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The Future of Education



This essay addresses what reforms may be undertaken to improve the quality of pupils in America and the Western World at large. It also bases its motives upon debating which values are in their very essence of importance and which others are inherently of a lower priority. The ultimate conclusions are discovered to be freedom, creativity, and genuine happiness. The ability to understand and relate to others, contributing directly to the ability to understand and relate to oneself, is named the ultimate trait in the next generation of educational endeavors. In order for education to be effective, it is necessary that the leaders realize emotion’s powerful role in learning and focus curriculum on the soul as much as on the brain.

Wil Bishop

19 May 2017

Mrs. Akers

College Reading and Writing

Education: Facilitator of Assimilation

Thesis statement: Although it has been the norm for ages, education based on authoritarian teachers and docile students needs to become a relic of the past.


Poor Ratings

Stability Lacking

Foreign Ideas

Strained Representatives

Biased Aim

Societal Pressures

Civil War

Upset Public

Conceding I

The Opposition I


Bad Timing

Mythology + Propaganda

Old Ideas


Conceding II

The Opposition II

Linguistic Gymnastics

Gratis is not Libre

Facts or Fallacies?

Metric Future

Importance of Streamlining

United Together

A Smarter Future

Conceding III

The Opposition III

Closing the Curtain



All for One; One for All

Wil Bishop

19 May 2017

Mrs. Akers

College Reading and Writing

Education: Facilitator of Assimilation

Although it has been the norm for ages, education based on authoritarian teachers and docile students needs to become a relic of the past. Allowing the teacher to define what is right and wrong to students is simply giving them too much power. When the opinions of students and teachers differ, the administration will usually take the side of the faculty, resulting in a loss of self-worth for the pupil (Marx 336). Their ideas are not worth as much as that of the teacher simply because they are not in an economic or political position where respect is warranted. Microaggressions like these are “hostile towards a truly progressive learning environment, in which pupils feel open to expressing their struggles and opinions openly with professors” (Marcuse 124). To aid the teaching of the youth in a way that all can achieve mastery, attempts must be made to include more of the population than just the best scoring in the process. The hierarchy must be stopped before it is started (Reich 321).

With this in mind, the educators may continue to strive for higher standards in their education of the youth. Most valuable is the installation of core values (Nietzsche 134). However, these are to come in tiers, the highest and most important tier being the logical tier, which shall be shared by all individuals. This shall possess the core concepts of perception in the modern world which are essential to coexisting without major upsets, as well as the structural support for debating skill and intellectual prowess. The next, more subjective tier is societal pressures and ideals. These shall be mainly based upon the acceptable actions and laws in certain regions. More regionally comes the cultural core, with the traditions of one's family and community. Closest to the individual are the individual’s self interests, which cannot be forced upon them or taught to them directly. Through exploring the logical, societal, and cultural realms, the individual shall successfully come across his or her core values which are independent of surroundings and unique to them. To truly have an independent view of the world, the pupil must first be given the proper information to make factual and emotional observations which prove to be objective. Without this skill, many would fall into the trap of mindlessly being representing by a cause rather than taking control and letting their life represent the cause (Alinsky 54).

In his psychological tome, Fromm wrote about the way in which vertical relationships are harmful for the human soul, saying that "any attempt to mechanize man would end in a miserably bored man and an abysmally short-sided machine" (113). Yet this is exactly what is being allowed to happen, with many students reporting that they feel invaluable and unintelligent compared to what is expected of them. No longer are individuals expected to be individual. This contradiction is based on seeing people as assets, using them for their capital-generating potential, teaching them to be mindless drones instead of truly educating them with worldly knowledge. To create a worker who is used to taking orders, you must use the same tactics in raising and educating that individual. However, if the world is to become a more open and free place, it must generate free-thinkers, starting with an education which does not reward conformity but individuality. While conformity may seem promising for business and capital-generation, it actually proves to be a great source of morale-degradation, and therefore a great obstacle for true productivity and achievement (Kozol 144).

