Indoctrination, Indoctrination, Indoctrination │ Marc James Beaton
When it comes to education policy, it sounds like Labour’s current offering is the same shit, albeit in a slightly more honest package, all things considered. I’d just like to state that some of my upcoming exploration could be considered controversial. I will offer no apologies for my viewpoints, and I would like to ask readers to assume my intentions are well-meaning.
Probably the most interesting exploration of the millennial psyche and culture to my mind is Amazon’s Mr Robot. If you haven’t seen it, it comes highly recommended with the warning that the series is a deep rollercoaster of unanswered questions, struggles with pacing in season 2 (compensates incredibly in season 3 if you stick with it) and very much takes a lot of attention to keep up with.
The villain of the series is a multinational conglomerate ‘E Corp’ but as you find out, our protagonist has trained his brain to see ‘Evil Corp’ instead. Much in the same way, whenever the left talks about ‘education,’ my mind can’t help but to see or hear or understand it as ‘indoctrination’ instead. It’s hard not to, considering most of my years in the school system were under the last Labour Government where Labour policy was described as ‘Education, Education, Education.’
I remember learning about the great depression in Year 9 History class. This part of the history curriculum looked at ‘laissez-faire’ capitalism in America in the 1920’s as a cause of the great depression. I’m no economist (although I do dabble) so I’ll accept that completely deregulated capitalism could have been a primary contributing factor and I won’t ideologically assert otherwise.
On the flipside though, the teacher unironically asked (a classroom of 13-14 year olds) if there was a place for government to stop things like that from happening again. Of course, these kids (mostly bored of history) were not interested nor educated enough to offer a counterpoint and hands shot up in agreement.
Being older and wiser, I’d probably present Hayek’s Road to Serfdom as a counterpoint to government intervention in economic affairs, with a centralisation of resources comes a centralisation of power in the hands of government (and an erosion of socio-economic and political rights for the populace) but I had not read Hayek when presented with this question, with very important counterpoints to consider at the time in the class, and I doubt any of my classmates had, either.
Score 1 for left-wing ideas in education.
A lot of focus was put on 20th Century History at GCSE level while I was at school. A large chunk of this was dedicated to the Second World War. Specifically: the Dunkirk Evacuations; the Battle of Britain; the turning points in 1942 (Battle of El-Alamein, Egypt, Battle of Stalingrad, USSR and Battle of Midway, Pacific Ocean); the D-Day Landings; and of course, The Holocaust.
I have some serious issues with the way education around the holocaust is conducted. In my opinion, focus is paid to the holocaust in education while similar events in world history either fall by the wayside or get ignored completely.
It’s no secret that the education system is filled with left-leaning sentiment, and it’s too convenient to me that the crimes of the Nazis are focused on and at the same time as the great depression, the USSR had embarked on a program of ‘dekulakisation’, the process of eliminating wealthy peasants whereby conservative estimates say 4 million were killed directly by the policy, with a further ~5 million starved to death as a result of the collectivisation of farms and the resulting famine in the soviet union.
This was completely omitted in our history class, in favour of focusing on the downsides of the free market in the US at around the same time in history. Similarly, we learned a little about the Cold War, but there were similar examples of skewed narratives. I vividly remember seeing this photo in the history textbook during the vast focus of cold war lessons being on the Vietnam War.
I had learned in school that during the Vietnam War, the Buddhist Monk Thich Quang Duc had immolated himself to protest US involvement in Vietnam. About 6 weeks ago I watched a documentary series on Vietnam on Netflix which showed that Duc had in fact immolated himself to protest the actions of the government of US backed South Vietnam, ostracising Buddhists and attempting to prevent their freedom of worship.
This is a far cry from being a protest against US involvement and if you’re interested enough, Duc’s last words were documented in a letter which make it very clear what the self-immolation was a protest against.
Just 12 short years later, the Cambodian genocide under the communist Khmer Rouge government started. The political opposition of the communists were convicted under dubious charges such as participating in free market activities, travelling abroad and even talking to a foreigner. Conservative estimates put the death toll at 1.8 million, while the Government itself put the death toll over 2 million.
