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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.

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?

Parents are seen as temporary caretakers, and our governments and courts don't prioritize a parent's right to raise their child. We are indoctrinated from a young age, with our parents' help. The word "childhood" suggests hiding and being cold. Historical definitions of "human being" imply that we are monsters resembling lower animals. Our language tells us that we are born as monsters, rented out by our parents to be indoctrinated by the government and corporations. Our words shape our reality and fate. Language was originally used for magic, and writing or speaking initiates rituals. Books and words have power to summon and enslave. Our daily routines, occupations, and pursuit of money create a war-like environment. Weekdays weaken us, and weekends are a time of indulgence in alcohol, which is associated with spirits and entities.

Schools are criticized for training people to be ignorant and lacking in critical thinking skills. They are seen as tools for the military industrial complex, producing obedient workers. However, parents can counteract this by providing alternative education at home. Encouraging creativity, reading diverse materials, and watching educational television can help children develop their thinking abilities. Parents should support their children's intellectual growth and not just focus on their success or being well-behaved.

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.

People are controlled by fear and demoralization. Educated, healthy, and confident individuals are harder to govern. Some may not want people to be educated, healthy, and confident because they would become uncontrollable.

Education will never improve because the "owners of this country" don't want it to. These "real owners" are the wealthy business interests that control everything, not the politicians who only provide the illusion of choice. These owners possess everything, including land, corporations, and the government. They control the Senate, Congress, state houses, city halls, and judges. They also own the major media companies, thus controlling the news and information the public receives.

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.

Education struggles because the true owners of this country—wealthy business interests—control everything. Politicians are merely a facade, giving the illusion of choice while the real power lies with those who own the land, corporations, and media. Their goal is to maintain a population of obedient workers, not critical thinkers. They want people just smart enough to perform tasks but not question the system, which has been deteriorating for decades. As they seek to reclaim retirement funds and Social Security, the average citizen remains unaware of the manipulation. This is the reality of the American dream: it requires being asleep to believe it.

The American public education system is based on the Prussian model developed in the late 1800s. The Prussians created this universal education system because they feared losing military superiority and wanted to produce mindless, obedient soldiers. This model was then adopted in the U.S. in the late 1800s by corporate figures, before Mussolini, who sought to produce obedient workers. The desks are in rows, there are factory bells, and there is top-down leadership because of this. The schools were built aiming to eradicate the will of the students to ensure obedience.

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."

People are controlled by instilling fear and demoralizing them. Educated, healthy, and confident individuals are harder to govern, which some may view as a threat to control.

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.

I did some investigation into the derivation of the American public education system and found out that it was based on the Prussian model. And the Prussians produced a universal education system in the late eighteen hundreds because they were afraid they were losing military superiority, and they wanted to produce a cadre of mindless obedient soldiers. That was expressly the purpose. And then that model was adopted by prototypical fascists in The US, again in the late eighteen hundreds. This is before Mussolini and all of that time. Corporate types mostly who wanted to produce cadres of obedient workers.

The reason education sucks is the same reason it will never be fixed: the owners of this country don’t want that. The real owners are the big wealthy business interests that control things and make all the important decisions. Forget the politicians; politicians are put there to give you the idea that you have freedom of choice. You don’t. You have no choice. You have owners. They own you. They own all the important land. They own and control the corporations. They’ve long since bought and paid for the senate, the congress, the state houses, the city halls. They’ve got the judges in their back pocket, and they own all the big media companies so they control just about all of the news and information you get to hear. They’ve got you by the bulls. They spend billions of dollars every year lobbying. They want more for themselves and less for everybody else. But they don’t want a population of citizens capable of critical thinking. They want obedient workers because they own this fucking place. It’s a big club, and you ain’t in it.

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.

Society conditions people to be blind followers, making them ideal slaves who depend on leaders like politicians and priests. Blind obedience prevents rebellion, allowing for easy manipulation by those in power. Stupid individuals are drawn to roles like politicians and priests.

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.