To aid this, I propose a strict policy of humility and honor. For every loud genius, there are a dozen silent ones suffering from the inability to have themselves heard. Although it is important to reward the strong and the quick, it is also essential to reward them with enough self-discipline that their self-assuredness does not cripple the educational prospects of others. If the measurement of success is arrogance and smugness, then all of the kind and emotional individuals will either fail or become smug and arrogant. Those who are celebrated in academia must not only represent those with talent, but also those with a good attitude towards their work and the world at large. The benefits of a society in which not only merit in the traditional sense, but also in a more abstract form, are made very clear in Alinsky’s seminal magnum opus (42). It is most important now, in a secularized society, that the institutions of learning attempt to once again instill their pupils with some moral compass which exceeds both skepticism and superstition. They must spark belief in connecting the entire world through peaceful means, while allowing each sector to stay its own separate nation. Students shall remain convinced of a world in which countries and people can disagree without a resulting war. They shall develop character by understanding silence and fasting as well as speech and consumption.

The reality of this teacher depends on the adaptability of teachers. Without reputable teachers, the youth lack a true group of role models other than their parents, who might not be the best role models in the first place. This is why teaching needs to be seen as an occupation equal in prestige to doctors and engineers. In most other developed countries, teachers are some of the highest-paid and most valuable members of society. However, in American culture, teachers are often some of the lowest-paid individuals for having a definite profession. Tenure and summer break are powerful, but it is important that the social status of educators is raised to its true level, as facilitator of knowledge and assistant to the youth. The future depends on the youth, and the youth depends on teachers. To get the most advanced individuals to teach, it is essential that teaching is allowed to be seen as a truly powerful and great profession. To get the spirit of the children to be inspired and empowered, the educators must share those same values and expectations which will bring about the best aspects of that particular individual (Fromm 33).

Also, education needs to be modernized. It is essential that computers are truly taken advantage of in the modern educational realm. The internet provides so many new and engaging ways to learn that it would be simply foolish to ignore its potential. In his 1987 book on education reform, Herbert Marcuse said that “it would be completely and utterly stupid to let technology pass education by the wayside” (13). The way in which public education has ignored the advancements of the current world used in every other field is nothing short of ridiculous. This does not, however, mean that education should become more like a conveyer belt than it already is! It is important that education is also humanized, to the point where lessons and students are no longer seen as commodities, test scores and school funds, but as their own selves, independent of their economic benefits.

Another important aspect of education is cultural enlightenment. This is important because it should be noted that education not only has to do with understanding of STEM and classical literature, but also of cultural changes throughout time and at the moment. It is also important to have a strong hold on social justice and cultural appropriation. It is important that the secular public education delivers a pro-world, and not only pro-European, view of history and culture. To give the people more heart, it is important that they learn to accept that opinions and emotions are at times more important to a debate or difficult circumstance than pure fact, despite our wish that it be purely rational. In his Gay Science, Nietzsche said that the degradation of man occurs when man turns in his manhood and animalistic nature for a purely logical mindset (122).

History of concepts is extremely important as well. Without cultural enlightenment, the youth will not truly understand any of the content that is taught. It is essential that schools not only teach the material, but where it came from, and how those who discovered it went about discovering it. This is so important because this is a time when the truth is quickly changing, with new results changing old ideas. To understand how ideas are made, it is essential that students how ideas are disproven as well. Without this knowledge, people will not be able to grasp the concepts of changing facts and will be stuck in their ways despite new facts appearing to the public from trusted sources. This results in a slowing of progress over time, with many old, outdated sources taking advantage of long-held prejudices and ideals.

They say that an equilibrium happens by having professors from multiple disciplines and opinions. But this is not true. If a pupil has liberal science and history teachers, and conservative math and computer teachers, its social views are going to be entirely left wing, despite having two teachers of each ideal. It is essential, then, that teachers act as teachers of all ideals and not just of their own, as the free market approach to ideas does not work with teachers found within different subject matters. The only way to truly teach in this way is to embrace postmodernism to the highest degree, a sort of academic nihilism, in which intellect and philosophical inquiry surpass any logical or reality-based obstacles. While many prefer to criticize this somewhat-elitist type of thought, it is important to reflect on its benefits. There are many questions in the universe more complex and abstract than the length of pipe and the weight of frozen yogurt. In order for the world to collaborate and achieve new heights, the people must be educated in such a way that their potential may surpass their original data input. Manual data input occurs when knowledge is simply recalled and not truly discovered, yet this method is not truly effective in discovering new units of knowledge. The ability to adapt intellectually is extremely important in times of

paradigm shifts, in which the long-understood norms of one belief system or society are completely unearthed and cast aside (Alinsky 42). How would the public deal with such a situation with access to only manually-entered data? An even better example is the thought of morality without faith: how may we retain law and order without religion if we don’t promote total tolerance?

