The David Knight Show - INTERVIEW School World Order

Episode Date: July 21, 2023

How is the global corporate technocracy controlling education?How do they intend to push children into a eugenic future?John Klyczek in his book, "School World Order: The Technocratic Globalization of Corporatized Education", breaks down the history, tactics and goal of the fascist "Public-Private Partnerships".Find out more about the show and where you can watch it at TheDavidKnightShow.comIf you would like to support the show and our family please consider subscribing monthly here: SubscribeStar https://www.subscribestar.com/the-david-knight-showOr you can send a donation throughMail: David Knight POB 994 Kodak, TN 37764Zelle: @[e-mail] App at: $davidknightshowBTC to: bc1qkuec29hkuye4xse9unh7nptvu3y9qmv24vanh7Money is only what YOU hold: Go to DavidKnight.gold for great deals on physical gold/silverFor 10% off Gerald Celente's prescient Trends Journal, go to TrendsJournal.com and enter the code KNIGHTBecome a supporter of this podcast: https://www.spreaker.com/podcast/the-david-knight-show--2653468/support.

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Insurance is provided by IptiQ Life SA. Leah Healthcare Limited. Trading is Leah Life and Leah Healthcare is regulated by the Central Bank of Ireland. For fastest providers, see leahlifeinsurance.ie forward slash fastest. All right, welcome back. And the book is school world order let me get this where i'm not getting uh some glare on it school world order uh the author is john kleizig and uh he i think uh want to thank jason barker for telling me about this and actually buying this book and sending it to me so thank you jason appreciate it Let me tell you just a little bit about John,

and then we'll let him tell you about his book. He has an MA in English and has taught college rhetoric and research argumentation for over a decade. His literary scholarship concentrates on the history of global eugenics and Aldous Huxley's dystopic novel brave new world he's the author of this book here school world order the technocratic globalization of corporatized education and he's a contributor to unlimited hangout new politics the center for research on globalization activist post and many other publications and he is also holds a black belt

in classical taekwondo certified kickboxing instructor under the mutai boxing association so be nice to him because and pronounce his name correctly i think i do have your name correctly john kaisak is that correct klasik you got okay klyzik um thank you for joining us and um uh let's talk a little bit about this because there's it's a very long list of adjectives they're technocratic globalization corporatized education but those are all very significant and so tell us uh how you see this folding out i see your work work, by the way, let me just say this, and you actively acknowledge this is really kind of an extension of what Charlotte Iserby began talking about, but you're bringing it up to date and fleshing it out with the current situation, as well as a lot of the organizations that are behind this. But it really is a global thing.

It really is part of the global technocracy as well, isn't it? Yeah, definitely. Yeah, it definitely is an extension of Charlotte's work. One of the most significant things that she did was leak something called Project Best. That was basic education skills through technology. And effectively, it was a plan to corporatize the education system through public-private partnerships with big technology corporations that would implement skenarian operating conditioning to condition students for workforce training uh and i have recently in the last couple years i guess it was after the book anyways recently after the book uh wrote a piece on a a package of files that she gave me on something called unesco study 11, which was actually sort of the international version of Project BEST. Or another way to say that is that Project BEST

was sort of our domestic version of this UNESCO project. And so that sort of gives you an overview of sort of the technocratic, the globalist, and the corporate angle. So the book basically goes through the evolution of the privatization of big government schooling, and then sort of looks at how that is going to be facilitated through these ed tech partnerships. And then I sort of go through a series of different technologies that are being implemented. And those are adaptive learning courseware, socio-emotional biofeedback wearables, and then eventually brain-computer interfaces that will hook up to social credit algorithms. There's a lot of stuff there.

But, you know, basically you talk about school world order, and if we understand what the new world order is, I would say, and we'll see if you agree with this, this really, when we're talking about global governance, it is a fascist merger of government and these multinational corporations the technocracy is a key part of it and so what you do in terms of talking about school world order you show how this is being used as a seminal way to establish that new world order getting the kids at an early age uh the public private partnerships that you're talking about that is a a real concern every time we see that you know you understand what is happening with that, of course.

And whether we're looking at the green agenda or whether we're looking at the pharmaceutical agenda, there's always these public-private partnerships. It's always a merger of governments and corporations for global governance, and that's what is really happening with the way these, um, these, uh, the schools are being redesigned, these educational programs. Talk to us a little bit about, um, what was going on with Betsy DeVos because you talk a great deal about Trump's education secretary, uh,

the corporation that she had before she became a education secretary, her vision of that and how she's moving along this public private partnership and this, you know, uh, their vision of what they want to do with kids, basically. Yeah, so there's three significant things that point out as far as DeVos's corporatization agenda. And so one would be her connection to a company called K-12 Inc., which was the first virtual charter school that was ever established. It's one of the largest, it might be the largest in the United States at this point. It was actually created by Secretary of Education Bill Bennett, who took the torch from T.H. Bell. T.H. Bell was the guy that set up Project Best. So he basically carried on the tenets of Project Best and eventually developed this virtual charter school out of that agenda. Betsy DeVos was involved in the funding of K-12 Inc. early on. She was also heavily involved in something called

ALEC, so that's the American Legislative Exchange Council, and what they do is basically create boilerplate legislative templates to hand out to various state and federal representatives, and then they take that draft and they make their own bills based on it and so one of the things that came out of alec was something called the virtual public schools act and um devos uh was on uh she also helped fund alec with uh some of her charter school non-profits so one is like the american federation for children uh and then the third thing that's significant to note about DeVos was that she was invested, I think she was on the board of trustees or the board of directors of a company called NeuroCore.

NeuroCore traffics in EEG wearables. So these are some of the biofeedback wearables. It's basically a halo or a headband that the kids can wear and it data their EEGs while they're doing work. And then it takes various algorithms and sort of tracks their personalized learning based on those headbands. That's one of the things in your book that I thought was very interesting, and I'd not thought about this before, and that is how important it is.

