reSee.it - Related Video Feed

Get your kids out of government schools if possible. The education system has been intentionally federalized and influenced by atheists, Marxists, and humanists, who reject Christianity and promote secularism as an alternative religion. This shift began long before the 1960s, rooted in the progressive era, with a deliberate effort to remove God from schools, disrupting traditional family relationships. In the past, schools included the Bible and prayer, but modern interpretations of the First Amendment have led to their removal. The pledge of allegiance, originally lacking "under God," was altered during the Cold War. The education system promotes democracy, which the founders opposed, and the left manipulates language to create alternate realities, using schools as a means to increase control and power.

Teachers are trained to discourage independent thinking in students, promoting blind acceptance of information. Questioning is discouraged, with textbooks and authority figures seen as the ultimate truth. Control over media ensures that people only receive information approved by those in power, whether through government censorship or private interests.

Control of the most intelligent, powerful species on the planet would be to completely divide them from the love within themselves. As soon as they are old enough to begin creating an understanding of who they are, force them into a system that teaches them that it is wrong to be yourself if yourself is different from what is accepted as normal. Confuse them about their own biological makeup so that they think that permanently altering their body is the answer to happiness. Require their daily attendance at an institution that makes them focus only on the information that is provided. Make them attend that institution from age five until an adult and repeatedly test them on the information so that it becomes their truth. Give them an explanation to everything so that they never have a chance to make their own assumptions of the world. Scold them and humiliate them if they suggest an opinion that opposes that of their authorities. Keep reminding them of how cruel their ancestors were to each other in the past and broadcast how cruel they are to each other in the present. Only show them tragedies on the news so that they live in fear and think the worst of one another. Convince them that their species used to be that of an incognizant wild animal. Make them think that their very existence is so incredibly random that they lack purpose and struggle to make sense of a creator. Tell them that their kind is as smart as they've ever been so that they don't question the integrity of the system that they're in. Provide them idols with artificial beauty and use them as examples of what it is to look perfect so that they are never content with their own appearance and can't help but to compare themselves amongst each other. Create addictive digital platforms that rank them by numbers so that they base their self worth off of the amount of followers that they have and are never satisfied. Build a society around them in which those who have money benefit and those who don't fail. Make money their main focus, but make it so difficult to accumulate that they remain in a place of constant struggle, forced to dedicate the majority of their time to the system that made it this way. Tax them in every way possible, but tell them that it's for their own benefit so that they don't think twice about paying it. Take so much of their time and energy throughout the week, but give them two days to themselves so they feel a sense of reward and don't fight back. Promote the consumption of poison in every social setting so that even on those two days, they remain disconnected from themselves and each other. Pump their food with excess sugars and addictive chemicals, but make it cheap, advertised, and easily accessible so that they never stop consuming. When their food makes them ill, prescribe them medication that only masks the symptoms so that they become dependent on it every day. Charge them so much money for health care so that they stay in a constant loop of consuming, medicating, and working. Cause chaos amongst them and blame it on a group of their own so that they form judgmental stereotypes. Turn them against each other in so many ways so that even if they were to connect on one, they would still be divided by another.

A community trains its teachers to discourage independent thinking in students. They believe it is their responsibility to shape their opinions and discourage questioning. The control extends to textbooks, where students are reprimanded for questioning the justice of law courts. The media is also controlled, either by government censorship or private interests, ensuring that people only receive information that aligns with the agenda of those in power.

People can learn things they enjoy, like improving a golf swing, because they pay attention. Different personalities are suited for different fields like math, philosophy, or engineering. It's about finding what aligns with your thinking style, but traditional education, designed by the Rockefeller family, aims to create factory workers and soldiers. Starting education at age five allows for early indoctrination, separating children from their parents and having them taught by people they may not respect. The speaker recalls feeling this disconnect as a child, questioning why people they didn't respect controlled their education.

They don't want your kids educated, don't want you thinking too much. Our world is filled with distractions like TV, drugs, to keep you entertained and stop you from thinking. Wake up, powerful people control your life without you knowing. Many Americans suspect this, but are too busy to act. What can one person do?

Education is flawed and unlikely to improve because the true power lies with wealthy business interests, not politicians. These owners control land, corporations, and media, shaping the information we receive. Their goal is to maintain a population that is obedient and minimally educated, ensuring people are just smart enough to perform basic tasks but not to question the system. They prefer workers who accept poor job conditions, lower pay, and diminishing benefits, including threats to Social Security. The system is designed to benefit the few at the expense of the many, leaving citizens without the critical thinking skills necessary to challenge their circumstances.

