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Book: 'Proof of Conspiracy' by Robison

Free episodes:

Tyger

Paranormal Adept
I have always been a keen history buff - history just in general as story, and more specifically as in the history of scientific thought, or the occult ('hidden') history of the Gnostic, spiritual streams and what-have-you from ancient times through the Middle Ages (what I catch on the History Channel regarding all this is so 'popularized' it's hard to recognize). I am definitely an amateur - but in that word's original meaning from the Latin: lover, I am a lover of the subject in all it's forms - how we come to think the way we do.

So, in some meanderings, I have come across some YouTube videos of this woman, Charlotte Iserbyt, who wrote 'The Dumbing Down of America'. I have heard of this book but I never read it, oddly enough, given my work, but so it is. She is a whirlwind with all sorts of threads of thought and experiences weaving through her reasoning - much of it compelling, worthy of a second look, especially when she talks about computers vis-a-vis the young - and anyone. Other stuff - like the Marxism/Communism rants - shades of the 1950's and we all know what a blow to the intellectual life in the US that was. Not so much the red-baiting anymore but the curious rants about 'socialism' - is very much abroad these days. Is she the source? She is a woman on a mission and is convinced of her message - that in itself is compelling enough. Anyone who speaks their 'truth' is always a power. Anyone familiar with her?

Listen to her here, and if you do, be prepared, she covers a lot of ground, and as with all things I think there is some truth but also a lot of chaff mixed in with the wheat: LINK:

Here is one of her short articles: Charlotte Iserbyt -- Conservative Treason: Selling Out Your Children

What she is weaving and threading through her thoughts seems seminal to this idea of a New World Order and all that stuff that one hears - and that I have seen hinted at here on this chat site - and I'd like to get people's opinion of all this, since I suspect some of you are more well-versed in this direction.

Anyway, at the end of this long video, she mentions this book that I have never heard of (or have no memory of hearing about) and I am intrigued, because I have some acquaintance with the occult or hidden history of the French Revolution, so this book is intriguing.

The book is called: "Proofs of a Conspiracy: Against all the Religions and Governments of Europe, Carried on in the Secret Meetings of Freemasons, Illuminati and Reading Societies (Forgotten Books)" by John Robison.

Amazon Blurb (emphasis my own): "John Robison (1739-1805) was a Scottish scientist, who late in life wrote the one of the definitive studies of the Bavarian Illuminati. He was a contemporary and collaborator with James Watt, with whom he worked on an early steam car, contributor to the 1797 Encylopedia Britannica, professor of philosophy at the University of Edinburgh, and inventor of the siren.

"Although Robison was very much an advocate of science and rationalism, in later life, disillusioned by the French Revolution, he became an ardent monarchist. In this work, Proofs of a Conspiracy, Robison laid the groundwork for modern conspiracy theorists by implicating the Bavarian Illuminati as responsible for the excesses of the French Revolution.


"The Bavarian Illuminati, a rationalist secret society, was founded by Adam Weishaupt in 1776 in what is today Germany. They had an inner core of true believers, who secretly held radical atheist, anti-monarchist and possibly proto-feminist views, at that time considered beyond the pale.

"They recruited by infiltrating the numerous (and otherwise benign) Freemasonic groups which were active at the time on the continent. Necessarily they had a clandestine, compartmentalized, hierarchical organizational form, which has led some modern conspiracy theorists to identify them as the original Marxist-Leninist group. However, this is most likely simply a case of parallel evolution.

"Since we don't have convenient access to the source documents of the Bavarian Illuminati we have to rely on Robison and the Abbé Barruel's Memoirs Illustrating the History of Jacobinism, both in the 'opposing views' category, for information on this group. The Illuminati have today become a byword for a secret society which hoodwinks its junior members and puppet-masters society at large. This reputation is in no little part due to Robison's book."

The Amazon review that follows gives an excellent summation. Anyone care to comment?

"John Robison's classic Proofs of a Conspiracy was written in the relatively short sliver of time following the Revolution in France, during the Terror, and prior to the inception and development of the Napoleonic Wars, and therefore acts as much as a window on a specific place in time as it does a primer on conspiracy theories as connected to the Illuminati and related movements.