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The more data they can get, the better their AI is going to be. And so they're trying to grab this stuff from our kids. And it's not just looking at their test score results or their essays and everything, but your point that it's actually looking at their, uh, uh, their, uh, uh, EGs or whatever, looking at the brainwaves that they've got. It's absolutely amazing how manic they are about following all this and very sinister, I would say as well. Yeah, it basically, you know, the way I looked at it was that, you know, they tout this stuff as it's going to personalize learning for the children. But actually, whatever the children might be learning from these technologies, the AI is learning more and it's learning faster which leads me to conclude that the the basic premise or the

actual the primary goal is the data mining to develop the ai it's not the use of the technology to develop the children and you know interestingly enough so the the biofeedback wearables and the adaptive learning course where the biofeedback wearables are basically data mining students emotional or feeling algorithms the adaptive learning course where is data mining what they call their cognitive behavioral basically their thinking algorithms and it's all based on operant conditioning stimulus response loops which you can basically just convert to from stimulus response to input output and you take that feedback loop and that's basically what feeds uh the artificial intelligence so for people who

don't know about what what i mean by stimulus response it's basically the it's the basis of all behavioral psychology it was started by wilhelm blintz he came up with the first laboratory psychology department uh in leipzig germany and basically his theory was that all of human consciousness all of learning is actually just neurological reflexes to environmental stimuli. So, you know, the classic example would be like Pavlov's dog, right? And so, you know, you can associate natural responses to natural stimuli. You can condition artificial responses to artificial stimuli by putting the two together, right? So associating the food and the dog, right? The food is the natural stimuli, the dog salivates right so associating the food and the dog right the food

is the natural stimuli the dog salivates if you associate the artificial stimuli being the belt you can associate that with the salivation you can condition the dog to salivate so basically you move down the line over you know several decades you get to people like e.l thorndyke and eventually uh bf skinner and basically he takes this idea of stimulus response, adds a series of rewards and punishments, and puts them in four quadrants, positive and negative, and then converts those stimuli to what he called learning stimuli. So he had these analog teaching machines,

and he basically, you know, so the learning stimuli would be, you know, the questioning, multiple would be, you know, the questioning, multiple choice, matching, something like that. The response is how the student performs on that. So the analog machines would have a little wheel, remind me of the old Viewmaster. So it'd be like an analog box. You'd have like a disc with the different learning stimuli, different question, answer, short answer, etc. Then there'd be two slots, one where you read that and one where you describe the answer.

As you went forward, it would give you an automated feedback. Then eventually, they would also program some of these to distribute chocolate to have the reinforcement mechanism. You just take that concept and you digitize it, replace the gears and wheels in the paper and pencil with clicks on a mouse and clicks on a keyboard. Maybe you gamify it, make it some video games in there, some other multimedia to make it more interactive. But the idea is basically the same, that what they're data mining is the feedback loop between how the student responds to whatever prompts they have in the curriculum.

And I think one of the things about it, you know, B.F. Skinner, his book Beyond Freedom and Dignity, when I saw that, and again, that's always been a big part of educational curriculum. Karen had that as she was getting her master's degree in education. It's like, what is that? And I started reading it. It's like, this is horrific because his idea is that we are all simply animals and he can manipulate us very quickly. And his training mechanism has been very effective for training animals, you know, pigeons or dolphins or whatever, dogs, cats, you know, his operant conditioning, you associate the

clicker training, if you've ever seen that, that is very effective, but they treat us like animals. And he says, you don't have that, you know, there's nothing special about you. It's antithetical to everything that we believe religiously, everything that our society is based on, the Bill of Rights and all the rest of this stuff. We don't have intrinsic rights. We're no different from the animals, and they treat us as animals.

And that's a very telling thing that that's become so central to their point of view. That's how they see us. And then also the fact that they feel entitled then to manipulate us for their purposes. And that's what we're seeing with these corporations and these people. You pull in all the different relationships between people like Betsy DeVos and where they're having meetings and they've got Bill Gates, Bill Gates and, and, uh, Tim cook and Betsy device DeVos and, um, uh, Peter Teal, all these people who are essentially looking at how they can make money off

of us and also how they can control. That's really kind of the, the public private partnership, isn't it? Uh, control for government and money for these corporations. And they see us as their, their slaves to manipulate. Don't they? Yeah, and they basically see us as the term they use is human capital. And so one of the terms that's often used is human capital management. So not only are you the workforce drone,

but you're also, and not only are you the consumer of the product that you produce, but you are yourself the product, right? You are the reservoir of data that they're using to basically create this artificial intelligence that will be used to basically dictate your life through social credit systems that will basically permit or restrict your access to the public square commercial services everything from healthcare transportation housing education jobs uh they even have you know in china they have blacklists uh for you know so you can't even gather in public and things if you have you know a wrong think in some of your uh social media speech and and whatnot uh but you know as you

know it basically is the repudiation of anything regarding uh our notion of a soul or consciousness right and so for uh skinner you know basically uh in that book beyond freedom and dignity what it indicates is that for him you know the very notion of morality of consciousness of free will like these are all basically antiquarian sort of superstitions uh that that have gone by the wayside and that you can't actually say that someone is wrong or bad or immoral. You can only say that the environment that he or she is responding to was not organized properly, right? In other words, whatever immoral actions this person might exhibit, it has nothing to do with the nature of their own solar consciousness it has everything to do with the stimuli that they're uh responding to

and you know once you reduce human consciousness uh to basically algorithms to basically stimulus response inputs and outputs uh you know we're left in a situation as you sort of uh alluded to in which the very notion of any form of democratic uh self-governance is also antiquarian because if there's nothing if there is no consciousness right there is no agency then you have no you have there's no justification for you to oppose or to resist any, the larger social credit system, right? It's a social credit system. If we can come up with the data that will make you behave in the proper manner, it doesn't matter what you might, you know, in your, in your illusionary conscious think to, to rebut, because that's all just ephemeral it's like uh in in homo deus that's uh yuval herari's book uh where he goes deep into transhumanism he he equates uh consciousness

basically the analogy he uses is to the roar an engine makes as it's flying through the air right the roar that an engine makes it when a plane is flying is entirely secondary right it doesn't actually propel the vehicle through the sky, right? It's just, it's a secondary effect. And so for him, right, the inner monologue that you have inside your head, right, the thing that you recognize as yourself, your consciousness, your soul, that's just the roar of an engine makes. It's not actually, it's secondary.

