``` Psychiatry is a legal form of Cult Deprogramming

think about it:

• they claim you are "crazy and dangerous" to justify their force
• they use force to remove you from your everyday environment (because "your environment is a bad influence")
• they use force to imprison you in their world (because "their environment is a good influence")
• they use force to give you their "medicine" (because "their medicine is a good influence")
• all this is funded by the prisoner's "health insurance", which pays about 500 USD per day per prisoner, so of course, this "treatment" takes some weeks or months, while the doctors have practically zero work

source: i have been to jail for 3 years, and to psychiatry for about 1 year. jail is better than psychiatry: in jail, you have a clear date for your release, and you can refuse all cooperation and have your privacy. in psychiatry, you have no date for your release, you must cooperate (take their "medicine") to be released. so the mainstream culture is just another cult, using force to keep its slaves. that's why we have forced schooling.

related article: [[Political abuse of psychiatry]] ```

Bowles and Gintis apparently make an argument in Schooling in Capitalist America that changes in education in the late 1800s/early 1900s served the ends of capitalists rather than the people.

Dr Yvette Doc #TeamGP #StrengthenPrimaryCare [@DrYvetteDocGP]. (2022, January 3). I am a full-time GP with 2 children of primary school age, one who is clinically vulnerable Unless the situation with schools changes to provide a safe place for education, I am considering a career break to home school my children @nadhimzahawi @sajidjavid @NHSEngland [Tweet]. Twitter. https://twitter.com/DrYvetteDocGP/status/1478100504039280646

Tyler Black, MD. (2022, January 25). /1 Hi Lucy and your colleagues. Your advocacy toolkit contains poorly sourced, contexted, and biased information on mental health during the pandemic/schooling. And I have receipts too! (Thread) #urgencyofnormal https://t.co/JeWKE0iGn1 [Tweet]. @tylerblack32. https://twitter.com/tylerblack32/status/1486111652076527623

Reduction of complexity - how my PKM can be thought in terms of thermodynamic systems principle ?

... i remember this studying in my schooling (8th i think)

*so, my notes are less complex and the outside info (eg. LCC or upsc info) are highly complex

DrPH, M. D. H., M. D. (2022, January 11). The Folly of School Openings as a Zero-Sum Game. The American Prospect. https://prospect.org/api/content/4a1fc36e-7263-11ec-9e7d-12f1225286c6/

Nandi, A., Kumar, S., Shet, A., Bloom, D. E., & Laxminarayan, R. (2020). Childhood vaccinations and adult schooling attainment: Long-term evidence from India’s Universal Immunization Programme. Social Science & Medicine (1982), 250, 112885. https://doi.org/10.1016/j.socscimed.2020.112885

Lessler, J., Grabowski, M. K., Grantz, K. H., Badillo-Goicoechea, E., Metcalf, C. J. E., Lupton-Smith, C., Azman, A. S., & Stuart, E. A. (2021). Household COVID-19 risk and in-person schooling. Science, 372(6546), 1092–1097. https://doi.org/10.1126/science.abh2939

Hale, Thomas. ‘What We Learned from Tracking Every COVID Policy in the World’. The Conversation. Accessed 26 March 2021. http://theconversation.com/what-we-learned-from-tracking-every-covid-policy-in-the-world-157721.

Su, I., & Ceci, S. (2021, March 5). “Zoom Developmentalists”: Home-Based Videoconferencing Developmental Research during COVID-19. https://doi.org/10.31234/osf.io/nvdy6

Hassard, Francis, Lian Lundy, Andrew C. Singer, Jasmine Grimsley, and Mariachiara Di Cesare. ‘Innovation in Wastewater Near-Source Tracking for Rapid Identification of COVID-19 in Schools’. The Lancet Microbe 2, no. 1 (1 January 2021): e4–5. https://doi.org/10.1016/S2666-5247(20)30193-2.