"Robison's work is broken into four main chapters: the development of Continental European Masonic Lodges and their political and secret character, their baroque multiplication of ever more fanciful degrees and 'secrets,' and the overtly anti-monarchical and growing revolutionary character increasingly prevalent therein; the founding ideas, character (if it can be called that) of Weishaupt's Illuminati movement, the types of people involved therein and their functions and motivations; associated Illuminist movements such as specifical the German Union and other Reading Societies bent on continuing the Illuminati goals once the original movement was suppressed by the Elector and pushed (further) underground; and finally on the character of the Revolution in France, and how this was in large part a success of the anti-monarchical Masonic Lodges of France and Germany, and specifically of the Illuminist movements.

"Each chapter is presented with as much documentation (often impounded from Illuminati members themselves, it consists of a great deal of correspondence among the top leadership) as available at that time, and Robison, while he does his best to be dispassionate as regards the evidence itself, is not shy about adding his own opinion to the mix where appropriate. About a quarter of each chapter amounts essentially to his discussion of the implications of his findings, and the moral breakdown implicit in the Illuminati values of radical atheism, reason alone to be worshipped, propaganda towards ensnaring women in the movement, hypocrisy and shockingly poor personal behavior of several of the Illuminated, and so on. It is delightful reading, and informative as well.

"Robison was a highly educated man, professor, inventor, scholar and intellectual, and one would on the surface think that an appeal to reason and progress alone as presented by the Illuminist movements would have had some appeal to him. But the evidence made plain by the daily perversions of justice, morality, and common sense taking place across the Channel from him, in France, during the Terror, repelled him, and the final part of Proofs offers a strong and full-throated defense of monarchy, the innocence and goodness of women, the Constitution of England, and conservatism in general.

"This book is contemporaneous with Edmund Burke's much more famous Reflections, and while he takes a totally different angle on the events of the day, one respects the well argued conclusions."
 
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If only 1/10th of what she says is true, we all need to wake-up and revolt, for our children s sake.


Well, that is the thing - there is much (imo) that is legitimate in her exposition - alongside the most curious statements of animus. I can't fault her on her rendering of the computer situation vis-a-vis children (I am currently dealing with the IPad nonsense) - and while I certainly agree that computers came into the schools for commercial reasons of profit (and not for what was best for the students) her linking them to a rather sinister (and conscious) agenda regarding children's minds eludes me (though I think she has been prescient regarding the computers impact on a developing mind - I could tell you stories). More things are done in ignorance rather than any actual understanding of consequences, I have observed - this goes for most actions in the world. People really are innocent of canny malice. [Serious knowledge of consequences would take an Initiate. ;)] People generally have very little grasp of how their choices and actions will turn out - and that goes for wealthy people and educated people and people who are movers-and-shakers. Pretty clueless.

More puzzling is her animus regarding the development of critical thinking in the Common Core standards. Wtf? Seriously. :confused:

Then there's the whole ghost of red-baiting in her rhetoric. Very nasty. [I have a theory that more 'dumbing down' of the US populace was done with the red-baiting of the 1950's than many recognize. It drove out a whole generation of talent and intellect in the universities and in echelons of influence in society - creating an atmosphere of fear as well as an intellectual vacuum - not good.] I do know about Lenin being held in a railway car on a siding - and 'introduced' into the revolutionary mix in Russia 'like a virus' a teacher of mine once said.

Anyway, I am just starting down this rabbit hole. ;) I'm sure it will be interesting.
 
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More puzzling is her animus regarding the development of critical thinking in the Common Core standards. Wtf? Seriously.

Like everyone, Iserbyt's views are biased by the time and culture in which she was raised.

You can't understand current objections to Common Core without understanding a LOT of history regarding where they came from.

I warn you that venturing down the rabbit hole of NWO conspiracy research is highly unpleasant because 1.) it's so deep and complex you'll never reach a satisfactory conclusion, and 2.) you'll learn so many evil things you'll actually begin to envy people who are blissfully ignorant of what you know.

If you choose to pursue it, here are three things to keep in mind:

- Secret societies are neither good nor bad. Like a hammer, they can be used for good or bad things.