It's just, it's the sounds you hear when all those chemicals bounce around in your head. Wow. Yeah, but that's a key thing that you mentioned right at the very beginning of that. The fact that they're going to divorce any morality, any responsibility for people's actions. And we see that pervasive throughout our society. Well, you know, we can't, when the liberals, the way that they view crime, for example, right? We're not going to punish this person. We'll send them in.

We'll rehabilitate them with some manipulation. Of course, that never works. But we're not going to hold them morally culpable for anything. They're just the product of their environment, right? You hear that over and over again. Well, where's that come from? That comes from this pervasive idea, BF Skinner and others, of behavioral stuff. But it's also the aspect that we've seen for the longest time that, you know, we know that social media is set up to observe us. They can make money by observing us. They can get a, you know, they can tap into the, to the, the, the hive mind, which is what, you know, Elon Musk is really interested in, I think with Twitter, you know, knowing what the hive mind is all about, but they

can, they can market that they can make money off of it. So we've known for the longest time that, hey, you are the product when it comes to free stuff, free social media, because they're watching and monitoring that. Go on, go on. At this year's Cheltenham, glory rests in the lap of the gods.

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T&C Supply 18+. Bet responsibly. GamblingCare.ie. But you're now becoming the product in a different way. And of course, just by collecting all that information, that gives them the power to control and to manipulate us, especially with the ability of government to force us. That's a concerning thing. But now it's going into another area as they move this into AI and grabbing that information with it.

Let's talk a little bit about the charter school thing, because I've talked in the past with Mark Hall, who's done an excellent documentary called Killing Ed, looking at what was the worst case scenario in a sense of corruption, perhaps, and that is the fatala gulen movement and how much money they were getting out of the charter school stuff. But talk a little bit about charter schools as part of the bigger picture of this global technocracy and this kind of fascist control of our kids from a very early age. So I see the evolution of the American education system in three broad phases. So the first would just be the compulsory education

phase started with Horace Mann in the mid-1800s. Then there we go through sort of a federalization phase. It sort of starts actually with like the foundation funding. So your general education board that was created by the Rockefellers and then your Carnegie Institution, Carnegie Center for Advanced Media Teaching, Ford Foundation, and then moving into the development of first the Department of Health, Education and Welfare, and then eventually the Department of Education. But the third phase is then this corporatization phase. So you basically force everybody to have to go to a state school, then you bloat the budget

with federal dollars. And then as we've seen recently, right, when we hit these budget crises, what happens is this is actually how I started writing the book, because during a time when the governor in Illinois was a guy named Bruce Rauner, he's a big charter school proponent. There's actually a Rauner charter school named after him. It's in the Noble Network of Charter Schools in Chicago. And basically what was happening was the the federal they wouldn't pass the budget which meant they couldn't get state funds which meant she couldn't get federal funds and come to find out one of my departments uh the adult education department that

i was teaching some ged and at the time was actually 90 funded by the federal government so that meant that the whole department shut down so i broke this article of the corporatization of education and charlotte saw it and that was how I got to meet her and all that. But basically, right, they use after bloating, getting you sort of dependent on that federal budget. They sort of pull out the rug and go, oh, here's the solution. It's these corporate charter schools, these public private partnerships. And, you know, the thing about it is and you're seeing this push right now right like this you see it especially as a sort of an election thing uh where the republicans are right pushing a lot of school choice stuff is sort of the antidote to all the craziness that's going on with the wokeness schools right now uh but what you have to understand is that you know charter schools what they do is that it's still a government

school because they're subsidized by federal dollars, right? And once you put the federal strings attached, right, you're That's right. Yeah, you're, oh, we froze there. Okay, sorry. It froze for a second, but we're back. Go ahead. Sorry. It's even worse, Abby, than just having the government school because

yeah, I saw something froze. Where did I cut at? Yeah, it froze, but I think we got you. Go ahead. Continue with where you were. We didn't lose too much of it. You were talking about the federal dollars and how they, if they control the money, they control the purse strings,

they control what's happening. That's freezing up again on us. Okay. Right. And it's even schools because. Are we going to need to? oh yeah let's uh okay so so what the which one i think i think we need to we want to try to re-establish connection yeah let's try to re-establish uh connection and um uh john and we're going to uh we're going to uh cut it and then we're going to recall you maybe uh we'll get something a little bit better i don't know why it's freezing like that i think he's okay should i close out

wait travis says he thinks you're okay he thinks you're okay all right let's just go ahead and continue we're talking about how if they're going to get the the private funds of course the government is going to control it they're going to first bribe people and then they will blackmail you once you get used to their money right that? That's what always happens. So go ahead. Right. And it's worse than just the big government school, because with the government school, at least you have an elected school board, right? Regardless of how poor or whoever might be in charge, you still have access to go and vote the people out, right? With a corporate charter school, that doesn't exist, right? They have a corporate board. There is no voting anybody out, right? You're basically stuck with it. And so, you know, if they can convert a large portion

of the schooling system to this public-private system, basically what you'll have is the removal of any civil recourse, any democratic resource to any elected school board or otherwise. The other thing that should be noted is that the Democrats, the left, have pushed charter schools just as much. So it's not a right wing thing. It's not a conservative thing, not just for the reasons that I just laid out. But you have some I mean, the Obama administration was one of the biggest pushers of charter schools. Arne Duncan, who is the secretary of education and received massive funding from the Bill and Melinda Gates Foundation, he basically, he kicked off all of the charter school privatization in Chicago before he came to be the secretary of education. And then you have somebody like Kevin Chavis. Kevin Chavis,

he belongs to the American Federation for Children, which is that charter school nonprofit that Betsy DeVos is part of as well. And he was also connected to, I believe it was Jeb Bush's Digital Learning Council. And the Digital Learning Council was what came up with these 10 elements for quality digital learning that Alec adopted for the Virtual Public Schools Act. So what you see here is not just that Democrats and Republicans have both pushed it, but they've actually been involved in some of the same foundations and other institutions to promote this. So, I mean, it's not a left-right thing. That's just a dialectical thing. Yeah. Yeah. When you look at these key things that they're pushing at us, you see the uni party in the same way that you see the

public private partnership, you see the Democrat Republican partnership as well, jumping in on this because again, it's the massive amount of money that's there. Now, one of the things that you mentioned, I thought is interesting. One of the things that's driving this with the Republican base, of course, is what we see in terms of the wokeness in this with the republican base of course is what we see in terms of the wokeness in the schools well we got to have more control of the schools and they think that they're going to get that with a charter school uh but you know talk about this because one of the things that the corporations have been selling is this whole idea of competence and so how does this competence thing play off against the woke stuff that is out there?

