinking when the child develops into an adult, as these are a danger to the authority and granted monopoly privileges of the state, so threatening the power of the wealthy and the status quo. Research shows that if creative personalities don’t adjust to the school system, they become underachievers and can even drop out of school completely.

People learn by playing, thinking and amazing themselves. They learn while they’re wondering ‘what the heck is this?’” Sandra Dodd

The Root

To understand the root, means what is built upon it, is appreciated, valued, retained; for example, it’s common for children to refuse to eat certain vegetables, even fruit when they are young; forcing them does not work, and can even increase their aversion, reasoning has no impact upon their perspective.

The solution is to go to the root, the foundation of the issue.

Teach the child to prepare the ground, select and plant the seeds, tend the plot, making them solely responsible for that project, and the vegetables that are created after their labours, the child will eat with enthusiasm.

This is the same with all things, go to the root and you build upon the foundation, taking the fruits of others without effort, understanding or responsibility results in “no” appreciation for those fruits, and a refusal to digest them.

Edification must be rooted in ‘real life’, when a child is starting out in life, lessons are best built around real activities such as cooking, book-keeping, organising a party, making a shopping list, etc., learning their own family history, visiting real places, such as museums, ancient sites of historical interest, learning about the plants, insects and creatures within a garden, wood or farm, interacting with other children of any age in activities of play and socialisation, etc.

Additionally children can learn with diverse age ranges in the same group, the older children helping the younger ones, this aid’s in both socialising and nurturing abilities.

By keeping learning fresh and interesting and rooted in reality, it develops in a child, a deep curiosity and desire to know and understand the world around them. This is the root, from this root true intelligence, imagination and reasoning ability grows.

“When you take the free will out of education it turns into schooling.” John Taylor Gatto

The Framework: Parent Training

Within an Edification of Child Need Bond, the parents need to be trained in the trivium method of edification, and in the basic techniques of teaching children in order to nurture imagination and develop reasoning ability, this parent training is the job of the competent teacher/s servicing the need bond as a symbiotic cooperative bond. For those parents that lack the intellectual ability to teach, less taxing roles can be determined for them within the bond, teaching younger children or helping in other ways, for example as auxiliaries to others teaching, using a reciprocal time exchange with other bondsmen.

Edification of Child Need Bonds are formed, as all need bonds on the bonding platform. The bond is created and local bondsmen join, when the number of bondsmen reaches the required number to activate the bond, the platform generates the advance to create the infrastructure, and a cooperative bond is created attached to the need bond, in order to service the need. Each bondsman seals (with thumb print or other physical impression) a witnessed multilateral bond which binds them to stand guarantor and proportionately repay the advance for the depreciation of infrastructure, as a annual payment over a predetermined number of years, this is refundable upon leaving the bond. The bond also outlining their manners of conduct and the relief they will have to provide if they breach the bond.

The goal of the need bond is to train the parents, who always act as the preliminary teachers for the child, in order to make the child a self-teacher, able to advance in any subject with minimal supervision, with the ability to determine truth from falsehood through the trivium method, through establishing the root and weighing the evidence, easily identifying logical fallacies, and never taking authority as truth.

The infrastructure the bond creates may vary, as determined through consensus, this could be a reference library, computer and internet access, specialised equipment in various fields of research, specialist teachers within the symbiotic cooperative, in various languages, spoken language, mathematical, scientific, coding, musical, sign, etc. to aid in the self-teaching, one to one or in small groups.

“Libraries are innately subversive institutions, born of the notion that every single member of society deserves free, high quality access to knowledge and culture.” Dr Matt Finch

If a technological hub is formed locally, this could also be utilised by the local community bondsmen, in the advancing of knowledge and development of skills.

“Self-education is, I firmly believe, the only kind of education there is.” Isaac Asimov (1920-1992)

The concepts of true learning are:

  • Showing children that learning is not boring, remove the tedium of repetition, instead making it exciting within their home, play and social interactions, knowledge most easily forms within a community that edifies a child, not an institution
  • Teach virtue and the tools of the trivium to determine truth from falsehood, and when they have mastered the concepts of the quadrium each child will learn whatever fascinates them, excites them, or is practically needed to further fascination or excitement. Learning most easily from organically seeking the people in their lives 1-on-1 or in intimate groups to show them, explain to them or help them.
  • Teach the children the techniques of memory use, memory development makes retaining information very simple and increases the ability of the child to excel. Treating the child with respect (as if they were an homunculus, not an inferior), and giving them the attention they deserve in any subject with which they struggle or excel, nurtures the children’s natural ability to master languages (linguistic, musical, artistic, mathematics, coding, sign, etc.) talents so they thrive and grow, through developing their innate abilities of memory, attention span (patience). problem solving, critical thinking, imaginative invention, the list is huge and goes on and on.
  • Create a weekly flexible outline that fits each child and parents needs and allows them to do things without the constraints of dictates, but through consensus.
  • Transfer values (virtue) and reasoned beliefs to the children taking truths from the root and showing the support of evidence for all conclusions, never just an authority as the truth, and address their questions when they have them through determining an understanding from the root and building upon it.
  • Protect the children through showing the reality, so exposing the contrived agenda, generated from the negative influences they may encounter outside the home, which the media create through social engineering such as peer pressure, bullying, sexualisation of children, etc., gender homogenisation, which are endemic within the state education institutions. This can be taken wider, encouraging the child to expose the lies of medicine, government, corporations, history, science etc. for themselves.
SCHOOL
. authoritarian structure
. dress code
. emphasis reinforcement
. walk in lines
. loss of individual autonomy
. abridged freedoms
. no input in decision making
. set times enforced for walking, eating etc.