- Every author and researcher has an Agenda, regardless of claims to the contrary. Always make allowances for it, but don't eschew them because of it.

- At the root of it all is Intra-Species Predation, humans predating other humans. Eventually you'll need to decide whether that is natural and acceptable, or immoral and unacceptable.
 
Like everyone, Iserbyt's views are biased by the time and culture in which she was raised.

For sure with that!

You can't understand current objections to Common Core without understanding a LOT of history regarding where they came from.

Where did they come from? Where may all this history be read? Is this an easy answer? ;)
 
It really starts with Plato's idea of how to educate the young to serve the perfect authoritarian State, as expressed in his book The Republic.

That idea traveled through history to the U.S. via the kingdom of Prussia.

In 1806 Napoleon’s amateur soldiers beat the professional soldiers of Prussia (Germany) because the Prussian soldiers ran away.

To prevent this in the future, the King of Prussia decided children would have to be disciplined through a new form of universal conditioning which would result in obedient soldiers, factory workers, and citizens who would think alike.

Using psychological training procedures drawn from the experience of animal husbandry and equestrian training, and also taken from past military experience the Prussians developed a system of universal, industrial schooling to accomplish this.

Horace Mann, the father of the American public school system, imported this system to America in the 1890's. This system was perpetuated throughout the early twentieth century by social efficiency theorists who sought to industrialize the educational process.

Common Core is merely the latest iteration of this.

If you really want to learn about it, the best book on this history is by New York City Teacher of the Year in 1989, 1990, and 1991, and New York State Teacher of the Year in 1991 John Taylor Gatto who resigned from teaching on the op-ed pages of the Wall Street Journal.

I will send you his book in any format you wish, .pdf, word Doc, .epub, Kindle, text. Let me know!
 
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It really starts with Plato's idea of how to educate the young to serve the perfect authoritarian State, as expressed in his book The Republic.

That idea traveled through history to the U.S. via the kingdom of Prussia.

In 1806 Napoleon’s amateur soldiers beat the professional soldiers of Prussia (Germany) because the Prussian soldiers ran away.

To prevent this in the future, the King of Prussia decided children would have to be disciplined through a new form of universal conditioning which would result in obedient soldiers, factory workers, and citizens who would think alike.

Using psychological training procedures drawn from the experience of animal husbandry and equestrian training, and also taken from past military experience the Prussians developed a system of universal, industrial schooling to accomplish this.

Horace Mann, the father of the American public school system, imported this system to America in the 1890's. This system was perpetuated throughout the early twentieth century by social efficiency theorists who sought to industrialize the educational process.

Common Core is merely the latest iteration of this.

If you really want to learn about it, the best book on this history is by New York City Teacher of the Year in 1989, 1990, and 1991, and New York State Teacher of the Year in 1991 John Taylor Gatto who resigned from teaching on the op-ed pages of the Wall Street Journal.

I will send you his book in any format you wish, .pdf, word Doc, .epub, Kindle, text. Let me know!

I have always wondered why we use such a closed, or blanket educational approach. What's good for Johnny is good for Bobby, is good for Sharon, and is great for Susan. It's just ultimately wasteful and undirected. No one's natural aptitudes or skills are ever focused on apart from the prodigiously gifted and 90% of those individuals have other imbalances which limit, or stigmatize their social functionality. In other words, often times they require help to get through the basics. There isn't even a propensity test to determine who is right and left brain dominant. Until our educational system starts getting a whole lot more so refined and effective, it's no different than a farmer standing in the middle of his freshly plowed/tilled field with a hand full of different seeds on a windy day. Toss 'em in the air and lets see what happens. A little rain and sunshine will make everything OK. Is that the way agriculture really works? Judging from our educational systems, you'd expect so.
 
Well, you've introduced a lot, Charlie Prime - and I now see (somewhat) where you're coming from. Hard to know where to begin, it's a vast subject. I'll probably do it in bits - over time. And likely skew what you have initially said - so please correct me as I go.

I very much know about the Trivium and Quadrivium from out of the Middle Ages. I'm wondering how you are factoring that into your general scheme of there being a problem. How is this medieval curriculum of study creating a problem in modern (U.S.) education?