Well, so competency based education is an extension of something called outcomes based education. Okay. And outcomes based education dovetailed with something that was called PPBS, planning, programming, and budgeting systems. It actually was developed by the RAND Corporation, was first used by the military, and then it was sort of outsourced as a way to plan all the various federal agencies. And the way that they would plan was based on outcomes-based pedagogy in terms of the education institutions, right? So what this means is that you have some predetermined outcomes of two different categories. One would be workforce development of two different categories one would be workforce development and the other one would be what i call the political end or the civic development and

that's basically back in the day they called it values clarification nowadays you know it's all the critical theory woke stuff it's basically uh the re-education of uh the american populist transitioning them from traditional christian values, you know, this new basically post-Marxist or cultural Marxist ideology. And then the workforce development would have to do with the basic job skills that they need. So the way that you train those outcomes, the way you achieve those outcomes through the PPBS is by training the students for particular competencies, okay? And they could be workforce competencies, but they also have social-emotional learning competencies. And the social-emotional, there's something called CASEL,

C-A-S-E-L, I can't remember what the first two parts of the acronym, collaborative, collaborative for something social-emotional learning. And, you know, they have these vague categories of like, you know, teamwork and, you know, grit and self-esteem and things like that uh but the basically on you could you could think of the the social emotional stuff is what's driving a lot of the uh i guess the woke agenda uh but the competency-based stuff in terms of the workforce

would be uh more i guess promoted more by sort of the right of center. And for those that don't know, actually, the charter school movement was actually created by the American Federation of Teachers President Albert Shanker. And the AFT, what was different about the AFT from the NEA was that it was actually, the NEA is largely considered a union of professional associations. The AFT is considered a trade union. And So the AFT was really big on partnering with the companies to basically so that they could get on board with what the industries needed in terms of training the students for those workforce competencies. And I actually stumbled on a document where Shanker admits that he met with the Trilateral

Commission at one point during the 80s, and he also said there was a representative of bankers and representatives from IBM. So the competency-based education is basically the development of the workforce for job skills, but also some of that woke stuff. Yeah, it's kind of interesting to me because, you know, the left loves this woke stuff, and the right is buying into the competency thing. But what they don't realize is that those are both all about, as you pointed out from the very beginning,

is about manipulating the kids as, you know, some, you know, animal devoid of any morality, devoid of any free agency and free will, any of that kind of stuff. And so it's both of them are really skinner-esque in their manipulation. It's just what their immediate goals are focused on. And the left buys into one of those, and the right buys into the other one. And yet the reality is that even competence is not really what our kids need, is it? I mean, there has to be something there where they understand the bigger picture.

I'm thinking, John, back to R.L. Dabney, who was writing about the dangers of government involvement in education, and he said you can train people for certain things, but that's not education. And if you start actually doing education, which in his mind, his view of it was his view of education was completely antithetical to BF Skinner. His whole idea was, he said, look, any kind of competency training where you're training people to do stuff, that's all well and good. That's fine. But you gotta, you gotta have people who have some kind of a moral

foundation or religious foundation, and we don't want government having anything to do with that. And it's going to be real problematic if government is involved in that. And, and, but, um, you know, the rest of this stuff is, uh, if you take that out, you know, what are you going to wind up with? You're going to wind up with these automatons that have, uh, you know, no moral basis whatsoever. And that's what we're really seeing in both the woke and the competence stuff, isn't it? It's just the, the different, uh, angles that people are coming out at it with and what they want out of their kids. And they all see the kids as a product to be manipulated, don't they?

Yeah, I mean, so you point out sort of this left-wing version, this right-wing version, this left-wing version sort of being the critical theory and the woke stuff, basically called for Marxism. So that's basically, you know, basically your leftist Hegelian ideology. And on the right, when you talk about the workforce training, the public-private partnerships between the government and these big businesses to facilitate a planned economy, I mean, that's the fascist anger or the right-wing version of Hegelianism. So what they both have in common, both philosophically and historically,

is Hegelianism so both so what they both have in common both philosophically and historically historically is hegelianism and you know hegel basically believed that it was a collectivist philosophy uh he he basically had this theory that um that history evolves through ideas there's usually a dominant idea that he called the thesis then there's you know the the uh these other ideas that sort of uh that come in conflict with that. And those are the antithesis. And then through that, you come to a synthesis. And for him, the synthesis was expressed in the state, right? So all the contradictions between the thesis and the antithesis would eventually come together in the evolution of the state, which he said was god marching on earth so uh in both instances basically what you have is two two pillars that have built uh what today is called stakeholder capitalism being pushed

by the world economic forum and and the great reset and was actually developed uh in the 70s by klaus schwab um and if and when you look at it what are the two tenets of your stakeholder capitalism well you have your public private partnerships right but then you also have of Schwab. And when you look at it, what are the two tenets of your stakeholder capitalism? Well, you have your public-private partnerships, right? But then you also have your DEI, diversity, equity, inclusion, based on the different stakeholders and with a particular emphasis on what they call community-based stakeholders, okay? And this actually leads us into another, this is sort of the left-wing counterpart to the charter school privatization, and that's something called community schools. And the way that those privatize is through something called wraparound services. And these wraparound services in the

Every Student Succeeds Act, to be a full-service community school, you have to have these public, private wraparound, or sometimes they call them pipeline services and that's where the school plugs into health care uh workforce uh training uh programs with the in-demand industries in the local areas and then also like criminal justice so to uh programs to prevent at-risk youth from becoming delinquents um and so again right you see these sort of this left-wing version this right-wing version but they both basically come together in the same project at the end. Yeah, it's kind of interesting. You're talking about the social emotional learning and the SEL is what we typically see it abbreviated as. And, you know, that that is going in and starting to look at, as you point out, bringing in the larger community aspect, the family, and that type of thing. But, of course, in their vision, there is no family. There's just God marching through society in the form of government.

