|April 10, 1989||Volume 1 Number 2|
ABOUT OUR RESEARCH
When we began our work six years ago, we did not set out to research the effects of modern education on individual people or on society as a whole. We began as a group of former psychotherapists and educators who wanted to learn more about why so many people in American society seemed to be suffering from so much mental and emotional distress, and why so few people seemed to be able to find genuine, long-term relief from these difficulties. In the course of our research, we were led to two very important discoveries. First, we discovered that all forms of present-day psychotherapy are ineffective at alleviating mental-emotional distress, and that these systems are incapable of helping people improve their lives. Any coherent individual engaged in any form of conventional psychotherapy will affirm this to be true. Our research tells us that none of the present-day psychological systems or theories work in any of the ways that have been described in the psychological textbooks. None of these theories or systems yield results that are either predictable or reliable by any research standard. Nor are the "outcomes" of these theories and systems repeatable. The only psychological theory that holds any validity is behaviorism, in that all human beings do have a stimulus-response mechanism. However, the conclusions drawn by behaviorists about the inner workings of the human consciousness are inaccurate, and would be humorous if they were not serious.
The most serious and irreparable psychological harm done to people in this society was incurred in school during their so-called educational experiences.
Secondly, quite by accident,we discovered that the most serious- psychological harm that has been done to people in American society as a whole did not take place in their home environments. The most serious and irreparable psychological harm done to people in this society was incurred in school during their so-called educational experiences. In our carefully constructed research environment, most people were able to recover from their early family experiences as long as they were not physically tortured, abused or starved for long periods of time throughout their childhood years. Even under these circumstances some recovery was possible, as long as the torture, abuse or starvation took place at regular intervals, rather than at regular intervals followed by irregular intervals. For example, a child who knew that his father would come home drunk every Friday night and beat him up was more able to recover than a child who never knew when or where he would be beaten or abused next. Everyone else in our research project was able to recover from almost any other form of misguided, neglectful or ill-conceived parenting practices.
However, after many years of work and research under the absolute best conditions, people were not able to recover from the harm done to their mental circuits and systems while they were being "educated" in the current system. Educators break up the human mental system into fragmented compartments by forcing children to memorize unrelated facts that have no connection to everyday reality. Children are forced to learn subjects that have been ripped out of context and presented to them long before their mental systems are fully developed. All of this is done to children in an environment of extreme psychological duress where torturous forms of intimidation and public humiliation are used to coerce children into submission.
Our research indicates that human beings, educated under these conditions, cannot recover from this mental fragmentation and cannot re-establish continuity in their lives. They cannot reconnect with reality in a way that would allow them to solve simple, everyday, adult problems. Once educated and mentally fragmented, people are able to perceive life only through fragmented mental systems, as if life itself were a series of isolated, unrelated events like the subjects taught to them in schools. They can no longer perceive the whole reality of a life situation, and therefore cannot respond appropriately to life.
How did people decide that threatening and humiliating children was the best way to help children learn?
Many people want us to "discuss" the material presented in our newsletters, and this we are unwilling to do. We are researchers. We are interested only in epistemology, how people arrive at conclusions about reality, and research models, particularly models suitable for researching the human consciousness. For example, we are interested in how people decided that children should start school at the age of five or six. We would like to know how people concluded that memorizing facts in a book and then being tested and graded on their ability to remember those facts is the best way for children to accumulate knowledge. How did people decide what knowledge needed to be accumulated in the first place? How did people decide that threatening and humiliating children was the best way to help children learn?
We work with the fundamental energetic systems that human beings operate with and from. We have attempted to read all of the existing literature from both Eastern and Western schools of thought. We have concluded that the current ideas of psychology and psychiatry are rooted in falsity and absurdity. The consciousness as we have come to see it (and the keyword here is "see"--not infer or deduce) would be better described using solid and spherical geometry, along with the principles of digital and analog logic as applied to electronic circuits. Unless you can see the human consciousness visually, you cannot determine what is happening with a person regardless of your psychological background, or your spiritual or religious experiences of reality.
If all this sounds mysterious or obscure, condescending or self-righteous, we apologize, because this is not our intention. Our interests are only in epistemology (how people arrive at their conclusions about reality) and research--particularly the development of models suitable for researching the human consciousness. We do not have the time, resources or interest necessary to teach readers what we have learned over the last twenty years about research. We want only to make a few simple statements, in the form of newsletters, about what we understand to be happening in the educational system today. We feel that people should have no problem in accepting what we have to say because our conclusions can be easily validated in everyday reality, and in the existing research that the educational system has done on itself over the last one hundred years. Further, people should have no trouble accepting what we have to say, in light of the falsity and misrepresentation of facts and intentions present in the American political system over the last twenty-five years. People in America have accepted as truth anything politicians have said. No research is required of them. If people can accept an "ethics" President with a new "ethics" chairman whose personal ethics are a wasteland, then surely people should have no trouble accepting what has been said in our newsletters based on our research. If people can accept the new drug Czar whose educational programs bankrupted any hope of the educational system's recovering, then surely people should have no trouble accepting what we have said about the current educational system in America.
We are a group of fifteen researchers. Our project is not a haven for weirdos or political or religious fanatics; nor are we a mouthpiece for cowards. We intend to publish an additional three or four newsletters. At that point we will have said what we needed to say. We will then return to our research and become as unknown as we were before our newsletters were published. We have no interest in promoting ourselves nor do we plan to increase our numbers by even one person. Nor do we expect to increase our income through these newsletters.
Learning Law I
We have no plans to become a national organization or institution of any kind. The current system, created out of false ideas about reality, is so dysfunctional that we do not intend to contribute to it. We have gathered much data about other areas such as religion, politics and economics, but we are publishing only our information about education. This is because the harm that people incur in this system is irreparable, and because most people can spot the "crackpots" in the religious and political arenas. However, in education, the "crackpots" are more insidious and difficult to identify.
This newsletter was composed using the following equipment:
Tandy 4000 386 running at 16 MHz
PC Brand 386 running at 20 MHz
NEC Multisync II Monitor
Hewlett Packard Laser Jet II D Printer
Aldus Pagemaker software
Wordstar 2000 version 3.0
*A very special thanks to Michael Locke at the Radio Shack Computer Store in Ellsworth, Maine for his invaluable technical assistance.