The only way to escape this prison complex is to make education popular amongst its customers. Research shows that many Americans feel as if the education system is too focused on useless information and needs to be more centered around pragmatic knowledge (Kozol 43). This disapproval increases as the education in question becomes more theoretical, with many very upset that so much time and money is spent on seemingly useless philosophical content (Adorno). This, however, does not stop Dell from postulating that this type of education is the most fundamental in the development of free-thinking, civil citizens of the world (13). In order to achieve reverence for this level of education, public opinion must be altered by way of popular endorsement. It is important that the media and general populace of higher powers respect those of higher education, but also that they do not push that agenda, as that would turn people off of higher education and make it appear elitist (Zybertowicz 7).

Both communism and capitalism agree that the future of education rests upon power given to the people and not to the state. Despite this, education in America has continued to grow stagnant (Adorno 124). The education system is no longer in the hands of the people, but in the hands of policymakers, themselves puppets of largest corporations which just happen to produce educational material which is sold for profit to the same schools which the policymakers represent (Zybertowicz 423). Imagine the outrage which would be apparent if taxpayer dollars would be used to fund public transit which was only useful for traveling to and from the local government building, with all profits delivered to the same company which paid the representatives to have it built in the first place. Most would call it bribery, yet in the educational marketplace it is a practice found to be quite commonplace. Obviously, this is not the right way to design the very institutions which are almost entirely responsible for the personal, emotional, and intellectual growth of the youth.

The power hierarchy in the schools supports a hierarchy later on (Marx 324). In order to have a free and equal society, it is essential that we raise a free and equal youth and do not allow predetermined factions to push into our secular methodology of child-rearing. This may be achieved by increasing availability of adult education across the nation and the world, enabling older individuals to relearn what they might’ve missed during their first run through the school system. It is of the utmost importance that parents know how to handle their children in a psychologically beneficial way for both parties, in order to avoid potential conflict (Dell 34).

Many question the validity of such a system. In Utopia, Schaer points out that most of  (34). This skepticism, however, can be attributed to messy semantics, misunderstanding or misrepresenting the true definitions of freedom and self control, switching out the terms for similar concepts when it benefits their argument, as described by John Locke in his Of the Abuse of Words (53). There is no argument except for the belief in an argument, fabricated from incorrect phrasing and unfair judgements. For example, the listing of authoritarian actions taken by utopian societies overlooks the similar authoritarian actions taken by democratic societies in similar desperate situations.

The main argument against a government-based curriculum is that it, more than ever, treats students as machines and test-taking-drones, with no true consideration for their personal self-actualization (Wood 22). However, this is a slightly misguided assumption. While there is merit in the claim that common core does in a way reduce pupils to the facilities of taking tests and practicing obedience to authority, it also does the exact opposite and encourages creative approaches to old problems. The answer never matters so much as the system used to come up with the answer. This is, of course, helpful in situations where the answer may change from time to time, as the paradigms shift. There is also the fear that the government will include propaganda in the lesson plans, but that would also be apparent in most private industries due to social pressure. The greatest source of education would be an unbiased source which is not concerned with the opinion of the general populace for matters other than contextual understanding and cultural studies.

The strongest opposition is provided by current corporate owners who are flattered by the system which grinds children into machines. This system is also beneficial for shielding the pupils’ consciences away from the fact that they could be replaced by machines if efforts to own their labor are not taken. The sort of docile behavior and passivity expected of the students is precisely what the greater population of business owners are interested in.

In fact, the majority of people in Western Europe have a favorable opinion towards this more open and creative system of education (Adorno 34). This is coupled with the fact that Western Europeans are among the most highly educated in the world, surpassing American children 150% (Kozol). This all begs the question, who doesn’t want this system? The intellectuals, experts, and general public all seem to agree, so who is holding up the system? The answer is two-fold: Firstly, the system itself upholds its moral compass to such a degree that any changes or reforms are prevented in an attempt to contain radical thought or revolutionary intent (Zybertowicz 44). This has been manipulated in such a way that it cooperates with the second culprit responsible for the slow adoption rate: the rich business owners and social elites (Marcuse 154).