Talk a little bit about what happened during the Trump administration with Betsy DeVos and some of the things that happened there. As I look at this lockdown, the more I look at it, reading your book, uh, and, and their emphasis, DeVos's emphasis on, uh, you know, remote learning and, and, you know, monitoring the kids, all of that as part of it, I thought, well, that, you know, really played in to kind of their vision of a more technological, uh, uh, education as, as Charlotte Deservey had talked about, you know, the, the monitoring, what the kids are doing, feeding it to them through the computer. That was the way everybody was being forced to operate and

do school during the lockdown. It really helped to advance that. I've talked many times about how it gave parents an opportunity to see what was happening with the CRT stuff and the LGBT stuff in their classrooms. But I think a lot of them didn't really realize the bigger picture of how it was drawing the kids into this technological paradigm of getting their education through the computer box, did they? Yeah. One of the things that was passed early on during the whole lockdown phase

were some new federal regulations on distance learning, and I believe the federal regulations, FR 18638. And what they did was, this is right in the, I don't want to say it's like April, so this is like a month or two into lockdowns. Before these new regulations, you had, a course to be accredited and transferable to other institutions, you had to have a certain number of what were known as Carnegie units. And Carnegie units are measured in terms of classroom hours. In other words, hours during

which the student is in contact with the human teacher, right, in which the student is gaining some form of instruction through interaction with the instructor. And so what these federal, these new regulations did in early April of, I guess, 2020, was they authorized the substitution of that human-to-human interaction, student-to-teacher interaction with, quote, adaptive learning and, quote, artificial intelligence. And then the term CBE or competency-based education is used over 100 times in those federal regulations. So basically what they did was they said that, no, you don't have to have all that human interaction anymore uh we can we can accredit you if just based on the students using adaptive learning courseware which as i mentioned is the modern digital version of the skinner box and one thing i should also add about that is that um the algorithms they tell you like on some of the companies the adaptive learning courseware company some of them are there's clever there's newton uh both of those are funded by peter th, by the way, who had a private meeting with the boss at one point, while

she was Secretary of Ed. But then you had other like smart, smart Sparrow and then bright space leap DreamBox. And in DreamBox, they specifically say not only that the algorithms they use are based on Skinner's operant conditioning algorithms, but they're also based on the same algorithms that Netflix uses for behavioral advertising. So built into it is this, right? It sort of gets us back to, we're data mining students, not just to develop this AI,

but also to enhance our abilities to turn the students into human capital resources. Yeah, it's just amazing how manipulative it all is. And while we're talking about manipulation, we talked a little bit about B.F. Skinner. Define Skinner Box for our audience. Yeah, the Skinner Box, so it's a play on what was called the puzzle box experiments

that were created by E.L. Thorndyke. So, you know, um uh voit was doing what was called basically associative or classical conditioning right just seeing if you could get certain responses in in association with particular stimuli um uh e.l thorndyke would come with these puzzle box experiments where he put the rat in the maze right where the pigeon has to click the button or something like that right to see not just can you have this have the animal associate certain reflexes with certain stimuli but but can you can it be uh performative or to use skinner's term this is why he uses it operate right in other words with the with the right schedule and the right system of stimuli could

you condition the animal to perform operations or procedures, right? And that would be more readily transferable to conditioning a human being to perform particular workforce operations. So that term Skinner box was basically just what he called the little animal, the different experiments he did with his animals. But later when he came up with his teaching machines, he literally said that the, that the, that the teaching machine is my box, right? So for him, the, you could use the scanner box, both as a reference to the animal contraptions that condition the animals, but also the T the earlier iterations of the teaching machines.

And so in a general sense, you know, what we're looking at are more sophisticated and extended versions of the Skinner box. When you're talking about the computer instruction as they're using it, right? Yeah. And honestly, the entire social credit system is just a giant Skinner box, if you think about it, because everything is basically conditioning you to write through rewards and punishments right through like either uh you know in china if you have a really high social credit score you can get discounts on your hotels or right you can uh you can jump to the front of the line at the doctor's office right those would be the rewards the punishments are like uh you know you're gonna have to pay extra if you want that beer this week or you're gonna have to pay extra uh you know to uh play this video game or you're going to have to pay extra, you know, to play this video game, or you're not

allowed in the store today because you're not up to date on your vaccine or whatever it might be. So, you know, everywhere you go, every institution, public or private, right, that you're incentivized to basically gain access to these different digital rewards and punishments. It's interesting that we see the same things being used over and over again. They got the same MO for everything. You got to monitor everybody, use that to manipulate and coerce people, but also to have complete foresight as to everything that is happening. There's also a eugenics aspect to this as well that you talk about in your book.

Talk about how they're applying eugenics in education. Yeah, so it really comes out of the mental hygiene branch of eugenics. So eugenics back in the day, there was two branches, right? There was what was called race hygiene, and then there was mental hygiene. And the race hygiene is most well known in terms of Hitler's attack on Jews and other ethnic populations that were not Aryan. Right. And so it's basically, uh, here in the United States would say, you know, Margaret saying her, her intention to, you know, abort black kids, you know, cause she didn't like black

kids, that type of thing. Yeah. Yeah. A hundred percent. And, you know, and it was the Rockefeller foundation from here, right. That funded, uh, the Kaiser Wilhelm Institute for Anthropology, Human Heredity, and Eugenics. And then you had people like Charles Davenport, who was pen pals with some of the people that were running some of the Kaiser Wilhelm Institutes. One of them would

have been Fritz Lenz. There was a couple others that escape me right now. But so the so the Hitlerian Eugenics Project was actually an extension of the American corporatization of the British eugenics project. It started with really with Darwin. And then ultimately, his cousin basically took that idea of natural selection and said, we can basically control evolution. We can steer it through what he called positive eugenics. So that was like inbreeding between the elites and the negative eugenics, which was to sort of call the gene pool from the unfit. And that would be like sterilization, euthanasia, abortion. OK, and those would have been applied in terms of race hygiene just based on your ethnic lineage.

