Tagged ‘education’

Children in Sadistic Covid Captivity

Of all the depressing sights witnessed during this insane process of Covid home imprisonment, stupid social distancing and mask madness, the regimentation of children into predesignated playground /classroom ‘chalked-off zones’ is the one I find the most blood chilling.

There are a number of factors about this Covid-19 event that stand-out. Firstly, that it is an entirely fake event. Secondly, that it is utterly manipulative . And thirdly, that it reflects an essentially anti-life agenda using fear as its predominant tool of repression.

That may seem like a pretty brutal assessment of CV-19, but one cannot go on to speak about the way children have become a sacrificial element in this nightmarish agenda without first revealing the sheer manipulative audacity of the entire Covid master plan.

While the situation is slowly changing, the underlying psychology of ‘obedience to the rules’ is not.
This obedience has been taken to a new low as many schools and kindergartens have tried to apply the social distancing regulation to young school children. This has taken the form of chalking out two metre spaced circles or squares on the classroom and playground floor and ordering children to stay in them.

Young children have been told to sit or stand alone in what amount to individually tailored exclusion zones and psychological prisons. Children, medical advisers say, who are not even at any risk from catching CV-19.

Nevertheless, there they are, sitting with sad faces as the politically correct mask clad teacher gives them their daily school instructions. The misery on the faces of these children deeply expresses the sense of horror surrounding the entire operation. A child instantly recognises a lie and exhibits the appropriate reaction.

Under what kind of extreme conditions might such a regulation be considered supportive of the health and welfare of children? I can think of no situation, however potentially serious, in which innocent young boys and girls should be treated with such sickening disdain and lack of humanity. To do it even when there is no valid case for taking such a step, is truly shocking to behold and should be categorized as a criminal action.

At the beginning and end of the school day, parents must ‘deliver’ their child through the school gate or door – keeping distance – with the teacher not being allowed to touch the child. Such are the instructions coming down from some perverted ‘leaders’ at the World Health Organisation – and then blindly followed by government officials, teachers and parents. It is ‘sanitary preparation’ for life in the sterile ‘smart cities’ that are just around the corner, if the same people retain control over the daily workings of this world.

The second Covid nightmare scenario to have been imposed on school children, and parents, is ‘e-education’. Sticking children behind computers for hours on end is never recommended, for obvious health reasons. But that is what is called-for in ‘e-education’, in which parents are also forced to be complicit by being instructed to take over the role of teacher ‘in the home’.

The tools of this trade comprise pre-designated ‘e’ tech software programmes that are essentially agents of stereotype mind control. To grow up healthy, a child needs the pleasurable interaction with other children – not sitting alone behind a flickering screen having their heads loaded with state education programming. What a shockingly heartless way to conduct the learning process!

Technology gives the illusion of providing a means to an end, and is often associated with acquiring ‘freedom’. More accurately, the acquisition of more and more technology is a road to slavery. The technology traps its users into dependency on a virtual reality world, while the real world is ignored or categorized as boring. A sure receipt for impaired mental stability.

What actually is going on here?

It all starts with the education system itself. The verb ‘to educate’ comes from the Latin ‘e-ducare’ meaning ‘to lead out from’. Now ‘to lead out from’ is very different than ‘to push into’, which is the format imposed by formal education having the ambition to brainwash the pupil into accepting ‘verbatim’ a whole lot of facts about that which is deemed necessary in order to eventually get a job and make money.

Contrast this with the idea of ‘leading out from’. Something which exists in all children is creative potential – in bucket loads. Drawing this creativity out – and thereby opening up the genius which lies at the heart of all innocent hearts and minds – is the true role of the teacher. One way closes down the life force and the other opens it up.

But if you do decide to go with ‘e-ducare’ you are not going to find it in the formal school programmes that have been designed and set under government supervision with the purpose of ensuring the next generation conform to exactly the same patters of thinking, behaving and conforming as the current and previous ones.

Or, to put it more bluntly, to ensure that people remain slaves to ‘the system’ whose controller’s ambition is to keep as many as possible in a state of hypnosis, unable to use their abilities for anything other than furthering the various facets of a dying status quo.

There are some exceptions to this standard dumbing down orthodoxy. For example, Rudolph Steiner’s anthroposophic teaching method for primary and secondary school ages, and Maria Montessori’s creative behavioural encouragement in young children. There are other experimental schools in existence, as well as the possibilities of teaching from home, but that still has to conform to the state programme.

