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Bigjon
13th November 2010, 05:12 PM
ANOTHER OPEN LETTER TO HOME SCHOOLS

ANOTHER OPEN LETTER TO HOME SCHOOLS by Jon Rappoport

NOVEMBER 13, 2010. Imagine this. The key subject that turns a mediocre education into a brilliant one has been eliminated from most schools of any kind.

It’s true, and that subject is logic.

James Madison, thought of by many as the father of the Constitution, studied logic intensely at the College of New Jersey. In fact, we have 122 pages of Madison’s own handwritten notes from the course. The course followed the pattern laid down in a famous 17th-century book, Logic or the Art of Thinking.

As a college student, Thomas Jefferson studied philosophy and logic under Professor William Small, at William and Mary. Small had come to the college from Aberdeen, Scotland, where he, in turn, had studied under William Duncan, a renowned logician and author of Elements of Logick. Indeed, Jefferson later remarked Professor Small went a long way toward shaping his life.

In both the Declaration of Independence and the Constitution, we can see that the development of the content is achieved by a brilliant logical progression of ideas.

The philosopher whose work contributed most to the founding documents of the American Republic, John Locke, once wrote, “Logic is the anatomy of thought.”

To most students and teachers alike, these are buried secrets. And for good reason. The public school system of the United States has gradually eliminated this branch of knowledge, logic, from its curriculum.

Why? Because the modern shapers of American education decided that the independent ability to reason was not a useful goal. It’s that simple.

When you stop and consider it, creating strong and independent minds runs counter to the “flow” of education. Instead, courses are meant to imprint data on student minds. Period.

If students were taught the secret of logic, they would eventually be able to establish a position apart from peer pressure, apart from the Collective, apart from “the herd of sheep.”

They would be able to question, analyze, and dissect information with a skill that surpasses mere grumbling and adolescent dissatisfaction.

They would, in fact, fulfill, on an individual level, the meaning of the Declaration of Independence.

Teachers are meant to prepare students to go out into the world armed with the very best tools of thinking and reasoning. Teachers are meant to train students so they have strong independent minds.

Let me point out that there is a difference between encouraging students to rebel and have grossly inflated opinions based on nothing—and showing them how to think and reason with power.

In the former case, you are turning out pretentious people who are walking on thin ice. In the latter case, you are imbuing students with superior skills that will stand them in good stead for the rest of their lives.

Were Thomas Jefferson and James Madison no better than rebellious teenagers out to cause trouble? Or were they mature men who saw through the manipulations of tyranny?

In society today, we are faced with a flood of information wherever we turn. There are three general goals implied by all this information: one, maintain things as they are, maintain the status quo; two, search for the conspiracy behind events; and three, buy into grandiose solutions to our problems.

A student who is well ground in logic does not unthinkingly fall into any of these urgings. Instead, he examines what he is reading, hearing, or watching. He takes apart information and judges it on its own merits, on a case by case basis. He finds the logical flaws and gaps in it. He can assess the value of any argument and come to a rational decision about it.

Having and using this skill is one of the primary aims of a proper education. Without a serious study of logic, this aim goes begging. The student drifts on a sea of random, disconnected ideas and opinions. Eventually, as an adult, to keep himself from living in a state of confusion, he grabs on to some authority and allies himself with it. There is no predicting what that authority will be.

Is this the future we want for our students?

Or should we teach them how to reason, how to apply logic, how to have the kind of power the founders applied to their circumstances, in order to create, on these shores, an independent and free society?

JON RAPPOPORT

www.nomorefakenews.com

Jon is the author of LOGIC AND ANALYSIS, a unique course for home schools and adults. For inquiries: qjrconsulting@gmail.com

hoarder
13th November 2010, 06:25 PM
You know you live in a sick society when college graduates routinely use logical fallacies. You would think that our institutions of higher learning would at least break students of the most common logical fallacy, ad hominem.

But if they trained students HOW to think instead of what to believe, they might figure out what is really going on in the world around them.

.....Which leads us to the obvious; that the Federal Reserve banksters own all the universities.

palani
13th November 2010, 07:18 PM
The trivium is the study of logic, grammar and logic. Recommended study for anyone.

Bigjon
15th November 2010, 11:41 AM
A DECLARATION OF INDEPENDENCE FOR EDUCATION

A DECLARATION OF INDEPENDENCE FOR EDUCATION

By Jon Rappoport
qjrconsulting@gmail.com

NOVEMBER 15, 2010. I wrote this Declaration yesterday. There is no mechanism as yet to accumulate signers and endorsers. I thought of waiting until such a system did exist, but decided instead to post the Declaration now and send it out. By your responses, I'll gauge what to do next.

___________________________


A hundred fifty years ago, Americans recognized that all serious discourse depended on the use of the faculty called Reason.

The rules of discourse, science, and law all flowed from that source. These rules could be bent, twisted, and used in devious ways-but then people would know that. They would be able to point out where the arguer had gone wrong.

A common bond existed in schools of the day. The student was expected to learn how Reason operates, and for that he was taught the only subject which could lay out, as on a long table, the visible principles: LOGIC.

This was accepted.

But now, this bond is gone.

The independence engendered by the disciplined study of logic is no longer a desired quality in students. The classroom has taken on the appearance of a fact-memorization factory; and one may even express grave doubts about the relevance of many of those facts.

