School Protection Movement: Bartosz Kopczyński - Guide to conscious parents, Part II

II. WHAT IS NOW
(summer 2024)

There is simply a transitional period between our Polish strategy and the mark EU system. In order to justify entering the EOE (European Education Area, European Union initiatives, see Part I of the cycle), Polish education has been introduced to dysfunction. Since the mid-1990s, elements of inclusive education have begun to be introduced, which seriously damaged our education system, which, although not deprived of defects, has worked rather smoothly. It started with increasing student rights and reducing duties. Then, under the pretext of protecting children's rights, most educational opportunities were taken distant from teachers. At the same time, it continued to corrupt young people through mass culture, expressed in the slogan "do what it wants". Among youths, both aggression and intellectual problems are growing, while motivation to learn and work on oneself is decreasing. This is due to 3 main reasons: the influence of mass culture, defective models of upbringing, a mess in families. There are 2 aspects to the phenomenon: educational and schooling.

Educational aspect

For more than 30 years, the informational influence has been exerted on Poles, consisting in demoralization by mass culture. Television, cinema, press, advertising, the Internet, social media are full of anti-models and pathologies shown as a pattern, especially from a multitude of patocelebrites. The directions of these interactions were precisely constructed in the laboratories of intellectual warfare, and their aim is to weaken social and state structures. In conjunction with the political and economical activities which have been carried out towards Poland and Poles since 1989 (Balcerowicz – Sachs' plan, sale of national assets, elimination of industry) this resulted in low fertility and future demographic collapse. This besides has a fatal effect on household relationships and the educational process.

The impact of the screens.

Of the various destructive influences on the plan, smartphones are now emerging. The effects of mass usage of this technology proved to be lethal after respective years. A individual screen, displaying colorful images and emitting sounds, anywhere and time. This is peculiarly harmful to children and adolescents, as they are only developing brain structures, cognitive standards and behaviour patterns. demolition takes place on 4 levels: biological, mental, cognitive and ethical.

The biological level is simply a deformation of the formation of mature brain structures, especially the frontal lobe. This structure develops at the latest, usually at the age of 21-25. It is liable for self-control, causal relationships, logical thinking, strategical planning, empathy, compassion. The vulnerability of a young man to the child’s screen causes a disturbance in attention, concentration and hormonal management. any structures make excessively, others not quite. The consequence is the phenomenon of the alleged "digital brain", which results in a akin effect to autism. specified a individual has difficulty concentrating, remembering, planning, logical thinking, human relationships. erstwhile he should be calm, he is hyperactive, and erstwhile he should be active, he remains passive. Young smartphones are poorly suited for learning and working. The addiction to dopamine means that it must supply itself with always stronger virtual stimuli, while being more indifferent to the real world.

Mental level is expressed in expanding annoyance and anxiety. Dependence on strong and frequent stimuli causes specified a individual to feel unwell in real reality and to flee increasingly into a planet of virtual illusions. So he does not learn real situations and appropriate behaviors, and considers as a threat everything that is not his individual virtual. In specified a world, man does not encounter opposition to real matter, so he seems to be able to behave of all kinds. The young man is irritated and disorganized by this, moving his behavior, known from virtual to the real world, not realizing the difference. Smartphone teens are very emotional, prone to violent reactions. This is partially justified by the age ration, where brain structures are not full educated. However, a teenager should be able to control his emotions by now, but contemporary youths are emotional at the level of five-year-old children, which makes it hard for them to act positively, parents are disrupting education, and teachers – teaching.

The cognitive level means little cognition and skills than they could be. Despite expanding human cognition and widespread access to it, young people know little and less. For biological and intellectual reasons, they are little likely to get cognition than erstwhile generations. The amount of time they spend looking at smartphones prevents them from learning and developing intellectually. Most of the content seen by young people is not developing, it is stupid. At the same time, they are falsely convinced that if they have access to the cognition of mankind, they know everything that makes them arrogant. In reality, however, more and more people know little and less.

The ethical level is to deliver faulty behaviour to the minds. They are broadcast through suggestive images, so young people who do not know real life treat it as reality. In ethical terms, most of what goes to young people is simply a gutter of hideous filth and should be banned. However, this is not the case, so our children are exposed to hostile influences. In addition to spontaneous stupidity, aggression, ugliness and corruption are the present tools of sociotechnique, cleverly placed in content, seemingly innocent. What all man sees is not indifferent, but controlled by algorithms that set up net media owners. Algorithms are peculiarly delicate to young people who are just shaping their morality and knowledge. Demoralizing content is applied on intent to destabilize personality. The wave of sex and sexual identity disorders comes mostly from this source.

Modern upbringing.