Silk, Jennifer, Lori Scott, Emily Hutchinson, Celine Lu, Stefanie Sequeira, Kirsten M. P. McKone, Quyen B. Do, and Cecile Ladouceur. ‘Storm Clouds and Silver Linings: Impacts of COVID-19 and Daily Emotional Health in Adolescent Girls’. PsyArXiv, 2 February 2021. https://doi.org/10.31234/osf.io/hmsj8.

Meckler, L. (2021, January 26). CDC finds scant spread of coronavirus in schools with precautions in place. Washington Post. https://www.washingtonpost.com/education/cdc-school-virus-spread/2021/01/26/bf949222-5fe6-11eb-9061-07abcc1f9229_story.html?wpmk=1&wpisrc=al_news__alert-hse--alert-national&utm_source=alert&utm_medium=email&utm_campaign=wp_news_alert_revere&location=alert&pwapi_token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzI1NiJ9.eyJjb29raWVuYW1lIjoid3BfY3J0aWQiLCJpc3MiOiJDYXJ0YSIsImNvb2tpZXZhbHVlIjoiNWE0ZTVmZjg5YmJjMGYwMzU5M2MxMzQ0IiwidGFnIjoid3BfbmV3c19hbGVydF9yZXZlcmUiLCJ1cmwiOiJodHRwczovL3d3dy53YXNoaW5ndG9ucG9zdC5jb20vZWR1Y2F0aW9uL2NkYy1zY2hvb2wtdmlydXMtc3ByZWFkLzIwMjEvMDEvMjYvYmY5NDkyMjItNWZlNi0xMWViLTkwNjEtMDdhYmNjMWY5MjI5X3N0b3J5Lmh0bWw_d3Btaz0xJndwaXNyYz1hbF9uZXdzX19hbGVydC1oc2UtLWFsZXJ0LW5hdGlvbmFsJnV0bV9zb3VyY2U9YWxlcnQmdXRtX21lZGl1bT1lbWFpbCZ1dG1fY2FtcGFpZ249d3BfbmV3c19hbGVydF9yZXZlcmUmbG9jYXRpb249YWxlcnQifQ.lDTv2Ht4JO64K3NlGmF4Uk3pW4oGuD4Vetm18lpknHY

Office for National Statistics. (2021, January 29). Coronavirus (COVID-19) in charts: What we learned over the past month. ons.gov.uk. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/articles/coronaviruscovid19inchartswhatwelearnedoverthepastmonth/2021-01-29

Ferguson, D. (2020, October 25). UK academics: opening of universities was illegal. The Guardian. https://www.theguardian.com/education/2020/oct/24/uk-academics-opening-of-universities-was

Musaddique. S. (2020) Private tuition is booming in the UK during COVID-19. We spoke to leading tutors about why online learning is here to stay. Buisness Insider. Retrieved from: https://www.businessinsider.com/private-tuition-is-thriving-with-schools-closed-during-covid-19-2020-7?r=US&IR=T

ReconfigBehSci [@SciBeh] (2020, August) can I ask, though: schooling was mandatory- were you still meant to go to school when there was an infected household member? or were you specifically barred from going to school or work if there was an infected household member? sources would be much appreciated! Twitter. Retrieved from: https://twitter.com/i/web/status/1295692557884825602

Heggeness. M. L. Fields. J. M. (2020) Working Moms Bear Brunt of Home Schooling While Working During COVID-19. United States Census. Retrieved from: https://www.census.gov/library/stories/2020/08/parents-juggle-work-and-child-care-during-pandemic.html

Levita, L., Gibson Miller, J., Hartman, T. K., Murphy, J., Shevlin, M., McBride, O., Mason, L., Martinez, A. P., bennett, kate m, Stocks, T. V. A., McKay, R., & Bentall, R. (2020). Report2: Impact of Covid-19 on young people aged 13-24 in the UK- preliminary findings [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/s32j8

This ‘graph might be the key to something rather deep about Apple in education. And about Old School EdTech.

People are focusing on Schiller’s comment about Chromebooks, yet this reference to an old study is perhaps more revealing.

