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Education Last Updated: Jan 30, 2020 - 11:19:05 PM

Education: Expanding Purpose
By Graham Peebles with comments by Ron
Jan 27, 2020 - 10:00:36 PM

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January 17th, 2020

As the world stumbles from one crisis to another it is increasingly apparent that existing systems and institutions are incapable of responding to the challenges of the time and the growing demands of the people. Creative ways of thinking free from ideology are needed, allowing for a revolution of ideas to take place and new ways of living to emerge based on altogether different values to those that are currently so pervasive; values that cultivate cooperation, tolerance and understanding in place of competition, prejudice and ignorance, and allow for a sense of unity and social responsibility to flower naturally.

At the heart of the required changes - which need to be both gradual and radical - must be education. Like all our current structures, education throughout the world is in crisis; while some flourish under the present approach, most do not. Competition, coupled with reward and punishment and conformity characterize much of institutionalized education; the pressures on children and young people to conform to a stereotype and pass examinations is intense, triggering a global mental health epidemic among under-25-year-olds, leading in some cases to suicide.

[Ron: For some discussion of the origins and development of the current US education system see eg: Dumbing Down US Education: Part I – Background. See:

Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance. See:

General Education Board, Occasional Papers, Issues 1-9, New York, 1913, 6,

Charlotte Iserbyt: The Miseducation of America Part 1-Full. See:].

There are, of course, good schools with wonderful teachers everywhere, but they are handicapped by ideologically driven policies issued by nationalistic government departments that have little understanding of the needs of the child and are obsessed with economic growth.

[Ron: I disagree with the statement that schooling systems in the US and Western nations are 'handicapped by ideologically driven policies issued by nationalistic government departments'. The Rockefellers and Rothschilds and their Talmudic bankster and corporatist brethren and shabbos minions in the US and in Anglo-European nations generally have gradually subverted nationalist educational policies so  completely that they now produce cultural Marxist behaviourist student outcomes that undermine not only virtually all nationalist and Christian ideas, values, customs and traditions but even negate basic common sense. These outcomrs are typified by teaching that children as young as 3 or 4 can chose to change their biological sex and obtain government assistance to obtain the drugs and surgery to superficially effectuate that delusion.].

New methodologies are required that foster a sense of freedom in the child/young person, encourage group responsibility and allow true individuality and creative independent thinking (thinking freed from sociological and psychological conditioning).

[Ron: I disagree. Arguably, children need to learn to take individual responsibility for their thoughts and actions. Only once an individual has achieved autonomy by accepting personal responsibility for his/her thinking and actions can they meaningfully participate in group activities without losing themselves in "the herd".].

This is essential if the children of today are to find within themselves the resources needed to save our planet and re-shape society along more just lines.

[Ron: Children are not going to "find within themselves" the said "resources"unless they discover and learn to commune with ther indwelling spark of Creator consciousness. That is unlikely to generally occur in the current atheistic, materialist educational systems in the Euro-Anglo-US world unless their parents are God-centred and able to counteract the Talmudic influences of the educational and cultural systems in which children are immersed.].

Education and Purpose

Central to the required changes needs to be an expanded definition of purpose/s; a series of interrelated aims underpinning all aspects of education, a deeper understanding of the nature, or constitution, of the human being and the psychological impact of certain teaching and indeed parenting methodologies. Dominant methods employed to motivate students encourage the individual to focus on their own progress, success and material acquisition over the well-being of the group. Such practices work against social unity and therefore peace, encourage corrupt action through the fermentation of motive and feed division. In such a world "we all want to be on top," Krishnamurti says, "and this desire creates constant conflict within ourselves and with our neighbour; it leads to competition, envy, animosity and finally war." It is time this system of conditioning, indoctrination and manipulation was abandoned in favour of a new, creative approach that expands the individual's awareness and cultivates a sense of oneness. As currently constituted, education "emphasizes secondary values, merely making us proficient in some branch of knowledge," Krishnamurti states in Education and The Significance of Life, but "education is not merely acquiring knowledge, gathering and correlating facts; it is to see the significance of life as a whole."