What if I told you that every single day kids go to school, they become less intelligent? The speaker argues that there is so much more than just one type of intelligence. While school can increase academic intelligence by teaching subjects like physics, algebra, and calculus, it is diminishing the children's creative intelligence. The claim is that schooling teaches them to think in a particular way, to follow a defined path in life rather than exploring a broader range of possibilities. The argument continues that school promotes a conventional sequence: go to high school, get a diploma, go to a good college, and then find a stable, respectable job. It is suggested that this path is presented as the ticket to success. The speaker questions this premise by posing a rhetorical counterexample: if that predefined path were truly the key to success, how is it that the speaker stands there today? How did the speaker, described as a straight C student, start a technology company at the age of 16? The implication is that there are dimensions of intelligence and potential that academic performance alone does not capture, and that real innovation and achievement can arise from abilities beyond traditional academic measures. From this perspective, the central message is that conventional expectations about education and success may overlook or undervalue nonacademically measured talents and ingenuity. The speaker emphasizes that there must be facets of intelligence—creative, practical, entrepreneurial capabilities—that do not align neatly with standard academic metrics. The claim is that meaningful impact and world-changing outcomes often come from deviating from the standard script prescribed by societal norms about education and career paths. In closing, the speaker delivers a single, pointed takeaway: no one has ever changed the world by doing what the world has told them to do. This concluding assertion reinforces the idea that transformative progress typically arises when individuals pursue paths that challenge conventional wisdom and resist the pressure to conform to a uniform route. The message ends with a simple expression of gratitude: Thank you.

Our education system promotes intellectual passivity. Teachers often discourage questions to stay on schedule, which limits deeper understanding. For example, introducing Shakespeare to 10th graders can be problematic; many students struggle to grasp the material, leading to frustration. This approach seems misguided, as it aims to create well-rounded individuals but may instead stifle genuine interest and passion. Instead of forcing a broad curriculum, we should allow students to pursue their strengths and interests, potentially nurturing future experts in various fields.

The education system in Western Civilization was designed to create workers for industry, focusing on conditioning children to be better employees. This approach led to a monotonous public that lacked critical thinking skills and instead regurgitated information. Education should aim to enlighten people and promote freedom, but when thinking is suppressed, tyranny and oppression prevail. The systematic approach to education limits our ability to think creatively and solve new problems. Western culture was built on challenging old norms, as seen in the American Revolution. However, today's education system discourages questioning and conformity is encouraged. To change this, we need to differentiate between training and education, engage in longer conversations, and prioritize critical thinking.

Children's education depends on their parents being wise and healthy. The current education system focuses on indoctrination rather than critical thinking. Historically, the system was designed to control slaves by keeping children busy and obedient. Today's education system still reflects this model, discouraging creativity and independent thinking.

The speaker argues that indoctrination in schools and universities is far beyond what parents realize. He shares an example: a man in the Bay Area with daughters in a high school asks them who the first presidents of the United States were. They can name Washington, but when asked what they know about him, the response is that he was a slave owner. The conversation underscores that, beyond mentioning slavery as a horrific institution, there is little knowledge about George Washington. The speaker concludes that, while slavery is horrific, we should still know more about George Washington than that.

Schooling is criticized as a government-controlled system that stifles creativity in children, turning them into obedient individuals. The strict rules and regulations mirror a prison-like environment, conditioning kids to submit to authority. Mandatory schooling is seen as a form of slavery, producing citizens who comply with orders without question. The system aims to create a standardized population that benefits corporations and maintains power structures. The state enforces strict punishments for non-compliance, treating students like factory workers meeting quotas. Until mandatory schooling is abolished, children will continue to be raised as slaves, primed to accept subjugation in adulthood. Translation: The speaker criticizes schooling as a government-controlled system that stifles creativity in children, turning them into obedient individuals. The strict rules and regulations mirror a prison-like environment, conditioning kids to submit to authority. Mandatory schooling is seen as a form of slavery, producing citizens who comply with orders without question. The system aims to create a standardized population that benefits corporations and maintains power structures. The state enforces strict punishments for non-compliance, treating students like factory workers meeting quotas. Until mandatory schooling is abolished, children will continue to be raised as slaves, primed to accept subjugation in adulthood.

