The Journey Podcast 33. John Klyczek: Data-Mining Our Kids to Create a Post-Human Society

Author John Klyczek and publisher Kris Millegan discuss John’s book, SCHOOL WORLD ORDER: The Technocratic Globalization of Corporatized Education — how Skull and Bones, the infamous secret society, used philanthropy and stimulus-response psychological conditioning to create workforce training for a globally planned economy — and the ulterior motive behind education technology: data-mining students to develop artificial intelligence and transhumanist biotechnologies in order to establish an authoritarian, post-human society.

J: There are two parts: the privatization or corporatization of education, changing academics to workforce training, through public-private partnerships that eliminate elected school boards, and ed-tech, which lets the privatization morph into a technocracy, with the technologies conditioning students psychologically and biologically and causing them to interface with the technologies – that’s the transhumanist part.

K: Skull and Bones has been involved with education since they began, in 1832.  Antony Sutton wrote about how they control it (AMERICA’S SECRET ESTABLISHMENT: An Introduction to The Order of Skull and Bones).  Basically, Dewey and Mann brought over the Prussian education system, which is compulsory and teaches kids what to think instead of how to think.

J: Daniel Coit Gilman, Andrew Dickson White and Timothy Dwight are the “Troika.”  They instituted the stimulus-response psychological conditioning, to remove critical thinking, and overlaid the Hegelian philosophy of the “slave-master” complex, to collectivize students to obey the State as God marching on Earth.

K: You look at the 8^th-grade tests that people were taking in the late 1800s, and I don’t know a lot of college graduates that could pass some of those tests.  We’ve all heard the term “dumbing down.”  That’s quite a reality, wouldn’t you say?

J: You go into education because you want to help people.  And the rhetoric is all about helping people.  Then after four to eight years of study, you’re invested in the system, even if you can break through the cognitive dissonance [and see what’s really happening].  Sometimes, those with the least formal education are the sharpest thinkers.

Charlotte Thomson Iserbyt and John Taylor Gatto exposed a lot – the stimulus-response conditioning, workforce training, the big foundations controlling the agenda – how to make a managerial class out of some of the students who would inherit the system and sit over the worker class.

K: Most interesting about Gatto, he’d take these kids who had given up and in three years basically give them a full education to where they could go to college.

J: Gatto found that the goal of education was largely to keep you in arrested development, to prolong your childhood.

K: What would you like your book to accomplish?

J: I would like it to stop or put a big monkey wrench in this technocratic takeover.  I’d like to get it in the hands of teachers unions.  I talk about the protection of pupil rights.

K: What can we do?  How can we change this?

J: I have a five-point program of solutions.  Local control/public control, by the people who pay the taxes, not these corporate stakeholders.

Abolish the psychological conditioning as a method of teaching — removing rewards and punishments, detention and gold stars, those external incentives to learn, which destroy internal curiosity, and removing that from the ed-tech — the teaching machines, adaptive learning software, biofeedback wearables, and all that type of stuff.

Honor student digital privacy.  The only data we should be analyzing is how the student performs academically, not their mental health or how at risk they are for juvenile delinquency.  Those things need to be in their own sphere and not blurred into a single corporate-government apparatus that’s managed by one big data system.  To the extent a certain amount of data needs to be transmitted to use some of this technology, maybe there’s a way to manage our own accounts and we can have the right to be forgotten.

Then teach the trivium — grammar, logic and rhetoric — and have it grounded in some sort of metaphysics, meaning, there is a truth higher than what is efficient for government or corporate prospectus.