But let's say, you know, let's say you you fit the ethnic profile to be acceptable to, you know, Hitler or whoever. If your IQ was too low or you had some other mental issue, right? Well, you, you still needed to be sterilized or otherwise segregated from society. And that was called the mental hygiene. And one of the aspects of mental hygiene, uh, was based on the IQ tests, which were developed in the early Simon's, uh, Binet IQ tests. Uh, and so basically what they would do is you know you had your mean was 100 uh and then every 10 points below that uh deviation from the average was considered either and these were like scientific terms at the time you had like moron idiot imbecile like these were categories

that would render you to be either uh you a home or sterilized, et cetera. So based on this theory, what you get over time was, well, it basically gets brought back with the bell curve. And Charles Murray wrote the bell curve. And by the way, he has attended Bilderberg meetings. Oh, yeah, he's pushing universal basic income now as well. He's one of these guys talking about losing ground and how the welfare system would not work. But now he's out there pushing universal basic income now as well. He's one of these guys talking about losing ground and how the welfare system

would not work, but now he's out there pushing universal basic income. I didn't know that he had attended the Bilderbergs, but that makes perfectly good sense. Yeah, and I noted that in the book that this libertarian guy is for a UBI. What's funny is one of the things they used to justify their data was something called the Flynn effect. And the Flynn effect basically said this, that. So the question was, you know, after after we discovered the horrors of the Holocaust, you know, eugenics became this four letter word. And they changed a lot of a lot of the eugenic societies changed their name. So the British Eugenics Society became the Galton Institute, recently changed its name again, like this year, last year, I can't remember what it is. The American

Eugenics Society is something like the Society for the Study of Social Biology. Okay, but basically, it went underground into something called crypto eugenics. And those would have been things like, you know, basically, you know, it was Friedrich friedrich osborne you know that abortion was for him uh a good use for um a crypto eugenics and sort of you know what we saw in terms of the concerns of overpopulation over the over the decades that sort of culminated in um in uh you know the one child policy in china these are all these were also you know for people like osborne who by the way was a member of the american eugenics society that these were these were also, you know, for people like Osborne, who, by the way, was a member of the American Eugenics Society, that these were also methods of crypto eugenics. OK, but so people started to wonder or the question was, was that IQ score based on genetics or was it based on the environment? And so they started to do some studies over time to show that iq scores had had risen over over the decades and they

attributed a lot a lot of that to access to education and things but what what they also studied um so somebody like jim flynn he would have looked at that and said see this means that uh to the and and none of these guys are just in one camp or the other it's sort of like right it's a ratio like how much of it is genetic? How much of it is environmental? But for Jim Flynn, it's more environmental. Charles Davenport or Charles Murray, people like that, Richard Lynn. I'm trying to think of some of these other guys that were part of the Pioneer Fund,

which was basically this white supremacist think tank. You had people like Felipe J. Rushton, Arvin Jensen, Linda Godforsen. And basically what people like that would have said is they'd look at the Flynn effect and say, okay, yeah, you're right. Look, you can increase people's IQ with environmental conditions, right? So access to education and stuff. But they said, look, the deviation stays the same. Meaning, right, whites are still at 100 average, black, brown people, right, are going progressively less, and then Ashkenazi Jews and Asians are always above. So, like, even though you can increase the IQ with education and other things, right, the deviation stays the same.

So, somebody like Murray says, this means that we have to personalize education based on a student's genetic IQ. And so the burgeoning trend is called precision education. It's a play on precision medicine, which is a burgeoning field that basically wants to treat all ailments, personalize them by treating them

based on your genetic code. And so one of the ways that they're building the data to sort of apply this to education is through companies like 23andMe, where when you send your DNA in there and you ask them, hey, what's my ethnic lineage?

You can also check this box. And then this box says something like, can we use your DNA for research? Well, if you say yes, right, they'll try to find sequences in there that correlate with other physiological or mental conditions. Maybe it's allergies. Maybe it's IQ. And they've got a whole set of stuff on different sequences that they think, rightrelate to IQ. And I should mention that some of the, that the correlations between these DNA sequences and IQ is it's not much more than 50%, which isn't that high, right? Like when you're talking about,

you know, stuff like, you know, skin color, hair type, it's like 90%, right? I mean like Mendel could, could predict it, you know, just doing his, his punnett squares with with roses and peas and stuff when it comes to iq you can't you can't do it like that but they think you know that it's for them they're if it's you know just like they do with pharmaceuticals if it's more than 50 percent uh you know what i mean that means that means it's applicable right um and so they want to so they want to take that and there's a guy by the name of robert plommen he's actually siding the bell curve and he wants to he wants to apply it through something called the learning chip that would basically keep a record of not just your genetic IQ, but perhaps other learning disabilities.