The phrase 'authoritarian state' is a modern understanding. I would offer that one cannot understand the ancient mind with modern sensibilities or sensitivities. One has to understand who the ancient Greek (philosophers) were - their context in that amazing 50 year long 'Golden Age' we are all referencing. One has to understand how they saw the world - understand why they presented ideas as they did. Socrates was teaching his pupils to be free thinkers - there is a meta-truth there, transcending their culture. How is what Plato presented in his dialogs a support of an 'authoritarian state'?

Hmmm.....I dunno about Horace Mann really understanding the Prussian educational model. He may have heard stuff - but I don't think he ever saw it in action. He was pretty much a function of his milieu - Massachusetts. I can't see anything sinister in Horace Mann. John Dewey is more relevant to 20th century U.S. education imo.

Horace Mann - John Dewy - as with all lineages, the mix-and-match and how it filtered down to any given schoolhouse is always a question. How individuals interpreted what they were handed is always up for study. Then we have the religious-led schools - or the parochial schools of the Roman Catholic Church, variously influenced by the Jesuits or the Dominicans or the Franciscans, etc.

A little aside, Ignatius Loyola, founder of the Jesuits, proclaimed that: 'Give me a child before the age of 7 and he will be mine for life.'

I am having a hard time seeing Common Core as an iteration of Horace Mann/Prussia/Plato. I'm not seeing a breadcrumb trail here at all - in the way you are suggesting.

John Taylor Gatto's critiquing voice has been important - I have certainly heard of him - he was very popular in the 90's - and I've even read a bit of him. My major teaching experience has been teaching an arts-based curriculum in private schools - and only recently in public schools. I am aware that he has spoken positively regarding what he experienced in arts-based curriculums - so that's good.

Charlotte Iserbyt's bias against Charter Schools is the factoid that has me non-plussed. Talk about a disconnect - Charters were the possibility of avoiding the one-size-fits-all cookie-cutter education coming down the pike in the public sector - Charters are all about freedom - but even that freedom is being nudged out.
 
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To understand how we get from Plato to Common Core requires a huge time investment. I can't provide more than a sketchy outline on an internet forum.

You'll have to read Gatto's book An Underground History of American Education for the twists and turns in that history.

Here's an abbreviated bit from Wikipedia on Horace Mann:

Emulation of the Prussian education system in the United States

American educators were fascinated by German educational trends. In 1843, Mann traveled to Germany to investigate how the educational process worked. Upon his return to the United States, he lobbied heavily to have the "Prussian model" adopted.

Mann persuaded his fellow modernizers, especially those in the Whig Party, to legislate tax-supported elementary public education in their states.

Like secret societies, the Trivium can be good or bad depending on how it's used. The seven Liberating Arts are only liberating if used correctly.

Bookmark this video and give it a fair view sometime this winter when you have time. I know it's very long, but it's a really good overview to the Great Chain of Being that will save you a lot of reading.

http://www.tragedyandhope.com/the-trivium-method-vs-the-classical-trivium

 
Bookmark this video and give it a fair view sometime this winter when you have time. I know it's very long, but it's a really good overview to the Great Chain of Being that will save you a lot of reading.

At the time I posted this, Tragedy and Hope provided a portal through which individuals can pay $14.95 per month or $120.00 annually for the privilege of being "invited" into their community where members will receive the following benefits:

linksListBullet.png
Help understanding the world
linksListBullet.png
Developing true self-confidence
linksListBullet.png
Developing serenity of mind
linksListBullet.png
Access to behind-the-scenes content
linksListBullet.png
Tutorials, and research presentations
linksListBullet.png
Intellectual Self-Defense skills
linksListBullet.png
Confident and satisfying lives

Oh, and I almost forgot, it also helps to keep them independent. This is an interesting site, and the video is top notch, but I don't see anywhere on their list where the fee will help keep me ( or you ) independent. In fact, unless you pay-up, you don't get a number of their benefits. I wonder how that fits in with "Cognitive Liberty"? I'm not so sure. An individual who enjoys cognitive liberty is free to alter the state of their consciousness using any method they choose, including but not limited to meditation, yoga, psychoactive drugs, prayer and so on. OK. We can do yoga and prayer for free, and we can probably find free psychoactive drugs if we want to wander around in certain forests and know which mushrooms to pick, but unless we know how to hack the member's area, this brand of cognitive liberty seems to require a regular subscription. Somewhat ironically, that all goes back to the banking institutions which are a major part of the machine that keeps us bound to the very conformist social engineering they seem to be opposing. Hmm Interesting.
 
