Modern culture and the learning that is behind it is a word game! In a purely defined sense of same the complexity of the terminology explains the ever more extraordinary task by virtue of the use and redefinition of words in an organized system that can be conveyed in a precise manner to others. The use of same within this version of ‘modern’ culture takes on another significant role. That of organized crowd control. Crowd control is based upon taking the mentality of the student from a synchronous real time level of outside supervision and replacing it with an asynchronous self-imposed set of external guidelines subject to change by outside prompting. One becomes one’s own best social critic and administrator based upon the current officially voiced trend of the day. Part of this strategy of mass rule is constant sense of destabilization or never quite knowing where one stands. The Mass media system of opposite polarities of opinion provide the necessary daily crisis to drive the herd.
The ideas of stimulus and appropriate response ever promising implicit reward is the foundation of the pyramidal society. It makes one so much more important and signifies a necessary needful function to make up and re-interpret existing terminology. Every cartel is made up of a inbred franchise of insider named gambits that the outsider is encouraged to be aware of if nothing else but by rote assent. These alignments by emblematic terms set up a tribe within which the useful outsider is encouraged to dwell. The newly coined terminology acting as both buffer and limit in the sense that the new user’s creativity and initiative is confined by the narrow definition of these arbitrary terms.
Intonation by generic authoritarian vocalization further creates a narrowed controllable identity. The game goes along the line of ‘master’ and ‘servant’ where all parties are engaged in a guessing game that many times results in simply the exercise of authority. The political democratization of the learning process allows for the exercise of ultimate authority from far above the level of the immediate instructor. In real sense, this is a form of communist re-education that emphasizing ‘group think’ that outs both class and instructor always vulnerable to the vagaries of the winds of constant change that blows from the remote platform of the real masters. Acronyms provide another coding structure to always keep the focus of the group between two impossible to define polarities and thus maintain the necessary balance to control all parties through a constant atmosphere of instability.
The backbone of this form of indoctrination assumes that the group is more intelligent than any one individual including the one tasked to lead. It’s ultimate purpose is to instill an authoritarian mentality within all involved. The element of fear is imposed based upon a denial of basic resources if any party hesitates to embrace the latest flavor of dogma. One is no longer a teacher but a ‘facilitator’ or someone tasked for enacting policies from echelons further above. The benefit of the group is always actively touted as the ultimate goal is of course to create lockstep alignment in the pyramid below the all searching eye. The concept that there are fiver separate definitions to the teaching process and that one be a ‘facilitator’ or manipulator cognizant. An ‘assistor’ rather than an initiator. thus leaching out all personal inspiration and harnessing the efforts towards a commonly held official viewpoint.
Patterning material in a redundant medium such as a multiple choice based environment where the student has the right answer, however enigmatically posed before them gives the illusion of education based upon the tasking of the student’s intellect to figure out the coding of the test rather than the content supposedly implicit within. The advantage to think independently for one’s self in arriving at conclusions that defy the conventional answers is thus squelched. The rules of the game take on a role far more important than the transferred essence of the topic supposedly being taught.
Constant incessant monitoring is an underpinning to verify compliance of all within the ‘community’. The drab grayness of a totalitarian society should be replaced by a livelier sense of uniformity of content leading to the same consistent repetitive message. Deviations from this model invite censure and eventually expulsion. Assessment must be based upon instilling an innate reflexive self-assement tendency within the learner. The facilitator operating to refresh the candidates to make this instinctive within them. The process being based upon validation versus correction. The grading system provides both crook , flail and feather in this regard. The illusion of professional omniscience within the medium is enhanced by the predetermining of appropriate topics by scripting the encounter.
The most useful illusion is one of universal equality and access fostered by handy techniques of first name basis and collective reference when expressing ‘desirable’ goals.