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                      %POLITICS OF FORMAL EDUCATION 791222

     Formal  education robs students of political power by
seducing  them  into formal patterns  which  discount  the
importance of students' personal sensory experiences.   By
neglecting  to  focus  upon  students'   personal  sensory
experiences teachers in a powerful way teach students that
their personal sensory experiences are not important. Once
the  students  have  accepted the notion  that  their  own
personal  sensory experiences are NOT important they  have
lost the major check upon  excessive  power  vested in and
exercised by teachers,  and the educational system becomes
politically  unbalanced.   If the students do not check up
on their teachers by appeal to personal sensory experience
---     they tend to become the victims of their teachers'
set of  priorities---which  are  often  not congruent with
their personal needs, desires, and potentials.

     Unchecked  political  power corrupts the  people  who
have  it.    Teachers who are free to tell their  students
what  is  and what is not important without  the  students
having  the  means to check them,  are people  who  become
corrupted by the unchecked power.  Once students have been
divorced from their feelings and emotions, as well as from
their direct sensory experience of their environment; then
the  students  may  be  guided  to  set  their  priorities
according  to the dictates of their teachers.   They  will
not  be able to perceive that they are being seduced  into
political  impotence  and slavery to  traditions.    Thus,
those  educators  who would hold onto their power move  to
insure  that  students do not trust  their  own  emotions,
feelings,   and  sensory experiences---if they  are  still
aware of them.

     Dictatorships  take care to prevent small  groups  of
people  from gathering together to plan the  overthrow  of
the dictatorship.   In small groups people become aware of
the  degree  and  nature of their servitude,  and  of  new
perceptions  which  point the way to freedom.    For  this
reason dictatorships inhibit communication---often through
institutions  dedicated to the promotion of  communication
(limited  to  broadcasting).    Such institutions  do  not
promote dialogue, they promote the "official line".   They
focus upon formal communications and laws, not upon love.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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