Public education trains you to accept .01% ‘fake news’ with fake ‘real-world’ math problems, ‘teaching’ you to forget what you ‘learned’ as trivia unworthy of retention, producing stupefied adults unable to recognize lying ‘leaders’ hiding ongoing rogue state empire

Perhaps this famous quote makes sense to you now:

“Progress, far from consisting in change, depends on retentiveness. When change is absolute there remains no being to improve and no direction is set for possible improvement: and when experience is not retained, as among savages, infancy is perpetual. Those who cannot remember the past are condemned to repeat it.”  ~ George Santayana, The Life of Reason, Vol. 1.

I wrote a 12-article series that public education is easily revealed as bullshit to train stupefied work animals (bullshit is the most accurate academic term). Connected is this 15-article series that American adults are propagandized through fake news: easily demonstrated lies of omission and commission from corporate media. The purpose of these two disinformation programs is to “cover” public recognition of ongoing rogue state empire (11-article series).

Humanity’s status is analogous to The Emperor’s New Clothes: too many of us pointing to the naked facts to be ignored, and not yet enough for breakthrough of .01% arrests for massive crimes that annually kill millions, harm billions, and loot trillions.

One example of ~100 impossible “official” stories, James Corbett’s 5-minute summary of the 9/11 Commission findings:

… and former NIST academic Peter Michael Ketcham in this 31-minute interview describing his process to recognize and address such “official” factual claims:

Another is James Corbett’s 4-minute “official story” of President Kennedy’s assassination (James’ transcript with sources; and my documentation with best sources):

And James’ 4-minute documentation of the “official story” with the Oklahoma City bombing (transcript with sources):

What the Function? (WTF?) Math-hole Ph.D text authors claim THIS is a ‘real-world’ problem? Why do they lie about real-world problems we want and need solved?

From my public education article on how mathematics is “taught”:

Tragic-comic unreal word problems claiming to be “real-world”

We’ll consider just three examples from current texts, and student written responses of their conclusions after a year of studying an entire text that now is often over 1,000 pages. Please take a moment to consider the purpose of over 1,000 pages on these subjects, and to the extent students might be buried in this bullshit.

In my classes, we invest time for each section to carefully consider text authors’ claims that they present “real-world” problems, with an assessment question for student analysis of a text word problem.

First: from Algebra 1’s Module 22 quiz on Using square roots to solve quadratic equations:

Consider this claimed “real-world problem” on page 1038:

“A person standing on a second-floor balcony drops keys to a friend standing below the balcony. The keys are dropped from a height of 10 feet. The height in feet of the keys as they fall is given by the function   h(t)  =  16 t2  +  10  , where (t) is the time in seconds since the keys were dropped. The friend catches the keys at a height of 4 feet. Find the elapsed time before the keys are caught.”

Please self-express with at least three reasons why this is or is not “real-world.”

Let’s apply some analysis to what extent the text’s five expert authors and dozens of consultants/reviewers claim is “real-world.” In our class, we look at one such word problem together, students have another to do either on their own or with teams for a practice quiz, then a third on their own for an assessment. From my observations and student responses, ~99% conclude these types of math problems are not at all applicable to their interests and issues.

Student responses for this word problem included these observations:

  • Does this person live in a mini Lego home? What second-floor balcony is only 10 feet off the ground when a person is standing on it?
  • What is the point of doing this puzzle when the answer is like, “Maybe one second for keys to fall six feet?” How will this help me, and why should we care? All of these are the same: nobody cares what fraction of a second it takes.
  • None of these math-hole authors ever did this, ever saw anyone solve this, and nobody thinks to answer something like this. This is a waste of time.
  • A real problem is ending poverty or making sure everyone has health care. This is a distraction from what’s important to study.

Second: from Algebra 1’s Module 21 practice quiz on Factors to solve quadratic functions:

Consider this claimed “real-world problem” on page 993:

“A rectangular Persian carpet has an area of  (x2   +   x   –   20)  square feet and a length of  (x   +   5)  feet. The Persian carpet is displayed on a wall. The wall has a width of   (x   +   2)  feet and an area of  (x2   +   17x   +   30)  square feet. Find the dimensions of the rug and the wall if  (x = 20 feet).”

Please self-express with at least three reasons why this is or is not “real-world.”

Student responses for this word problem included these observations:

  • A real person would just measure the rug and wall. Nobody would invent an algebra puzzle to do this.
  • I solved this puzzle and got a rug 25 feet by 16 feet. Does this real person live in a mansion? Hey – something real would be how to hold a rug that big on the wall. It’s going to be really heavy.
  • Rugs go on the floor, not on walls.
  • Who the function cares to do this problem to put a fake rug on a fake wall? The authors never saw this in the real world, and lie that it’s real.

Third: from Geometry’s Module 18 quiz on Volume formulas:

Consider this “problem” on page 952:

“Right after Cindy buys a frozen yogurt cone, her friend Maria calls her, and they talk for so long that the frozen yogurt melts before Cindy can eat it. The cone has a slant height of 3.9 in. and a diameter of 2.4 in. If the frozen yogurt has the same volume before and after melting, and when melted just fills the cone, how much frozen yogurt did Cindy have before she talked to Maria to the nearest tenth of a fluid ounce?”

Please self-express with at least three reasons why this is or is not a “real-world scenario.”

