Curbing the heavy drug demand among the young by closing the supply lane (open borders), ending the glamourization of highs (Hollywood and the media), and punishing severely dealers and addicts won’t magically end the drug problem.
To reduce the problem significantly, the root cause must be eliminated.
Responsible for the demand for drugs, innocently or knowingly, are a group of invisible villains. Because they are removed from the street activity and don’t leave behind any visible fingerprints, these villains known collectively as American School Teachers are shamelessly operating with immunity and for many (especially the dimwits) without guilt.
Motivated by faulty ideology, they approach their profession with a bag of tricks designed to dumb down students with worthless teaching lessons and fill empty brain cells with helium while they titillate them with false self-destructive ideas.
No longer scheming privately as once, they are rising free unencumbered everywhere, spreading their “brilliant” ideas with abandonment (from castration to totalitarianism). Gone are the days of honest teaching where students are taught the Three Rs and introduced to great thinkers by knowledgeable and skilled educators. Instead, the teaching ranks are filling rapidly with a group of radically educated teachers who are boldly instructing the young on such unacceptable subjects as Genital Mutilation and Modification, Diversity, Equity and Inclusion, and much more, ad nauseum.
Parents who protest are treated like criminals or terrorists while their children crash in alleys from drug overdose or burn down the cities carrying banners supporting questionable causes taught in the school.
During my school days years ago, subversive teaching practices, which was leading students astray was done more subtly. I remember a philosophy professor who promised to teach me profundities, but instead undercut clear thinking with his sleazy philosophy of relativism; a literature professor who exposed me to numerous writers without identifying objectively quality of thought or content; a psychology professor who systematically thwarted any mature observation of human behavior by loading me down with Freudian cliches; a sociology professor who graded me by some vague, subjective method conceived to conceal his biased grading system; and a journalism professor who insisted that I master footnotes (yes, footnotes!) to significant historical moments without connecting the footnotes to some important historical truth.
As a result, being educated at best was to be able to memorize names, dates, and events disconnected from anything truly substantive.
Such teaching in time results in intellectual mayhem in which students live by their instincts and gush an endless flow of information they often don’t understand. To an intact listener, the students often sound and behave like babbling idiots who speak out on any subject with the noise of authority, but without the reasoning powers to defend their views because of their unstable premise. When parents rise up, and rightly blame teachers for encouraging such thinking, teachers invariably attack with a litany of false denunciations.
To collect evidence against such teachers is easy. All it takes is an examination of the volumes of nonsense students need to learn to be promoted – the irrationalities that are adroitly inserted into lessons to lead students to their intellectual graveyards; the “profound” ideas voiced by “scholars” (anarchists) presented to students as truths; and, by all means, the academic routine (the busy-work, the contradictory lessons, and the careless historical revisionism) designed to confuse and even prevent students from grasping the big picture.
The results of such teaching over the years often cause students attempting to confront the material with sensibility a mental breakdown that can’t be repaired easily with the truth. To deal with the problem, many students resort to drugs. To protect students from such fate, teachers must return to teaching the three Rs and sound thinking skills and a solid curriculum of essential subjects mixed generously with the great classics. (See my two articles on history and literature, which I wrote in the 1990s for Basic Education, available at www.bfat.com . Both articles exemplify how a teacher should teach their subjects.)
Remember: A mind that can think logically with fully understood information is a healthy mind, one that often is powerful enough to protect itself against the trends. When vigorously trained, it will reject faulty thinking and seek only lucid answers to pestering and deeply important concerns. Such strong minds are the minds that belong to leaders who can change the world. These are not the minds of many of today’s students.
Fortunately, fine educators do still exist, and some might even be secretly in public schools. Unfortunately, as they expose themselves (even in our esteemed prep schools and Ivy League Colleges) many of them are being removed from for not being “woke” enough. Such a shameful practice must end, and those responsible for such misdeeds must be fired. For America to survive as a nation, educators must resuscitate their students before it’s too late.
Never, never forget that a mind that is trained to think deeply and clearly and that has collected enough sound knowledge to function smoothly is not a mind that will seek pleasure in drug highs.
Israel National News