And then that would set you on the trajectory of what types of adaptive learning course or what types of wearables you'll need to get you to the competencies and the outcomes that they have planned through the PPVS and everything else. Wow. So they're going to look at that and they're going to kind of send you down a track where very much like Brave New World, as you talk about, you know, where maybe they're not manipulating people in the hatcheries, but they're going to manipulate you as you go through the school system to make you somebody who's going to be a janitor or somebody who's going to be a CEO. They put you on these different tracks based on how they so-called analyze your genetic makeup,

which they currently don't know yet. Talk a little bit more about these wearables because that's one of the creepiest things. Where are we with that? I haven't seen much of that in terms of Betsy know betsy devos's um uh what was their their neuron um the the company that she had uh neurocore neurocore yeah i haven't seen much of that what what is the status of that is that really uh is that still kind of experimental have they rolled that out anywhere what kind of devices are they are they working on i you know i i was uh, busy, busy, but I thought

last night and then this morning, busy, busy. It was like, I should have sent him you, I should have sent you the, there's a clip. Okay. And anybody can check it and I'll send it to you afterwards. You can play it on your next episode. It's a, if you go to, uh, if you go on YouTube, you just type in brain co China, uh, WSJ for Wall Street Journal, you're going to get a short little documentary that shows you how in China, how they're using a particular wearable called the Focus One Headband. It's developed by a company called BrainCo. It was developed by a team of Harvard academics in partnership with the Chinese state-owned electronics corporation. And in this short documentary, what you'll see is classrooms

of students with the halo on their head, and it's feeding that data into a dashboard on the teacher's desk. And then the teacher is going to monitor that. And then, you know, basically what's showing is, are the students paying attention? Are they frustrated? Are they daydreaming? Are they enjoying the curriculum? All these types of things. And if somebody's algorithms go funky, the teacher, I guess, is supposed to intercede, right, and maybe help get them back on track. It'll take that data and it'll send it to the parents. So the parents can punish you if you weren't following instructions as well.

And then it goes into the broader social credit database and they show uh they show basically i mean not just the classroom aspects but they just show you know the broad and social credit infrastructure with all the surveillance grid technologies that are basically all all tracking that data and then associating it with your your digital id or your biometric id as you move through real space and virtual space. But in the United States, where we're at with wearables is, actually, there's a company called HeartMath. So right now, we've talked about the EEGs, the headbands that data mine the brainwaves. But there's also wearables that data mine the heart

rate. And one of the companies that does that is called HeartMath. And I wrote about it in my book. They have two products. One is called M-Wave. The other one is called Interbalance. And it was largely piloted, as most of this stuff is, it's piloted to help usually at first with people who have learning disabilities. So, like, this was supposed to help students with, like, who have learning disabilities. So like this was supposed to help students with like who have test anxiety. So you're supposed to put the heart rate monitor on

before you get really worked up on the test. And they have like meditations, like breathing exercises that by the way are trademarked. So I guess you're not allowed to use them outside of the premises or the purview of the product. They even own and control how you breathe, right? Yeah, and it's funny because it's just like it's like it comes out of this new age company uh they have a for-profit branch in a in a non-profit branch they have this multi-level marketing sort of system where you know basically you can be a heart map coach right you can train people

to use this trademarked uh breathing technique but you know i mean they're they're all into this you know communitarian collectivist you know whatnot but but yet they trademark a breathing technique right on a technological device that is going to data mine you uh but so the students use that to like kind of get calmed down before they um before they take the test and just recently i maybe a month or two ago, I got an email from one of the colleges where I teach, one of the community colleges where I teach, I'm an adjunct, so I bounce around at different community colleges. They're using it at one of those schools now. So it's, and I think it was, it was in partnership with the health and wellness center or something like that. So it's not like in the classroom, but you know, if you're

having some stress, you know, about studying or something, I guess you can go to the health and wellness center and they'll hook you up to one of these things. And, you know, you'll do some meditation or whatever, and, uh, you'll, you'll, it'll help get you on point. I can't think of anything more stressful than even from an early age, uh, like you're talking about the kids in China, uh, knowing that, uh, you kids in China, knowing that it's going to know if you're paying attention or not and how good you're paying attention, watching everything that you're doing, feeding it into essentially your permanent record, and this is going to set you on a trajectory for what you'll be allowed to do in your life.

We're seeing this happening, John, with the Amazon drivers who have every bit of movement that they're doing is being watched and analyzed and reported and, you know, that kind of pressure that's being put on people. And this is the kind of, you know, as you're talking about these different aspects and about the eugenics aspects of this and everything, it makes me think of all the worst aspects of all these dystopian films, like not just, you know, Brave New World, but also things like Gattaca, you know, where they're going to, you know, put you on one track or the other based on their assessment of your genetics and your capability. It's such a horrific thing. And yet, you know, when you look, it seems to me that's

kind of where the competency part melds with the, uh, the wokeness part, you know, where they're going to categorize you and put you in a box based not on your skin color or your chosen gender or this or that, but also now based on how they have identified you with your genetics. You're not going to have a chance to try to change at some point in your life or have a chance to really buckle down and work on your merit, you're going to be pigeonholed by these people and they're going to control you for the rest of your life. What a horrific model these people have. What do we do to try to pull back against this? Of course, a big part of it is your book, School World Order, pulling as people can hear, you've got a tremendous breadth and depth of understanding about the relationships and the history of this stuff.

And so that's, what's really good about this book. Uh, but other than educating ourselves about where these people want to go and, uh, and, and, the tactics that they're going to use,

what would you say the best way to defend against this is? So when I wrote it, you know, I'm a public educator. I came out of public education. And when I wrote it, you know, I'm a public educator. I came out of public education. And when I wrote it, you know, this was kind of prescient because it was published in October 2019. It was only a few months since the lockdowns came. And then basically everything that I thought I had about 10 years to warn people about was basically thrust down our throats, right? I mean, we were just all plugged into the computers 24 hours a day. Right. At the time, you know, I was hoping that there might be some way to try to reform public education. So I had like a five point program in there. The first one was to local control, public control.