A mind trained no farther than rote parroting-regardless of how neat and precise it may look-is a listless mind with no center. It reaches out for vagaries and abrupt spectacular lies, hoping to find what it is missing. But the search produces nothing of value, because to discover logic, one must learn the whole subject as a branch of knowledge, not as a flicker of common sense sparking here and there in the landscape.

A society filled with people who float in the drift of non-logic is a society that declines. And in its decline, it accepts preposterous leaders and bizarre, self-sabotaging programs. Ideologies that deny individual freedom and independence are welcomed with open arms, because they mirror a muddled people's desire to confirm that failure is the inevitable fate of all of us.

Therefore...

When in the course of human events, education becomes so degraded that young students are no longer taught to reason clearly:

Citizens have the right to rebuild that system so the greatest contribution to Western civilization-logic-is reinstated in its rightful place.

Logic, the key by which true political discourse, science, and law were, in fact, originally developed, must be unearthed.

That key, without which the American Republic could never have been founded, will be inserted into the lock of our society, so that a rejuvenation can eventually take place.

Logic and reasoning, the capacity to think, the ability to analyze ideas-which has been forgotten, which has been a surpassing virtue in every free civilization-will be restored.

We fully recognize that once a vital thing has been misplaced, buried, and covered over by mindless substitutions, people cannot immediately recognize the original thing has any importance, meaning, or existence.

To declare its importance makes no sense to "the crowd." They look bewildered and shake their heads. They search their memories and find nothing.

They prefer to adhere to rumor, gossip, accusation, wild speculation, and fear mongering as the primary means of public discourse and assessment of truth.

These habits light their paths. These reflexes give them some degree of pleasure. These idols become their little gods.

To win out over such attachments and superstitions, we will have to pledge our efforts to the long term.

But if our labors bring rewards, we can once again bring import to education, and to the founding of the Republic that cut a wide swathe through darkness.

A string of direct and distracting abuses has saddled our schools. Among them:

Teachers believe they need to entertain children, in order to capture their attention;

School systems have substituted the need for public funds in the place of supplying a sound education;

Under the banner of political correctness, school texts have been sanitized to the point of sterility, in order to avoid the possibility of offending, to the slightest degree, any group;

Therefore, students rarely confront information in the form in which it is delivered, in a flood, every day, to people all over the world;

Students have, in this respect, been coddled;

Subjects, such as sex education, which belong in the family, have been delivered into the hands of schools and teachers;

Indeed, in certain respects, schools are asked to substitute and stand in for parents;

Masked as "learning opportunities," various political agendas have been inserted in school curricula;

The basis on which the founding documents of the American Republic were debated and drafted-logical thought-has been eliminated from the curriculum as a serious discipline;

Therefore, students drift and grasp at superficially attractive ideas and fads of the moment;

In this respect, freedom has been reinterpreted to mean "mental incapacity and wandering thought";

The vast contributions of the ancient Greek civilization, where logic as a crucial subject was born, have been minimized or summarized in sterile fashion;

The profound devotion to logic by Thomas Jefferson, author of the Declaration of Independence, and James Madison, the father of the Constitution, has been forgotten altogether;

Logic, the connective tissue which binds together the progression of ideas in rational argument, has been kept away from students;

The result is the production of shallow minds that cannot see the architecture of reasoning;

Students, at sea, begin to invent wholly insufficient standards for accepting or rejecting various points of view and supposed authorities;

Students lose their true independence without ever having gained it;

The low level of overall literacy in our schools is matched only by the non-comprehension of rational thought;

In the presence of these and other deficiencies and abuses, students are pushed through, from grade to grade, graduation to graduation, as a bureaucratic function, regardless of their ability.

Therefore, in light of these intolerable circumstances, citizens of good intent declare that, in all ways possible, we will change this system. We will urge, demand, and if necessary assume responsibility for, teaching children the missing key to education.

Logic; the capacity to reason, to think lucidly; to separate sense from chatter; to discover deception and avoid being influenced by it; to remain free and independent from the shifting opinions of "the herd"; to maintain personal liberty in the face of every spurious enticement to abandon it; to come to grips with those competitive sets of First Principles which will either lead to freedom or slavery; these are the stakes in our time.

This is the crossroad.

We choose the path that can bring us the fulfillment of a worthy goal.

We choose reason over vacuous mindlessness.

We, who still know the power of the mind, and who understand how the founders harnessed that power to shape the great documents that yielded up, and still yield up, liberty, can bring, out of the dust of recent history, an education that truly trains the intellect.

Logic is the foundation of such an education.

JON RAPPOPORT
www.nomorefakenews.com
Jon is the author of LOGIC AND ANALYSIS, a unique course for home schools and adults.

SLV^GLD
15th November 2010, 12:13 PM
So, I have to email Mr. Rappoport in order to obtain this course in Logic and Analysis but I can buy all the "magical" texts and thyroid pills I want directly from his site?

Bigjon
17th November 2010, 08:18 AM
So, I have to email Mr. Rappoport in order to obtain this course in Logic and Analysis but I can buy all the "magical" texts and thyroid pills I want directly from his site?


Go ahead, he won't bite, he's a nice guy, who I have talked to before at one of his seminars. I'm pretty sure he is Jewish, but he is a straight shooter as well... well all the magic stuff kind of put me off and I haven't paid much attention to him until he started this logic business.

Logic is very important to me and I did study it formally, just enough to write a proper math proof.

If you do tell us how much the course costs?

SLV^GLD
17th November 2010, 08:26 AM
I conflated your username (specifically the spelling) with the fact you posted this to arrive at the assumption you might be Mr. Rappoport.