Dominated as it is by competition and comparison and seen by governments everywhere as little more than a supply chain for employers, such an integrated viewpoint within education is made extremely difficult. Children are rarely seen as individuals with certain innate gifts and talents, but as [potential] workers or economic assets; encouraged, forced in many cases through economic pressures, and the impulse to ‘succeed', to move from school to university and into employment as quickly as possible. Such institutions have been tailored, says Noam Chomsky in The Educational Theory of Noam Chomsky, to "meet the requirement of the market," with students, being "trained to be compliant workers". This distortion of function, into a system of conditioning and indoctrination, is far from the purpose of education, which Krishnamurti makes clear, "is not to produce mere scholars, technicians and job hunters, but integrated men and women free from fear."

Together with the media, education has become a major arena of propaganda and conditioning: students are conditioned into competition and comparison.

[Ron: Children are also indoctrinated with atheistic, materialist Marxist socio-political ideas including lunatic Identity Politics, Intersectionality, gender fluidity and LGBTQism. The schools are now also indoctrinating children with demonic Talmudic sexual perversions and ego-centric social and cultural ideas and attitudes that are not merely anti-social but insane.]

The result of both is the facilitation of psychological fear, manifesting as repression, anxiety and stress. Fear inhibits, physically, emotionally and mentally, and is the antithesis of human freedom, which together with the consciousness of this freedom, the 18th century French philosopher, Jacques Rousseau maintained is nothing less than "the essence of human nature". The removal of those elements that create fear, that deny and inhibit would allow this essence to naturally flow, and with it independent thinking, creativity and initiative. From that inspired source ideas consistent with the times will emerge.

[Ron: Modern life and education is essentially a demonic Talmudic construction. Talmudists created the Christian religion and have largely moulded it in their own image so that Jesus the Christ's core teachings have mostly been eliminated or emasculated. See eg: Judaism and Christianity - Two Thousand Years of Lies - 60 Years of State Terrorism -

The Pharisees not only forced the Romans to crucify Jesus in order to surpress his divine teaching, they also influenced Roman emperors to establish the Christian religion to distort and eliminate crucial elements of those teachings.  Thus all reference to Jesus' teaching about the reality of reincarnation and the fact that EVERY ensouled human being is an only begotton son of God, ie a sovereign individual enlivened by a fragment of divine consciousness having a unique personality and free will, were eliminated  from the Bible and the Christian religion. The Talmudists thus reduced the self image of many Christians to an ego-centric animalistic level. Accordingly most Christians and others in Western society today appear to have no real concept of their divine existance and eternal relevance and destiny. Such individuals are easily deceived and infused with fear of death which makes manipulating them an easy task.

Talmudists have also distorted and manipulated the teachings of Muhamad and the Islamic religion. Religions are socio-political control mechanisms which Pharisees, neo-Pharisees and others have moulded into destructive materialistic, anti-spiritual control mechanisms. Real religion is the spirituality that arises when an individual interfaces with his/her indwelling spirit of Creator Source.].

Unity of Life

The individual and society are not separate, but interrelated, interconnected, whether that society is a family, a classroom or school, a neighbourhood, town, city, country or planet.  Each and every one of us is an integral part of the whole, a collective called humanity, and, as the writer and lecturer Benjamin Creme made clear, education should "show the child that it is a member of a world family... that we are not living alone in one large or small country, but in a world shared by 5.7 billion people [7.7 billion currently].

[Ron: The word "collective" in this connection is inappropriate. Every ensouled human being is part of a COSMIC COMMUNITY OF SPIRITS who are intended to be ONE with the Creator and all of Creation. The term "collective" denies the sovereign individual uniqueness of EVERY sovereign living fragment of Creator consciousness. Collectivism is the hallmark of Talmudists and their demonic ideology.].