Right. Means locally elected school boards, no public private partnerships. The other one was to ban the behavioral educational psychology as a methodology for teaching. That doesn't just mean with technology and data mining. It means, you know, the whole reward and punishment system with gold stars and detentions and all that type of stuff. To the extent that we use technology, this is the third premise. There should be no data mining involved, certainly no biometric, psychometric data mining. And then the last two had to do with a return to the classical method,

which is grammar, logic, rhetoric, grounded in civics and history rather than social studies and critical theory with an emphasis on history of philosophy. And, but then grounded in metaphysics, right. And, you know, it's, it's one of the denser chapters because, you know, I'm not quite saying, you know, God, but I am right. Because if truth is objective and morality is objective, that means it's metaphysical, right? It means it comes from beyond our social conditions, right? It comes from the universe, God, nature, however you want to call it, right? And so I thought that if we could at least have a discussion of metaphysics in an educational setting, which is totally gone, right? All philosophy, all postmodern philosophy, there is no discussion of metaphysics or an educational setting, which is totally gone, right? All philosophy, all postmodern philosophy, there is no discussion of metaphysics or ontology. And that's what gets us to this

relativistic state where we can transmute the human person through merging with technology or changing the categories of identity with all this woke stuff, right? But, you know, in the wake of lockdowns and the mandates, I've been promoting, you know, homeschooling, 100 percent homeschooling, pods, co-ops, finding people in your neighborhood. All these other all these other premises still apply. It's just that rather than rather than trying to reform from the inside, I say we have to build an organic, a truly community based homeschooling system. And to do so, you'll need to hopefully find some people around you that are good at that. But what I'm trying to do, like I'm trying to put some courses together through Autonomy University,

that's Richard Grove's organization. And so sort of a basket of these different non-accredited, non-institutional approaches as sort of a broader basket. That would be the best I could. I couldn't agree with you more. You're absolutely right. It's moved too quickly, and it's gone too far, and it's too pervasive in terms of governments and corporations and all the political parties are in on this thing the institutions have totally been taken over and i really do think we have to do this on a parallel

manner and you're absolutely right you know one of the best ways that people can look at it if it's a very rigorous way to go but a classical education is um is really ideal and and to to get people to think about things, as you're pointing out, you know, when, you know, taking out the metaphysical and going really with this Skinner-esque thing, focusing just on us as, you know, our animal nature, essentially, which is what they're trying to do to control us, we have to pull back from that and look at the bigger picture.

And that really truly is the anecdote. And that has to be a part of our education, critical thinking, and all the rest of the stuff. But laying that foundation that is there, getting kids to think about the bigger picture instead of just the immediacy of what they're going to do, I think that is one of the most important ways that they have purged God out of the schools. You know, they focus on these things. I think that is one of the most important ways that they have purged God out of the schools. You know, they focus on these things. Well, we can't have a silent prayer event in schools anymore. That's just the tip of the iceberg. That is just a little superficial thing

that really didn't matter. What is really mattering is what you talked about, the fact you can't even have these discussions, and you will never really have these discussions. One of the things R.L. Dabney was saying is if you're going to pull this into the government, whose version of a reality, a metaphysical reality of religion, of spirituality, whose version is going to be taught? That's why I agree with you. It's got to be done in kind of a parallel way. It's got to be parents who are in control, And there's a lot of people who are looking for

this now. And I think that's, that's the key thing. So you're putting together a curriculum as well. Yeah. So, I mean, I've, I've tried to do some of it on my own. I have like a really short video on introduction to the trivium on my YouTube and my bit shoot. One of the things that Richard Grove is going to help me out with is, is, you know, the time it takes to edit and everything like that. So the first thing that I'm going to do is just do a crash course in the book, but eventually I want to do a series on rhetoric. I think he has some series on philosophy and on basic trivium stuff with some other creators. And the thing that I think that's important about developing these types of courses is that another issue that's not,

that I didn't touch on in the book, but always sort of i think i've always kind of known it intuitively but uh helped bring it to the forefront of my consciousness was a friend of mine who's part of the undercover mothers uh and she's told me that the private schools are just as bad with a lot of this woke stuff and of course they want the vouchers which would just you know, basically federalize them. And so, but the reason why the private schools do that is because of the national accrediting agencies, like the National Association of Independent Schools. So in other words, one of the concerns that, you know, adults or parents have when they bring their kids to a school or when they're thinking about making the decision to move to homeschooling is like, how is it, is my, is my child going to get a good job or be able to go to a good college or, right? Are they going to be afforded the opportunities that they would be

afforded from an accredited school, right? And so at the end of the day, education is really, it's not teaching you, right? It's not teaching you how to think, it's teaching you what to think, but more importantly, it's teaching you, it's, it's accrediting you, right? For your, it's giving you those competency certificates so that you can fit into the planned economy. So we have to actually also break away from the accreditation system through this process of homeschooling and independent coursework. And one more thing I want to add is that this doesn't mean, so when you take your kids out of the public school and you homeschool, you can still go to that public school board meeting and you can still be very careful and polite because you're, you know, because they

want to label you a terrorist, which they've done to many people, but you're still paying taxes. So just because your child isn't in that school doesn't mean you still have every right to go in there and politely with rhetorical savvy, right you know what reforms you would like you can even continue to run for school board so so you know i agree so these two tracks i think i think we need to work them both at the same time right vote with our dollars get out and still put pressure on them through the civic sphere yeah alex newman has has put he says, so your kids are in a burning building. First thing you get to do is get them out. And then the second thing you do is work with other people in the community

to put out the fire so it doesn't burn down the entire community. That's exactly what you're talking about. Get your kids out, take care of your kids, but at the same time, you can still engage the school institutions because it's going to have an effect on the entire community. You're absolutely right. Yeah. And, and the other part of it, I just underscored as well,

that whole thing about accreditation, if they can hold that over you, like the Wizard of Oz at the end of the movie, you want to get that medal saying that you've got a brain or courage or whatever. If they can hold that over you, they've got you. If they're going to hold out this accreditation thing, that means that they're then going to define the test. And then the curriculum is going to then teach to that test so that you can get those,

uh, medals at the end. You want the end product that you want from your kid at the very end is the ability to think and also to have a kid who doesn't graduate with honors, but a kid who is honorable. And if you focus on that and the real stuff, everything will work out in the end. John, it was great talking to you. It's an amazing book. I can't say enough good about this. Again, the book is Social World Order by John Klyzak, right?

Is that the way I pronounce your name correctly? The Technocratic Globalization of Corporatized Education. Thank you so much. It was a fascinating interview, fascinating book. I highly recommend it. We'll get you back on sometime. Thank you. All right, that's it for the broadcast, folks. Thank you. Have a great weekend. Thanks for listening. The Common Man. They created Common Core to dumb down our children. They created Common Past to track and control us. Their Commons Project to make sure the commoners own nothing.

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