PRISON

The State School Costs

The State schools in the UK in 2012, calculated the average annual cost per primary pupil was £2,042, a secondary pupil cost £3,098.

The average State teacher is paid approx. £23,000 per year, from that the State steals back a minimum of 76% in taxation direct and indirect; dependent upon your lifestyle this can increase considerably.

So in real terms they earn £5520 a year, in some areas teachers are paid more, very experienced teachers can earn £64000 a year, in real terms £15360.

The cost in a State school to educate 30 children, the official maximum class size, but this is often exceeded, is between £61,200 and £92,940 a year, if the average cost of the teacher is the median of £23,000 – £64,000 = £43,500 (very rough estimate), when is removed then the remainder must be the overheads, such as consumables, equipment, building maintenance, administrators, and the bureaucracy and hierarchy of any State institution, £17,700 – £49,440 (£590 – £1,648 per child)

The administrators of the State have increased the size of schools to reduce overheads, now schools are huge, many servicing 2 or 3 thousand children in factory style prisons, with surveillance cameras, even body scanners in some schools.

The evidence between class size and attainment, taken as a whole, finds that a smaller class size has a positive impact on attainment and behaviour in the early years of school, but this improvement tends to diminish after a few years of exposure to the tedium and insipid repetition of State indoctrination.

“Youths are passed through schools that don’t teach, then forced to search for jobs that don’t exist and finally left stranded in the street to stare at the glamorous lives advertised around them.” Huey P Newton

Bonded Need Costs

Taxation is the greatest burden on the individual taking at least 76% of the earnings of the common soul in the UK, if taxation is removed, then costs are reduced drastically; so shedding the chains of the citizen is the first step to that reality.

Removing taxation is simple to achieve, stop using the fiat monopoly imposed by the State corporation, instead form an independent closed bond that generates a cryptocurrency from externally guaranteed advances, with no fees or interest, linked to the trade of all fiats by the fiats purchasing power, if you do not use State sanctioned fiat, you are not liable to pay any taxation.

Taxation is extracted by force or the threat of force under the imposed monopoly of government services, education being one of them, the time has arrived to refuse that monopoly, and extract yourself, and those you love from that economic slavery. The government mafia claim to take their powers from those they represent, but as ‘you’ do not have the power to extort with the threat of violence from your neighbours, nor do you have the power to impose duties, restrict travel, or inject toxins into the bodies of your neighbours, against their will, or through cohesion, the government mafia agents do not have those powers either. These criminal actions are only possible because people have no ability to reason.

The main costs of State education are in administration; in all hierarchical systems, such as any State institutions, administration is always the main cost, there is no hierarchy in a bonded collective, all decisions are made through full consensus of the bondsmen, a need bond is always local, and always limited in scale. Why local? Because what use would a need bond be if the service of that need was on the other side of the planet?

“If you have a garden and a library, you have everything you need.” Cicero

The Parent Must Learn Before the Child

The parent must master the basic principles in order to edify the child, after the basics of speech, writing, and mathematics are mastered, the child can begin to learn to reason, how to research independently, how to self-motivate, how to establish the root and conclude the truth of all things.

“Knowledge is real only when it is acquired by the efforts of your intellect, not by memory.

Only when we forget what we were taught do we start to have real knowledge.” Henry David Thoreau

Lies within a system created to prevent at all costs, the skill to reason, must be all encompassing, and the bigger the lie the easier it will be accepted as the truth, but that only holds true if the skill to reason all things to truth is never mastered.

"Beware of false knowledge;
it is more dangerous than ignorance." George Bernard Shaw

“By preventing a free market in education, a handful of social engineers – backed by the industries that profit from compulsory schooling: – has ensured that most of our children will not have an education, even though they may be thoroughly schooled.” John Taylor Gatto

“We’ve bought into the idea that education is about training and ‘success’, defined monetarily, rather than learning to think critically and to challenge. We should not forget that the true purpose of education is to make minds, not careers. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is in its compassion, not its speed or ability to consume, condemns itself to death.” Chris Hedges

Further reading: Morality – The Act of Virtuous Conduct

"Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it." Thomas Paine
“Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it.” Thomas Paine

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