The child, above all, should be taught that this is the fundamental position of his/her life on Earth: that they are one of a group, a family." That group forms part of the planetary life with its various kingdoms; a living totality forming part of a larger whole known as the solar system, which is but a part of the Universe, and on and on into infinity stretches this extraordinary integrated whole.

The creation of an expansive awareness in which relationship with and responsibility for the group is cultivated, should be seen as one of the key purposes of all aspects of the ‘new' education. In Education in the New Age, Alice A. Bailey makes clear that "through education self-consciousness must be unfolded until the man recognizes that his consciousness is a corporate part of a greater whole. He blends then with the group interests, activities and objectives. They are eventually his and he becomes group conscious. This is Love. It leads to wisdom, which is love in manifested activity.

[Ron: I disagree. Love is NOT "group consciousness". Real love is the result of a divinely inspired deliberate movement of the individual WILL in a conscious individual. As I understand it, individuals accumulate knowledge which leads to wisdom which then results in the conscious manifestation of LOVE. Ensouled human beings are individual fragments of Creator spirit, they are NOT swallowed up in a corporate whole or a group consciousness. ].

Such should be the major objective of all true educational endeavours. Love of self (self-consciousness), becomes love of those around us (group-consciousness), becomes love of the whole (God consciousness). Such are the steps."

The movement in conscious awareness, outlined by Bailey, gradually shifts the individual's identification away from the separate self, eroding selfish behaviour, encouraging selfless-ness, social responsibility and service. We might define service as action undertaken for the benefit of others, for the enrichment of the group, with little or no selfish motive. The 19th century American philosopher and educational reformer, John Dewey, explained that this impulse is a natural human quality experienced by all children. In Education for Social Change he states that "the child's natural desire [is] to give out, to do, and this means to serve." When his/her environment is purged of the elements that condition a man/woman into selfishness the natural inclination is to cooperate and to be kind, for within every human being sits the source of all that is good. With the flowering of this silent intelligence any new education must concern itself.

Ideas of inherent ‘goodness', innate intelligence and unconditional love move us to think of education as that which, amongst other things, enables relationship with the ‘Will of Life' - that innate impulse which imbues all form with purpose. Maria Montessori, who devised a ground-breaking way of teaching ‘uneducable' children (those we might now describe as having ‘special educational needs') in the early 20th century, felt that traditional education neglects the child's inherent goodness and most basic needs - what she described in The Child as "the exigencies of his spirit and his soul. The human being that lives within the child remains stifled therein." Liberating ‘the human being that lives within the child' and establishing a relationship with what we might call ‘inherent' purpose and allowing actions consistent with its nature to take place, should be seen as a fundamental purpose of education.

A natural flowering

Education that negates all that inhibits; i.e., fear and conditioned ideas of self, will allow for the natural flowering of the life within the form, ‘the human being that lives within the child', as Montessori put it. Within such an unpolluted space inner harmony naturally takes place and response to ideas that rest outside the known becomes possible. Krishnamurti hints at this when he says, "when there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be known." Illusions flow from all constructs of the self as separate and allow negative aspects such as fear and guilt to flourish. The idea of separation is regarded as ‘the great illusion' within esoteric literature; it is the seed for all mental constructs that veil reality, colour and limit relationship with oneself. What higher purpose could education possibly have than to shatter the ‘great illusion', liberate the mind, and allow for ‘reality to be known'.

Education that allows for atonement and the resulting demonstration of innate potential requires both the recognition and negation of all that denies such a natural state of being to occur, together with the sensitive, intuitive recognition of that potential. The suffocation of innate potential, so common today, causes suppression, frustration and illness; its realisation is an essential aspect of purpose. Whether that which is innate is described as ‘potential' as Dewey terms it, or what Rousseau called ‘human freedom', the ‘divine' according to Benjamin Creme, or the ‘soul' of which Maria Montessori and Alice Bailey speak, any ‘new' education must be concerned with facilitating the relationship with and manifest expression of this aspect of man's nature.