Student responses for this word problem included these observations:

  • What, Cindy’s too stupid to talk and eat at the same time?
  • Does Cindy have super powers to balance the cone without spilling? So she’s just holding this filled to the top instead of throwing it out? Nobody does this.
  • People buy frozen yogurt on sizes for what they want. They don’t measure to the nearest tenth of a fluid ounce. WTF (What the Function)?
  • People care about real work or real problems like ending the stupid wars. Nobody would ever solve this problem in the real world.

For the final exam, I asked students their personal conclusions after a year’s consideration of such problems. Although I welcome such a response, to date no student has defended the text’s problems as real, with less than 1% finding them helpful in their overall learning. A few of their responses for why such claims of “real-world” word problems are in their texts:

“To keep us stupid and not think about real problems because they still want to have wars for resources and keep us all as work animals to have a majority of the money.”

“The “real world problems” that they give us is just a bunch of BS to keep us ignoring all the real world problems that they are causing to happen. They keep the real world problems just for them because if other people are wise enough they’ll get exposed to a big argument to the whole nation of why they are not doing anything to fix the problems.”

“These problems are not really real world problems. They are just stupid and unimportant questions. I feel people give these questions out because they don’t want us to be smart enough to figure out the real world problems which are the facts that the people in charge are stealing and killing from from others for themselves.”

“They are calling them “real-world” problems to maintain us distracted while they jack other places and kill people so kids won’t speak up because they don’t know what’s wrong around them. They manipulate people or even laugh at us because while they make money we are over here solving some dumb questions.”

“It’s complete bullshit that they waste our time with this, and they claim it’s real world? Wasting our time is one thing but lying to us and misleading us by claiming we will use this in real life instead of teaching us something that is actually useful is fucked up. They’re not even close to real world.”

These two students referenced a previous quiz problem that claimed a sporting goods store sold supplies for “cheese rolling.” We researched “cheese rolling” and watched this 2-minute video to verify there isn’t a market for such supplies. After watching the video, many students concluded the text authors are making fun of students with such “problems,” and “educating” them to be like Homer Simpson or SpongeBob:

“Those “real world” problems seem to be a distraction so you wouldn’t know when to actually use math. These problems are only teaching you to solve ridiculous questions that will never happen. The purpose of giving these “real world” problems is so they can cheese roll us.”

“We’re being cheese-rolled because or so we are distracted from the actual real-world problems. They don’t keep us updated on the homeless, all the behind-the-counter deals going on and all the millions of innocent people dying in Syria/Iraq as we speak.”

I also conclude that the purpose of public education is to cheese roll our students into tumbled lives of work and psychopathic entertainment of heartless “leaders” for ongoing empires. These ridiculous “problems” are insulting to those of us doing work in the real world, and stupefy our children from the purpose of creating value in reality. When asked, students overwhelmingly agree that the most important areas of life to apply math are topics that can help the most people living their real lives. They want a nice place to live, fulfilling time with friends and family, creative and valuable work, peace and cooperation, and to be inspired with a future that gets better and better.

Math can, and should, help quantify what our real conditions are and provide a scoreboard for genuine upgrades.

Summary and documentation of real history placing the present into focus:

Demanding .01% arrests as required truthful public response to defend Life, Liberty, Pursuit of Happiness

Given the prima facie evidence, it’s unreasonable for Americans to “hope for change” from Donald Trump’s “leadership.” We the People must demand .01% arrests or continue to serve as minions and work animals to rogue state empire. Until .01% arrests prove real leadership to stop ongoing slaughter of millions of human beings, harm to billions, and looting of trillions, it is only reasonable for Americans to embrace the evidence only lightly summarized in this article to conclude ongoing illegal .01% empire under a new “teleprompter reader-in-chief,” lying psychopathic puppet, oligarchic tool on the Right hand of one vicious imperial political body.

The categories of crime include:

  1. Wars of Aggression (the worst crime a nation can commit).
  2. Likely treason for lying to US military, ordering unlawful attack and invasions of foreign lands, and causing thousands of US military deaths.
  3. Crimes Against Humanity for ongoing intentional policy of poverty that’s killed over 400 million human beings just since 1995 (~75% children; more deaths than from all wars in Earth’s recorded history).
  4. Tens of trillions in looting, including $6.5 trillion just reported by the US Department of “Defense” as “lost.”

US military, law enforcement, and all with Oaths to support and defend the US Constitution against all enemies, foreign and domestic, face an endgame choice:

In just 90 seconds, former US Marine Ken O’Keefe powerfully states how you may choose to voice “very obvious solutions”: arrest the criminal leaders (video starts at 20:51, then finishes this episode of Cross Talk):

3-minute videoPolice, Military – Was your Oath sincere?

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Note: I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History, with all economics factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences. I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.

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Carl Herman is a National Board Certified Teacher of US Government, Economics, and History; also credentialed in Mathematics. He worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at Carl_Herman@post.harvard.edu

Note: Examiner.com has blocked public access to my articles on their site (and from other whistleblowers), so some links in my previous work are blocked. If you’d like to search for those articles other sites may have republished, use words from the article title within the blocked link. Or, go to http://archive.org/web/, paste the expired link into the box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. I’ll update as “hobby time” allows; including my earliest work from 2009 to 2011 (blocked author pages: herehere).

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