The speaker argues that sending children to a government-run school system at age five resembles an institution that trains obedience rather than independent thinking. They describe schools as places with eight-hour days under flickering lights, processed cafeteria food, purportedly fake history, and a focus on memorization over critical thought, urging students to raise their hands, stand in line, and not question rules. The speaker draws a parallel between schools and prisons, suggesting both restrict questioning and enforce authority. They claim the Rockefeller family, historically associated with shaping the medical system, also funded and shaped the modern education system. The assertion is that this influence was intended not to empower children but to create obedient workers who serve the system without question. The speaker cites John D. Rockefeller, saying, "I don't want a nation of free thinkers. I want a nation of workers," and asks whether the school system was created for the benefit of children or for the power and control of its creators. The overall message is a cautionary view of education as a tool for conditioning conformity and maintaining systemic control, rather than fostering independent thinking. The speaker concludes with the disclaimer, "I'm just a conspiracy theorist."

In America, there is concern about the indoctrination of students, which is seen as a form of Marxism and socialism. This ideology is being spread by individuals in government and schools, and it is considered extreme radicalism. The indoctrination is often disguised as promoting equal rights, but it is actually about teaching Marxist and socialist ideas. This indoctrination has started in private schools and is now spreading to charter and public schools. Students are being encouraged to spy on each other and not trust their parents.

Education will never improve because the wealthy business interests who control everything don't want an informed population capable of critical thinking. They own and control the land, corporations, politicians, media, and even the justice system. They spend billions of dollars each year lobbying for their own interests, which involve taking more for themselves and giving less to everyone else. They want obedient workers who are just smart enough to do their jobs but not smart enough to question the system. The game is rigged, but most people remain ignorant and apathetic. The American dream is a lie that requires people to be asleep to believe it.

The administration is fighting to remove critical race theory from school districts. Children will be taught to love America, be patriots, and embrace civic values to receive federal taxpayer funding. As the Department of Education closes and funding shifts to states, the administration will ensure funds are not used to promote communist ideology. A nation cannot teach its children to hate themselves or their country to be successful.

Education is flawed because the wealthy control everything, including politicians and the media. They want obedient workers, not critical thinkers. The system is rigged against hardworking people, who keep electing those who don't care about them. The rich want more for themselves and less for everyone else. The game is rigged, but many don't realize or care.

Speaker: Jared Cooney Horvath I am a former teacher turned cognitive neuroscientist who focuses on human learning, and I do not receive funding from big tech. A sobering fact our generation faces is that our kids are less cognitively capable than we were at their age. Every generation has outperformed their parents, and that is what we want: sharper kids. The reason for this largely has been school. Each generation spends more time in school, and we use school to develop our cognition until Gen Z. Gen Z is the first generation of modern history to underperform us on basically every cognitive measure we have, from basic attention to memory to literacy to numeracy to executive functioning to even general IQ, even though they go to more school than we did. So why? What happened around 2010 that decoupled schooling from cognitive development? It can't be school. Schools basically look the same. It can't be biology. This hasn't enough time to change. The answer appears to be the tools we are using within schools to drive that learning. Across 80 countries, as Jean was just saying, if you look at the data, once countries adopt digital technology widely in schools, performance goes down significantly to the point where kids who use computers about five hours per day in school for learning purposes will score over two thirds of a standard deviation less than kids who rarely or never touch tech at school, and that's across 80 countries. Bring it home to The US. Let's go to The US. We have our NAEP. That's our big data. Take any state. Here's a fun experiment you can try. Take any state NAEP data. Compare that to when that state adopted one to one technology widely, and watch what happens. The NAEP data will plateau and then start to drop. And, of course, this is all correlative. What we really want is causation. To get causation, what you need is academic research, and you need mechanisms, explanations for why we're seeing what we're seeing. Luckily, we have academic research stretching back to 1962 that shows the exact same story for sixty years. When tech enters education, learning goes down. In fact, because what do kids do on computers? They skim. So rather than determining what do we want our children to do and gearing education towards that, we are redefining education to better suit the tool. That's not progress. As we go through our discussion today, there will be a lot of talk about smartphones and social media, rightly so. But I’m the voice here to remind you that even in schools, it doesn't matter what the size of the screen is. If it's a phone, if it's a laptop, if it's desktop, and it doesn't matter who bought it. Is it school sanctioned? Does it have the word education stamped on it? It doesn't matter. All of these things are also gonna hurt learning, which in turn are gonna hurt our kids' cognitive development right at the time when we need our kids to be sharper than we are.