SPECTRUM: Rid yourself the idea that ‘trusted sources’ are the path to honest conviction

Education rightfully concerns all Alaskans. Thus it is astounding that media outlets suppress the fact that the American population currently averages being in 20th place in educational proficiency internationally (source is the current UN sponsored survey of first world countries). I’m happy that our education professionals have reported evidence of improved student performance—but I caution that such improvement is not enough. There are 19 other countries that are still educationally superior to America.

It is educational and training superiority that creates wealth and jobs, and the manufacturing capability that enables demand for American products. And it is this demand that will reverse the accumulating American trade deficit (internationally buying more goods than selling them — indirect borrowing via currency imbalances). This is part of simple statistical proof of serious American national insolvency. Nationally borrowing fantastic amounts of money without paying it back is the other proof. The route out is heavily increased individual, state and national production that’s valued worldwide. The only other solution is war, and production and sale of armaments — historically the path to national suicide.

Come on now — it is a ridiculous excuse to say we have a consumer economy. Why? It forces the government to take by intimidation or war (including support of violent whackos acting in our interests) the wherewithal to continue to give government handouts and free service; or borrow from our opponents or “enemies” (like China) to pay for the same. There’s a term for such outrageous refusal to face reality. It is “megalomania.”

There is worse evidence of American educational inferiority. As evidenced by our society’s problems and failures, too many Americans are apparently too functionally illiterate to practically (without needing faith) apply certain simple teachings of Jesus Christ. Take the lesson about judging — knowing the worth or relative falsity of — a prophet (or expert or authority or official or news outlet) by their fruits (Matthew Chapter 7; Verses 15-20). By reading the whole teaching and extending it to ordinary life, this lesson is not just about judging a “prophet” by his acts, but also the “fruits” (results) of those acts.

For example, “Prophets of Prejudice” (most modern politicians, government officials, scientists, and the mainstream news media) think nothing of bearing false witness (half truths) so as to tell inattentive and apparently functionally illiterate people what to think. But with true education in the Scientific Method, people should have learned to evaluate the results of such indoctrination — so as to establish the credibility of such sources of information. Basically, there is no such thing as “trusting” a source of information without directly verifying the continued (!) credibility of that source. Witness the spectacle of the last hundred years of US government propaganda justifying incompetent war, and widespread killing of innocents to get some actual “bad guys.”

Thus, using a teaching of Jesus Christ aligns with the practical use of the Scientific Method! Gee whiz. So what does this say about the so-called education of habitually divided ideological, religious, political, or “scientific” groups in America? Think about this using personal experience.

What should we do? Well, first, rid yourself and your friends and your children of the idea that indoctrination and memorization from “trusted sources” is the path to honest conviction and competence. Human vulnerability to being told what to think is the exact thing that makes propaganda and intellectual slavery possible. Indeed, education in the absence of student mental participation and evaluation of information IS intellectual slavery!

Second, if your friends and children see you honestly pursuing verification of information so as to carry the burden of being a free human being, your example will rub off. Disciplined rejection of intellectual submissiveness and mind control is not the same as student/citizen rebellion. Vested interests in intellectual slavery, of course, will attempt to suppress this basic freedom “for your own good.” Resist them.

Third, the practical school problem of maintaining student attention will at first be apparently worsened. After all, except for practices of long-term successful teachers, students are more or less treated as animals to be herded or drugged to maintain docility. Input from successful teachers on actually maintaining student attention and interest with individual mental involvement must be gotten and used.

Are you willing to act?

Stuart Thompson is a Wasilla resident.