[Colour fonts, bolding and comments in square brackets added.].

Graham Peebles is an independent writer and charity worker. He set up The Create Trust in 2005 and has run education projects in India, Sri Lanka, Palestine and Ethiopia where he lived for two years working with street children, under 18 commercial sex workers, and conducting teacher training programmes. He lives and works in London. Read other articles by Graham, or visit Graham's website.


Mindsets, Personal Paradigms and Human Evolvement after Stasis. See:

Dumbing Down US Education: Part I – Background. See:

The Origins of the American Public Education System: Horace Mann & the Prussian Model of Obedience -

Dumbing Down US Education: Part II – Wundtian Psychology & Rockefeller Finance. See:

Paolo Lioni, The Leipzig Connection (Sheridan, OR: Heron Books, 1993).

General Education Board, Occasional Papers, Issues 1-9, New York, 1913, 6,

The Origins of the American Public Education System: Horace Mann & the Prussian Model of Obedience -

The Origin of Compulsory Schooling. See:


Charlotte Iserbyt: The Miseducation of America Part 1-Full. See:

The Dumbing Down of America - By Design 2 -

The Dumbing Down of America – By Design -

‘Dumb and Dumber: Are Americans Hostile to Knowledge? See:

FOLLOW THE MONEY: Public School | a reallygraceful documentary -

George Carlin Education Sucks, Owners of America, Social Security and Mass Media -


New World Order Education: Useful Engines in the “One World Schoolhouse”. See:

A College "Education" Has Little To Do With Education -

How Schooling Crushes Creativity. See:

Suppose you write to your child and then remember he can’t read? -

School’s Purpose is Indoctrination .-

Science Needs a New Paradigm. See:

The Technocratization of Public Education. See:

50 Actual College Course Titles That Prove That America’s Universities Are Training Our College Students To Be Socialists -

The American Crisis in Science and Engineering -

How a Generation Lost Its Common Culture -

Universities Are Fueling The Growth Of Democratic Socialism -

Professor Calls Universities the ‘gravest internal threat’ to U.S. -

Is There A Cure For The Modern University -


Breaking The Zombie Programming: We Can Become Conscious! See:

10 Modern Methods of Mind Control. See:

Freedom From Mind-controlled Education. See:

Colleges: A Force For Evil -

CULTURAL MARXISM: The Hidden Agenda Destroying America -


More than 700,000 pupils wrongly classed as having 'special needs' -

The Sexual Revolution Corrupts Our Public Schools. See:

EXPOSED: The Why and What of Pono Choices -

More than 40 Families Pull Children from School that Forced Transgender Lesson on 5-year-olds. See:

Now 150 Schools Introduce Gender Neutral Uniforms. See:

California School Board Won’t let kids Opt Out of Transgender Lessons. See:

Valerie Strauss, "$1.1 Million Plus Gates Grants: “Galvanic” Bracelets that Measure Student Engagement," Washington Post, 11 June 2012,

Diane Ravitch, "Just When You Thought It Couldn’t Get Crazier,”, 9 June 2012,

PBS NewsHour, "Melinda Gates on the Importance of Evaluations in Shaping Effective Teachers," 4 June, 2012,

Valedictorian Speaks Out Against Schooling in Graduation Speech. See:

Teachers’ Union Radically Promotes Transgender Ideology, Trump-bashing. See:

The Shocking, Massive Jewish Racist Discrimination at Harvard. See:

Jews at US Colleges and Universities. See:

University Students Comforted with ‘Counseling’ after Seeing Confederate Flag on Laptop. See:

Hardcore Porn at School? Calls for Sex Education to Get More Graphic. See:

‘Draconian’ Education Act Would See Local Authorities Policing Homeschoolers. See:

First Grader Sent to Principal’s Office for ‘Misgendering’ Trans Student. See;

Turning Our Children into Violent, Militarized Monsters. See:

Kids As Young As Four Sent To Summer Camp For Silicon Valley Transgenders. See:

Puberty is beginning at 8, but is our sex-ed keeping up? See:

Transgender Madness Continues In The Shower Rooms. See:

The Jews Teaching Our Kids: Guide to “Anal Sex” for 11-year-olds. See:


Alberta Bans Schools from Informing Parents about Kids Joining Pro-LGBT Clubs. See:

Let Children Experiment with Gender Identity, Church of England Tells Schools. See:

Poll: 77% of Democrats with 4-Year Degrees Think Sex Not Determined at Birth. See:

Transgender lessons for two-year-olds: Drag queens drafted into nursery schools to teach children about sexual diversity. See:

Harvard University hosts anal sex workshop. See:

Freedom From Mind-controlled Education. See:

Pro-LGBT Teacher Suspended After Teaching 11-year-olds About ‘Genital Reconstruction Surgery’. See:

Headmaster Apologizes for gender-neutral Toilets That Made Pupils ‘uncomfortable’. See:

How the Radical Left Has Taken Over Higher Education: 7 Professors Who Promote Violence. See:

The Sexual Revolution Corrupts Our Public Schools. See:

More than 40 Families Pull Children from School that Forced Transgender Lesson on 5-year-olds. See:

Now 150 Schools Introduce Gender Neutral Uniforms. See:

California School Board Won’t let kids Opt Out of Transgender Lessons. See:

First Grader Sent to Principal’s Office for ‘Misgendering’ Trans Student. See;

Turning Our Children into Violent, Militarized Monsters. See:

Kids As Young As Four Sent To Summer Camp For Silicon Valley Transgenders. See:

Puberty is beginning at 8, but is our sex-ed keeping up? See:

Transgender Madness Continues In The Shower Rooms. See:

The Jews Teaching Our Kids: Guide to “Anal Sex” for 11-year-olds. See:


7 Things They Never Told Me At School – But Could Have. See:

Toronto High School Principal Dennis Prager's Speech to Students and Faculty, on the first day of classes in 2012. See:

FASCISM: Canadian Province Wants Children Removed From Homes If Parents Won't Let Their Little Boys Identify As Little Girls. See:

Schools Have Become Indoctrination Centers and are Using Children to Spy on Their Parents. See:

When Abnormality is the New Norm. See:

Psychiatry is Another Jewish FRAUD Designed to Destroy Humanity:

Psychiatrists and prostitutes: 5 sad similarities. See:

Experts Blast Growing Trend of “coercive psychiatry” -

The best reason not to home-school your children. See:

US Kids Represent Psychiatric Drug Goldmine. See:

Social Networking, Virtual Friends and the Erosion of the Social Fabric of Modern Society. See:

“Bill Nye Saves the World” Episode “The Sexual Spectrum” is a Baffling Ordeal See:

The Gender Ending Agenda of Anti-creationists. See:

Students Traumatized by “Welcome White Week,” But Not Welcome Black Week. See:

The Shocking, Massive Jewish Racist Discrimination at Harvard. See:

University Students Comforted with ‘Counseling’ after Seeing Confederate Flag on Laptop. See:

Activists On A Mission To Plant 1,000 Orchards In Low-Income Schools. See:

Go For 'Woke': Children's Book Publisher Promotes Bisexuality, Political Activism At School Fair -

LGBT Parents Begin Physically Maiming their Own Children -

Student speaks out over Harvard University’s annual ‘Incest-Fest’ party. See:

The Jewish hand behind Internet - Google, Facebook, Wikipedia, Yahoo!, MySpace, eBay...See:

Bill Gates and the Pansexual Agenda. See:

They're mainstreaming pedophilia. See:


The Radical Homosexual Movement Is Run By Jews. See:

Radical homosexual agenda invading public schools. See:

Erich Fromm, Escape From Freedom (New York: Avon, 1969 [1941]), 276.

Midget Minds and Lost Cojones. See:

Will Life Be Worth Living in 2,000 AD? - Weekend Magazine Article July 22, 1961. See:

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