Is there some area of the Tragedy & Hope website you are unable to access without paying a fee?

You dislike independent media and prefer product advertising?

I'm apologize, but I can't understand the meaning of your question.
 
Is there some area of the Tragedy & Hope website you are unable to access without paying a fee?

You dislike independent media and prefer product advertising?

I'm apologize, but I can't understand the meaning of your question.

The questions are largely rhetorical in order to provoke thought about a situation in which Cognitive Liberty can only come at a price. Do we really have freedom of sovereign control over one's own consciousness if what that consciousness is exposed to can only come at a certain price? Isn't that a central theme in the whole discussion where the divisions of class and education are concerned? Don't get me wrong, there's some excellent stuff there, and it looks like it has a whole lot more value than a lot of other choices out there, but can it be entirely ignored that they are a part of the cybernetic system they mention, and that through their donation portal they're making themselves into the purveyors of an elitist education ( beyond the Ph.D. level as they put it. )?
 
To understand how we get from Plato to Common Core requires a huge time investment. I can't provide more than a sketchy outline on an internet forum.

I was thinking you might share your understanding.

You'll have to read Gatto's book An Underground History of American Education for the twists and turns in that history.

Okay, so now I see where you are coming from. Mr Gatto is a mixed bag imo. He had a lot of good stuff to say when he started out but methinks that over the years he has taken himself too seriously (adulation and unlimited praise will do that). Plus some of his 'facts' - especially some of his take on educational history - is up for discussion imo. (Some, not all - and certainly his own experience as a teacher is significant - that I would not gainsay).

Here's an abbreviated bit from Wikipedia on Horace Mann:

Ah, so I see I forgot - or never registered that detail to begin with - that he had visited Germany. Not a bad thing in itself, I would think. From what I gather only parts of the German model were used - and it all makes sense given the situation people were finding themselves in in the early part of the 1800's: growing landless population in urban centers, roving bands of children, rising crime. etc.

Like secret societies, the Trivium can be good or bad depending on how it's used. The seven Liberating Arts are only liberating if used correctly.

Honestly I've never heard that the Trivium or the Quadrivium are either good or bad - they are merely historical facts. Whether one draws inspiration from them - or cautionary tales (can't imagine this, though) - is totally in the free-will choice of the educator.

Bookmark this video and give it a fair view sometime this winter when you have time. I know it's very long, but it's a really good overview to the Great Chain of Being that will save you a lot of reading.

http://www.tragedyandhope.com/the-trivium-method-vs-the-classical-trivium


I listened in the early morning as the holiday feast was being prepared (Thanksgiving) and I can give you my impressions now.

Up front, I do not see in the close to three hours of this video's play time a 'really good overview to the Great Chain of Being' at all. These two gentleman appear to have next to near no understanding of the metaphysical underpinnings of ancient Greek thought (or they do and are being purposely obtuse). They for sure can identify similarities to the ideas of caste and class - yes, pretty simple - but 'Great Chain of Being' - I did not hear one clear statement of explanation, definition or exposition.

IMO it is very odd for them to have chosen to stream all of that information in one big clump. Why not discrete increments? Since that is the way they recorded it - in discreet bits? I believe there is a reason, which I'll flesh out in the next paragraph.

They are shooting out their references and their ideas a mile-a-minute - why do they do that? It's not about getting out information imo - it's about creating an impression of erudition and copious knowledge, peppered with key phrases, continually repeated throughout the close to three hour presentation. Honestly, the whole video is a kind of 'brain-washing' exercise. One example: One phrase that was endlessly stated again and again - in connection to any 'secret' society - is the curious phrase 'homo reading group' or 'homo study group' - or, more telling, 'homo social group'. In fact, at one point it is stated that the Freemasons (I believe the group that was at that point being referenced) were the founders of schools - however, that is not how the idea is presented. Using exactly these words and phrases the moderator states that the Freemasons - these 'homo social groups' were like 'predators', 'encouraged' to 'go out and form schools' (sinister is not the half of it - gone is any semblance of humanitarian good works; rather, a sinister agenda is suggested for such 'predatory' homo social groups). What sort of images do those phrases conjure? What kind of fears and prejudices are flamed and played to with such a characterization - based on no facts, no 'history' at all?