Another argument is brought up by Perelman, consisting of the belief that the best approach to freeing education is to let it go to the market (Perelman 32). While a nice idea in theory, allowing the free market to control education is dangerous because it could easily lead to a monopoly. If previous generations are taught to think one way about the education systems given by specific businesses or corporations, they will continue to learn from that institution, which will continually self-promote itself. This effect can be seen in the media, where the journalists are taken prisoner by views, clicks, and watch time in the digital age. Not only are the people too uneducated to favor fact over fiction, but this choice of giving free reign to the market would only allow for more ignorance, and in turn, more power being given over to the companies. Whatever will earn them the most money is what they will teach, so favoring a religion will be popular in religious areas, despite its potential lack of authenticity or dedication to actual enlightenment and education. Letting people hear what they want to for profit is not education, it is petty theft.

Works Cited

Adorno, Theodor Wiesengrund. The jargon of authenticity. London, Routledge,


Alinsky, Saul David. Reveille for radicals. Vintage Books US, 1992.

Dell, Floyd. Were you ever a child? New York, S.n., 1921.

Fromm, Erich. Escape from Freedom.

Kozol, Jonathan. Death at an early age. New York, NY, Bantam, 1970.

Locke, John. Of the abuse of words. London, Penguin, 2009.

Marcuse, Herbert. Eros and civilization: a philosophical inquiry into Freud with a

new preface by the author. Boston, Beacon Press, 1974.

Marx, Karl. Capital. (London), Penguin Books, 1985.

Nietzsche, Friedrich Wilhelm, et al. Thus spoke Zarathustra. Franklin, TN, NAXOS

Audio Books Ltd., 2005.

Perelman, Michael. “Privatizing Education.” Monthly Review, vol. 57, no. 10, Apr.

2006, p. 45., doi:10.14452/mr-057-10-2006-03_4.

Reich, Wilhelm. Mass psychology of fascism. Place of publication not identified,

Aakar Books, 2015.

Schaer, Roland, et al. “Utopia: the search for the ideal society in the western

world.” The New York Public Library. 2000.

Wood, Peter. Drilling through the Core. Boston, Pioneer Institute for Public Policy

Research, 2015.

Zybertowicz, Andrzej. “Privatizing the Police-State.” Privatizing the Police-State,

2000, pp. 154–185., doi:10.1057/9780230511699_8.

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Largest Allo group chat in English (love the new link sharing feature, was much needed)

The True Form of Life

Romance is a heavenly plaything.
Governing is a game of war.
Status and power are the core tenants of social darwinism in the modern age.

My one main disagreement with orthodox Marxism, and one thing I greatly admire about the Soviet Union, is the inclusion of the intelligensia. The intelligensia is not higher than the workers, yet it is somehow separate: the workers focus on their work, living life, in that reality. The scientists, mathematicians, polymaths, etc., focus on larger problems and questions, investigating the true meanings of life and existence. Both focus on a separate realm of reality. Whereas the workers are more in touch with the natural form of humans, the intelligensia embody an understanding of the natural form. Together, they push the whole of society onto an aim for greater similarity with pure nature, the greatest state of being in existence, the purity of infinite fitness and impartial indifference.

This separation from the harshness of nature in order to better understand the harshness of nature is in no way a faith of similarity to the Abrahamic religions of weakness, just as the strengthening of the state in order to establish a global nation which can then dissolve its state in order to become more fluid is different to any number of nations which increase their federal powers gradually to in turn eventually form a singular global union.

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Happy 4/20, friends! 😊

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Haha so close!

+wilsebbis​ is a baller 😎

365 Days of informative Google+ Posts:

Many of those who are critical of Christianity focus on such topics as the Crusades or abortion clinic bombings. However, if you look at it from a much broader angle, you find that there is really nothing beneficial about Christianity in the modern age. With so many answers now readily available through scientific discovery, the religion only serves to push claims which are either overly simple or unnecessarily complicated. When you debate Christianity, don't go for the low-hanging fruit. It only serves to weaken your point, as your straw man arguments may be easily dismantled. Take on the beast directly, making sure you have an argument that holds up, else silence yourself for the sake of the movement at large.

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