In “The Claim to Native Control of Education", Berger refers to the fundamental ideological differences between Aboriginal people and Euro-Canadian settlers. For Aboriginal peoples, learning was seen as a lived experience best absorbed through storytelling, group discussions, role modeling, personal reflection, peer tutoring, learning/talking circles, and hands-on experiences (Preston et al., 8). Family members taught children everything they needed to know within the context of purposeful, daily activities and adults expected the very best from each child. Adults knew each child’s unique strengths, interests, and learning needs and tailored that to all aspects of their development. This child-centered education, ensured that native people created “able human beings” who could survive and thrive in their environment (McGregor, 58).

From the late 1800s until the 1950s, Euro-Canadian settler missionaries drastically disrupted these Aboriginal ways of learning. The two primary objectives of residential school systems were to “remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture” (Paquette and Gérald, 3). Residential schools intentionally discounted for Aboriginal culture and values based on the assumption that aboriginal cultures and beliefs were inferior. All instruction was taught in English and children were punished for speaking their native languages (McGregor, 58). Aboriginal pedagogy endorsed student control over the pace of classroom conversations, and allowed for student opportunities for self-determination. However, typical assessment mechanisms employed within Euro-Canadian public education included formative test-taking measures, standardized tests, written evaluations, teacher-centered feedback and the provision of formal grades/percentages. This type of curricular approach to assessment is ill-matched with Aboriginal ways of knowing and learning and Aboriginal children suffered as a result.

Those who designed residential school education did so with the unquestioning acceptance that its rightful goal was to ‘re-educate’ Aboriginal students to ‘encapsulate hierarchically’ First Nation people to not think or reach beyond the lowest position in the social system (Paquette and Gérald, 5). Aboriginal peoples were regarded as “intellectually inferior” and therefore “needed to be inducted into the knowledge base and lifestyle appropriate for the ‘working farmer’ or ‘mechanic’” (Paquette and Gérald, 5). This left Aboriginal people in a difficult position. On the one hand, native people have been told that education is the key to their future, and that such programs will better the social and environmental conditions in their communities. Yet on the other hand, the vast majority of these programs focused on the learning needs of Euro-Canadian students, ultimately leaving Aboriginal students with little understanding of how to apply what they have learned to the situations they face in their communities.

In the early 1970s, the emerging Northwest Territory government issued new curricular expectations for Aboriginal students (McGregor, 60). The purpose of this culturally responsive educational reform was to create education based approaches that resonated with the type of learning students received from their families and in their communities. Fundamental elements of this educational approach came from culturally relevant learning, which is described by Ladson Billings as helping “students accept and affirm their cultural identity, while developing critical perspectives that [enable them] to challenge inequities that schools…perpetuate” (McGregor, 60). It clearly departed from assimilationist federal schooling practices by expecting culturally responsive approaches that emphasized Aboriginal students’ languages and cultures and each student’s personal strengths (McGregor, 62).

Photo Credit: Culturally responsive schooling: students and community members prepare to leave for spring camp, Kugluktuk, NWT, circa 1975. (McGregor, 59).

Bibliography:

McGregor, Catherine A. 2015. "Creating Able Human Beings: Social Studies Curriculum in the Northwest Territories and Nunavut, 1969 to the Present." Historical Studies in Education 27, no. 1: 57-79. 

Paquette, Jerald E., and Gérald, Fallon. 2010. First Nations Education Policy in Canada: Progress or Gridlock? Toronto: University of Toronto Press, Scholarly Publishing Division, 2010. eBook Collection (EBSCOhost), EBSCOhost (accessed November 27, 2017).

Preston, Jane P., Michael Cottrell, Terrance R. Pelletier, and Joseph V. Pearce. 2012. "Aboriginal early childhood education in Canada: Issues of context." Journal of Early Childhood Research 10, no. 1: 3-1.

This is a really important point for LW. It is necessary to let go of the taught synonymity of schooling and learning and restructure the relationship as the former being one way to achieve the latter. (And that the learning achieved be seen more for what it probably is - an understanding of how to "do school")