The sight of depressed children being manipulated to sit quietly in their chalked out separate boxes for fear of infringing ‘the law’ would never be possible if our education system as a whole didn’t already start from this same position of fundamental suppression of the life force. A suppression resulting from its abject failure to follow the guidelines implicit in the origins of its name.

Children are the bright lights of pure spirit. Behind their deep and beautiful eyes lies a whole new future for the human race. A true teacher recognises the presence of a stream of vivid imagination and helps it emerge; nurturing its formation into evolving channels of creative/artistic expression.

This is a vocation of the highest merit. Like handling an infinitely precious gem stone. And because of what this gem might reveal, one must be humble enough to realise one is ultimately, during the ongoing development of this relationship, likely to land-up as the pupil.

In building the New Society that must emerge out of the debris of this calamitous civilisation, the way we treat children will emerge as a critical factor in setting the standard for all that follows.

There is a child at the centre of every one of us; if one is in doubt about the way to treat it, one is in doubt about one’s purpose for living.

Julian Rose is an early pioneer of UK organic farming, writer, international activist, entrepreneur and teacher. His latest book ‘Overcoming the Robotic Mind – Why Humanity Must Come Through’ is particularly prescient reading for this time: see www.julianrose.info

Occupy Warsaw! Polish Farmers Create Clandestine City Camp

Something rather remarkable is happening in the middle of Poland’s capital, Warsaw, and it’s not exactly a capital city spectacle. In fact, rather the opposite.
Tucked-away under a line of trees, opposite the Prime Minister’s Palace in Central Warsaw, is a small ramshackle camp, comprising two tents, a Second World War wood fired mobile cooking apparatus, some chairs and benches, a pile of logs and a number of banners, posters and logos.
This is ‘Green City’ a symbolic and actual site of occupation by farmers fighting to save their livelihood and way of life. At the time of writing, it is in its 28th day of existence – and it isn’t planning on going anywhere, in spite of the fact that it is illegal and suffering under a daily fine imposed by the Polish government. A fine which is, in many ways, a small replication of what is happening on a much bigger scale to farming communities throughout the European Economic Community and beyond. (more…)

Sedation by Sound-Bite

Millions upon millions of educated – and even aware people, all over the world, are succumbing to a new virus ‘SBS’, or ‘Sound-Bite Syndrome’. Its symptoms are best described as an inability to concentrate on anything meaningful for anything other than a very short passage of time.
To concentrate the mind so as to read something that requires a certain depth of thought or fuller cognisance, is becoming an endangered skill.
Now that is a truly shocking fact. One that should register high on the shocking fact ratio. It should jolt us all into recalling the vital role that genuine communication plays in the passing of essential knowledge and inspiration – including lyrical poetry and vivid prose.
For these great tools of consciousness raising to be corrupted into a thousand broken pieces of easily assimilated sound-bites, must constitute one of the most masterful silent weapons of destruction of the Illuminati war chest. (more…)

Reviewed by Louise Tait for New Renaissance

This book is for all those who recognise a degree of discontent at the current world in which we live. A world which, through our daily lives and actions many of us continue to unwittingly propagate. It is for those awakening to the realisation that things cannot continue as they are and a change is required.

In Changing Course for Life, Julian Rose spells out the truth of our current socio-economic context in a blatant and transparent acknowledgement of the ills of our society. It is easy to hide behind our ignorance of the finer and less savoury details of corporate greed, of modern industrialised agriculture, of the wide ranging effects of our unmitigated obsession with technological advancement. He explores just how and when our economies and societies departed from the objective of servicing our needs for a happy and harmonious state of existence with the natural world, to the point at which we now find ourselves: disconnected. A condition Rose aptly summarises as a state of being ‘subjugated to a sense of impotence by our own inventions’. (more…)

Taking Contol of Our Lives

Is a forum of lectures/debates encouraging individuals to ‘take control’ rather than ‘be controlled’. So far eight workshops have taken place at the ICPPC Eco-Centre in Stryszow, Poland. Under discussion are issues such as:  establishing an eco-village; practicing the ‘new resistance’; renewable energy and clay-straw houses; understanding corporate globalisation; ‘building community’; the battle for a GMO Free World; ‘the New Education’. (more…)

Integrated Ecological Land Management

Is essentially what has been going on at Hardwick since 1975, when I (Julian) first started converting my farm to organic methods of agriculture. Now there are a number of self autonomous components to this: mixed organic farming, organic vegetable production and sustainable forestry. How can they interact for more integrated shared benefits? We explore this on an ongoing basis – and have already experimented with running pigs in the woods as well as holding educational events that explore the interrelationship between these different disciplines.