Journal of the International Chamber of Justice – Volume 1 Issue 17 July 4, 2009


GOVERNMENT SECTOR RELATIONS- IV

Education and Freedom
Shaun Kerry, M.D.
Diplomate, American Board of Psychiatry and Neurology

Throughout history, there  has been an unending saga of domination; one group seeking to dominate another.  There have been bitter struggles over slavery, voting rights, civil rights, & national control.

Seemingly, we possess an insatiable, destructive need to control each other. If history teaches us anything, its that we’re terrified of relinquishing control.

In past times and in other civilizations, parents often prearranged the marriages and selected the occupations of their children.  Many aspects of our society have gradually moved away from this model of constraint.

Many educators, however, feel a need to control the lives of their  students through the rigid determination of their curriculum.

Students, many of whom are otherwise creative or non-competitive, find themselves in an unfavorable situation:

Although school may be untrue to their personal constitutions, they must complete the process and eventually graduate, in order to be accepted by society.

Rather than considering a person’s substance, our society only places value on a person’s credentials.  Many students react to this system by becoming indifferent; they react by not learning.

In his book Schools Without Failure (1969), educational reform pioneer William Glasser, M.D. notes that prior to entering school, children are far more optimistic.  Although reality is sometimes harsh, many children use their creativity to help them cope with adversity, and make life fun.

Glasser notes that during his early childhood, he was never asked to succeed according to rigid and time-constrained standards.  If he failed at a task, he was never labeled as a failure, he learned to use his brain for its basic function: thinking.

In schools, however, children discover that they must use their brains mostly for memorizing rather than exploring their interests, expressing their ideas, or solving problems.

Even worse, much of what they are asked to memorize is irrelevant to their world.  Often, their reaction to this is either social withdrawal or destructive anger.

Still, this process continues.  When we force someone to memorize certain facts, and they replicate those facts on a test, we are satisfied that we have successfully controlled them.

Educators must stop acting as controllers, and instead, become managers.

We must be conscious of the knowledge that people who desire a system of rigid control are the most driven to obtain positions of power and authority.

Unfortunately, most children are not capable of understanding what is happening to them in our present educational system.  They are berated by a constant dialogue of blame and fault.  They accept the system as the way things must be; realizing that one either must ‘play the game’, or accept the consequences of defying the norm.  Very often, this results in anger or apathy.

Coercive psychological systems violate our most fundamental concept of basic human rights.  They violate individuals’ rights that are guaranteed by the First Amendment to the United States Constitution and affirmed by many declarations of principle worldwide.

 

GOVERNMENT AS A COERCIVE PSYCHOLOGICAL SYSTEM DAMAGING MINDFULNESS?

Families and Mindfulness
Shaun Kerry, M.D.
Diplomate, American Board of Psychiatry and Neurology

Mindfulness is at the very heart of the family.

Much has been written about healthy family functioning, but please consider this medical and psychiatric perspective.

Politicians often speak of ‘family values’.  The mind is not an empty vessel into which you pour information.  It is a complex and delicate apparatus and we must take the time to learn how it works.

In general, men have the most difficult time adjusting to family life experiencing difficulty in commitment, showing real love, and being good fathers or husbands.  Many years of study have led me to the following medical explanation of these problems.

Today’s schools are utterly unsuited for most boys.  The experience constitutes prolonged, sustained, mind control.  This creates bitter feelings in the mind’s emotional center, the limbic system.

To ease the pain, the brain gradually severs the neural connections between the limbic system and the rest of the brain.  We can damage personality with the best of intentions.  The limbic system is responsible for human bonding, love, empathy, and commitment.

Although a full explanation is far more complicated than this, most people are unwilling to read a long and detailed discussion.

To many people, this notion will seem very strange, even inflammatory.  After all, most schools exude the appearance of maturity and stability.  But it is our belief systems that are at fault.

  • We have the power to change some things, but not others.  A psychiatrist has to face this issue just like everyone else.
  • A family with problems is a group of individuals who lack mindfulness.
  • The most productive way to foster mindfulness in society is to attack fundamental misconceptions that exist among our leaders.
  • In doing that, we will have the greatest positive impact upon the family.
  • It is far easier to prevent a problem, than to cure it after it has started.  This is particularly true when it comes to psychological issues.

Many people blame the parents.  But the parents were raised in the same school system.  It is better to attack false ideas and damaging practices; blaming people solves nothing.    (both articles ©Shaun Kerry, M.D.)

False ideas and damaging practices

We reprint these articles in the context of the mindfulness of those who serve government in decision-making capacity who may well understand what Dr. Kerry is writing about.

Some of our controlling ideas are false ideas, some practices are damaging practices. Ideology or competing characterizations can not find out which is which.

Only a system view can offer a guiding vision for the future of governance and the future of the Democratic Republic form of government.

Belief systems of governing elites

Control is better than cooperation to many people, especially to those charged with certain government functions.

This seems reasonable and no doubt government must exercise coercive controls in many different types of conditions including flood and storm disasters and evacuations.

In other conditions, control can restrict a people in a way that diminishes marketplace advantages of a diverse society and can reduce productive output if fear & repression replaces hope & adaptability as a way of life.

Government: Bully, protector or helper?

Whatever the nature of any government we must and will find a way to work together with those charged with decision-making.

We fully recognize the diversity in the global mix of both the forms of government and the many different styles of leadership and specific needs of a people that outsiders can not know.

Whatever a governments nature, our goal will always be to serve those directing government in ways that distributes programs & services while building confidence in the government in place.  We are not government and can not provide that for people.

We will not stay away because we don’t like this or that about the regime, our need to serve the people of the world supersedes many considerations including our personal safety.

Retrieving lost governments and restoring trust in the Rule of law

Regardless of any disagreements we promise to work with any government decision-maker to help them help their people prosper.

Through the Internet, our networking and training programs will assist every locale on the globe, its people, government and commerce sector in economic development and sustainable growth so they create prosperity for themselves and their community.

© Published by The International Chamber of Justice, 65 Dr. Martin Luther King Jr. Ave, St. Augustine, Florida, USA 32084  COB and CEO Roger G. Jolley  chamberofjustice@ymail.com

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