The reference to the Jesuits making 'blood oaths' I won't even address. It's very clear where some of these ideas are coming from and are going.

The erudition is actually weak - words are used incorrectly at points and even mispronounced, and the 'copious knowledge' impression is deceptive - as Mr Cole spends a good portion of the beginning of the 'interview' reading his material rather than speaking from his own understanding.

This is not a close to three hour one-sitting interview. In fact, this is a series of short snippets very tightly edited together creating a seamless impression. Why post them as one massive video? IMO because the rapid-fire delivery and repetition of key phrases in juxtaposition to certain ideas is significant and must be heard in that way over-and-over again to have the desired effect. It is always the irony of such things that the very thing supposedly being railed against is the very thing being done. Why do it? Money, most likely. At some point, power. But certainly a kind of corraling of someone's thinking in a certain direction.

There was a strange flurry dissing the learning of Latin - and the dissing of the view that the leaning of Latin was important as it made learning other languages easier. Both men actually guffawed at that idea - and went so far as to implicate Benjamin Franklin in the diss. Fact is, Latin is very much a language that will make the learning of any of the Romance languages easier, yes, very much so - French, Spanish, Italian - since they all come from the Latin. (Romance = Romans/ce - not 'romance' as in hearts-and-flowers and all lovey-dovey cupid stuff). Fact is, in the Classical Curriculum - still a 'major' in high school when I was going through - Latin and Greek were studied.

Generally this 'interview' - this video - comes across as a one huge 'mash-up' of ideas. There is nothing persuasive about it imo - though I am very grateful to have had the chance to hear it. I'm starting to see the pattern in all this. Gatto and Prussia and conspiracy thinking is just not persuasive. People in any given time and period interpret the past, and adapt ideas. Have you ever played the game 'telephone'? More can be learned by observing human nature than trusting such specious mash-ups, no matter how impressive.
 
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At the time I posted this, Tragedy and Hope provided a portal through which individuals can pay $14.95 per month or $120.00 annually for the privilege of being "invited" into their community where members will receive the following benefits:

linksListBullet.png
Help understanding the world
linksListBullet.png
Developing true self-confidence
linksListBullet.png
Developing serenity of mind
linksListBullet.png
Access to behind-the-scenes content
linksListBullet.png
Tutorials, and research presentations
linksListBullet.png
Intellectual Self-Defense skills
linksListBullet.png
Confident and satisfying lives

Oh, and I almost forgot, it also helps to keep them independent. This is an interesting site, and the video is top notch, but I don't see anywhere on their list where the fee will help keep me ( or you ) independent. In fact, unless you pay-up, you don't get a number of their benefits. I wonder how that fits in with "Cognitive Liberty"? I'm not so sure. An individual who enjoys cognitive liberty is free to alter the state of their consciousness using any method they choose, including but not limited to meditation, yoga, psychoactive drugs, prayer and so on. OK. We can do yoga and prayer for free, and we can probably find free psychoactive drugs if we want to wander around in certain forests and know which mushrooms to pick, but unless we know how to hack the member's area, this brand of cognitive liberty seems to require a regular subscription. Somewhat ironically, that all goes back to the banking institutions which are a major part of the machine that keeps us bound to the very conformist social engineering they seem to be opposing. Hmm Interesting.

I did not explore this far - and it only confirms my impressions of what I heard. From what you report it sounds like they are up to something. Very strange. The request for money is a dead give-away that something unusual is afoot. I would not trust the information for that reason alone. I wonder what this is about.
 
I did not explore this far - and it only confirms my impressions of what I heard. From what you report it sounds like they are up to something. Very strange. The request for money is a dead give-away that something unusual is afoot. I would not trust the information for that reason alone. I wonder what this is about.