This genocide eliminated 25% of the population of the country in 4 years. To this day, heavy rainfall still exposes some of the burial grounds in the killing fields, with visitors to the memorial sites asked to report human remains to a memorial park officer or guide.
Of course, we don’t learn about this type of human tragedy in school because our school system is filled with socialists, and it doesn’t fit the narrative to teach children of the dreadful things that happened in the history of their ideology. Before anyone accuses me of listening to Alex Jones too much and requests I take my tinfoil hat off, there’s a few interesting examples of how badly skewed the education system is.
In computer science, when testing software, a distinction is made between testing code you have access to (white box testing) and testing completed software as an end user would see it, with no access to the codebase (black box testing.)
This may seem a little irrelevant at first glance but bear with me, I’d like to apply these concepts to the education system as it stands. Starting with white box testing on the CASS (Centre for Applied Social Sciences) Public lecture series at my own university, the University of Sunderland.
On the public facing website, you can see a public lecture that was done last year on November 1st advertised as ‘Immigration, Rhetoric, Brexit and Sunderland.’ I attended this lecture, and you’ll see from the lecture slides and from the paper written by Dr Bowler there are some very skewed narratives being taught to young people, with CASS seemingly deliberately advertising the title of the lecture differently. If I had to hazard a guess I’d say that Immigration, rhetoric, Brexit and Sunderland is an easier sell to the public than ‘Whiteness, Britishness and the racist reality of Brexit’
Fully breaking down the far-left logic contained in this ‘work’ would take a PhD and possibly a conversation for a different day, but I trust that the reader can take a look for yourself and see it for what it is.
Moving on, we can discuss the recent controversy caused by the Goldsmiths LGBT society tweeting about the Gulag as ‘compassionate’, ‘Educational institutions’ using black box testing – we can’t look at any of the content the writer of the tweets has been learning and we don’t have the luxury of viewing the sources but we can take a look at the end product and hazard a guess.
These tweets justified gulags as a place where ‘inmates received education, training and enjoyed the opportunity to take part in clubs, sports and theatre groups.’
In reality, the gulag was a brutal work camp, where over 1 million people were forced to work for the state until they died of exhaustion, due to their ‘political impurity’, not unlike the concentration camps during the holocaust, due to ‘racial impurity.’
My only question is where did these people learn this, if not a school system plagued by Marxists using the naivety of impressionable young people to advance their agenda and teach children not to be Tories? The scariest part of the speech at the Labour conference is not that it could happen, but that it already has.
I’d like to end on an interesting titbit from history, which is to my mind a prime example of why people being taught to think the same way is a very stupid idea. On October 27th 1962, the Soviet nuclear submarine B-59 was detected by a US navy fleet in international waters near Cuba. The Americans started dropping charges to attempt to force the submarine to surface but the submarine dove to attempt escape.
At this depth, the crew of the submarine couldn’t pick up radio signals and did not know whether war had broken out or not. Russian submarines armed with nuclear weapons typically needed authorisation only from the ship’s commanding officer and political officer to launch, however B-59 had Vice-Admiral Vasili Arkhipov, commander of the flotilla and equal in rank to the captain on board.
In this situation, unanimous 3-way authorisation was required and Arkhipov alone refused to authorise the launch. War had not broken out, and if the launch had gone ahead it would have been a Soviet ‘first strike’ against the United States which would have obviously prompted a nuclear response and potentially all out nuclear war and nuclear holocaust for all of humanity.
Vasili Arkhipov. One man who went against the current, thought differently and saved the world from nuclear war. If you’re in the education system right now, it’s important that you go read about things for yourself because the government isn’t going to educate you. If you’re a parent, it’s important that you understand what your children are being taught and hold teachers’ feet to the fire in the way that only an indignant parent can.
Diversity of thought, conscience, and opinion are of paramount value to a civilised society and the destruction of these principles is a contributing factor to most of the events discussed here. It’s important to take a firm muscular stand in support of these values.