Actually, I think the content itself was very good. I just don't like being guilted into donating. If they're going to give it away for free, then they should drop the passive-aggressive pan-handling that goes along with it, and just say right up-front, "We recognize the seeming hypocrisy, but if we're going to be able to survive and continue producing content, there doesn't appear to be a more effective way than charging for it. Please give generously ! " :D
 
Some people call it the "value for value model". It's halfway between the product advertising model and the subscription-only model. I like it.
 
Some people call it the "value for value model". It's halfway between the product advertising model and the subscription-only model. I like it.

Their marketing strategy is no worse than the way we see public broadcasting do it, and it sure beats the hell out of a maze of pop-up windows poofing up in your face. I also wouldn't have any objection to some discretely placed banner ads, and I think it's perfectly fine to solicit for donations. Mainly, I just think they should use a slightly different tact in their marketing strategy. For example I wouldn't restrict certain content to subscribers only, let alone do that and then lecture about the problems with class and education. But again, I don't see it as a huge crime and my comments were meant more to elicit discussion that to be hypercritical. The content in the video itself was really excellent and I don't think I've seen such a keen interviewer before. That was really refreshing. If only mainstream media had interviewers with that level of insight. I'd go back for more, but they made me feel guilty for not donating now that I've seen one of their videos, and I don't want to feel more guilty. I can excuse myself this once because the video was posted here and I watched it before I checked out their website.
 
Perhaps the most egregious, and very obvious, 'seeding' of an idea is the constant reference to individualism. The moderator keeps up this cant in the same way he does the insinuation of 'homo social groups'. This idea I have noted over the last 10 years or so. Bad history, as it happens - but a word used in the current political environment to scare people that there is a conspiracy to rob them of their 'individualism'. A scare tactic that is unfortunately believed and gets people to act and choose in the very ways that assure power to the few.

Fact is 'this country' (America) was begun by groups, not individuals. Within those enclaves the individual was usually subordinate to the will of the commonweal for the health of the whole.

The entire westward movement was accomplished by groups and would never have been accomplished without group cohesion and the individual subordinating their will to the group.

What distinguished the 'group work' in the westward expansion (if not part of a group with an elite already established) was the emergence of a 'natural elite' - within the moment, as it were, having nothing to do with birth - and not an established aristocratic hierarchy, to do solely with birth status. Hence, 'anyone' - at least initially - could rise to the status of decision maker with sway over resources.

The image of the rugged individual surviving solo stems from the brief period of the Mountain Men, the wild west stereotype of the lone cowboy, and much that came out of the Gold Rush period - all memorialized in endless films of those 'real men'. However, in every instance the settling of the continent hinged - not on rugged individualism - but on the ability of individuals to group in cooperative towns to farm the land, barter and trade, and raise the young. No one survived who went off on their own and ignored a commitment to the commonweal.

What made the 'American Experience' breathtaking for all those arriving from elsewhere - and still arriving - was the freedom of self. Elsewhere, the social constraints are considerable - and can be experienced as alternately comforting and safe or suffocating and deadening. In America - rather than being told by society who one was and what you could do - people found they were genuinely free to make themselves into whoever they decided they wanted to be, and do whatever they wanted to do. This is the true source of the idea of the 'individual' in America.

At no time, however, has the sense of individual freedom of self been set in opposition to the duties one has to the commonweal as a citizen - until recently. This fiction is literally 'un-spinning' to great effect a major historical truth substanding the formation of this country. To those who see what is taking place it is worrisome.

Rather than being a conspiracy to take away individualism, compulsory schooling was instituted to level the playing field in an increasingly complex [and industrialized] country. The social reformers in the 19th century were faced with appalling conditions - as the country shifted from an agrarian to an increasingly industrial society. Child labor was criminal. It was in this time that 'childhood' as we know it was actually recognized as a 'stage of development' that needed special protections and nurture.

Gatto has much to say that any teacher recognizes - but he is far from being infallible. He seems to have a citation problem - and from the bit I have now read, some of his history (or his interpretations) are up for debate. His ideas are clearly being used to support the agenda of these two gentleman - who seem to be peddling conspiracy, which will appeal to a particular mind-set.
 
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