The defective educational model was widespread in Poland in the 1990s and continues to this day. It involves moving distant from raising a kid to maturity and reversing the process – keeping an adult in childish immaturity. Until recently, there had been a 1000 - year - old model of education to virtues, leading to them: prudence, justice, valor, moderateness. Today, this was completely rejected and a kid was raised as an idol in the center of education. The spontaneity of the kid became a function model for adults, and with it, immaturity. specified people are usually selfish about themselves and their individual interests. They don't care about anything but individual welfare. This anti-education full deserves the name of egotistic farming, and its products are Peter Pan and the Princess of the World. due to the fact that they were deprived of their virtues, they lost their spiritual strength, and they became weak and completely immune to the stresses and hardships of life. The usual difficulty immediately grows to the rank of tragedy of all life. In combination with virtualism and the influence of anticulture, they easy fall into depression and suicidal thoughts. They become incapable of learning, working and surviving independently. They are incapable to establish and keep families either mentally or physically. due to the fact that bad education is common, there will be an increase in the number of dysfunctional and demanding financial support, or social parasites.

The disorder in families is mainly expressed by divorces and another forms of breakdown of the relation between parents. Increasingly, this bond does not make at all. Modern people do not treat matrimony as values, but alternatively value individual self-fulfillment, which is simply a dead end. Modern people, without knowledge, ill-mannered, egotistical, increasingly thoughtless, immersed in virtual do not want and cannot form a functional family. Even if they try, their relation breaks down after a short time due to the fact that they are not curious in its duration. They think that variability is more crucial than stability, and prosperity and safety will always be. This intellectual background is influenced by mass culture, which is deliberately directed at families. Peter Pan and the Princess of the planet easy succumb to hostile propaganda and live as they see on the screens – on tv shows, reality show, in the patocelebrites. They themselves are ill-bred, incapable to rise their children and hand them over to specialists called psychologists. However, due to the fact that they are focused on the individual welfare of egoists, they address endless claims to the full world. The state demands social support, from school – that it will teach and raise, but they do not want or can not help.

The function of alleged psychology and its specialists is peculiarly crucial in this process. Psychology as an area of cognition about man was taken over 100 years ago by the service as a method of psychomanipulation in information warfare. Most modern intellectual approaches were developed in laboratories. From these comes quite a few modern educational, educational and therapy approaches. The full intellectual and pedagogical manufacture was created, which uses these techniques. We call him a psychopath. His specialists always declare that they want to support – children, parents, youth, teachers. Very often, however, under pseudo-scientific jargon there is simply a desire to gain and control.

Female and Male

EU and global decision-makers want to construct and realise a better planet than God created. They believe that the natural qualities of women and men are unfair and origin inequality. All EU policies, following global policies, introduce sex equality and destruct behaviours that have been considered sex stereotypes. This means artificial alignment between men and women. In kindergartens, gender-neutral education is introduced, girls' schools are distracted from what they usually choose naturally and are guided to tasks, usually done by boys, and so by all EU education. all profession should be equal between men and women. In the Union, according to authoritative propaganda, anyone can be what they want, which in practice means that everyone will be what the European Commission wants. Real individual predispositions do not matter, just as the quality of education does not matter, the ground for equality. Education and employment policies do not correspond to what people truly want, but to a top-down plan. The commune had central planning for production and trade, The Union is centrally planning people. The effect of central planning for society is expected to be comparable to that of central planning in the communist economy.

Sexualization

Gender issues are closely related to sex. This intimate sphere is so crucial to people's lives that it had to be included in global and EU central planning. Sexual behaviour is besides to be taken over under the management of the Commission. It pursues strictly the objectives of the global 2030 Agenda and WHO guidelines, including in the area of sex. The experts of these bodies are working hard to bring their young children into this area and pave the way for full, equal access to the full spectrum of sexual activities. Children are so to know how to enjoy sex and masturbation, how to have sex, to be safe from infection and insemination, how to sterilize, how to have a safe relation with diverse sexual partners. Growing-up youths are to have full cognition of contraception and abortion and full access to these services, and this is cleverly hidden behind the screen of prevention. This is why a change is planned in Poland – the erstwhile subject of the WEDZ (education to life in the family) has been considered to be backward and inept. The Union and the current government are very afraid about the wellness and well-being of Polish children, therefore, from 1 September 2025 the WEDZ will be replaced by wellness Knowledge. On the day of writing the guide, it is not yet known whether the subject will be compulsory, but it is expected that yet all kid will be forced to take specified a course.

It is worth adding a fewer words about the effects of sexualizing. This is the perception of life by the aspect of sex and sexuality. all situation and behaviour is considered and judged by a sexual prism. In a average world, specified features are manifested by sexual maniacs, but in reality, the EU – the global maniac is to be everyone. So far, sexualisation has reached children and youth through mass culture, media including the net and advertising. The spectrum of these interactions includes widely available pornography. Smartphone is simply a wide gateway to sexualisation, and algorithms precisely search for young people who do not yet have a unchangeable psyche and life views, are subject to emotion and are influenced by Eros by age. Sexualization takes their attention, distracts them from intellectual improvement and distorts the notion of sexual sphere, and consequently impairs the ability to establish and keep unchangeable families. Young people are drawn into unhealthy and premature interest in sex. alternatively of learning useful things, time wastes on pornography and stupidity. This stimulates strong emotions and distorts attention to science. It leads to premature and risky sexual behavior, especially among girls. There are more and more situations erstwhile young women entering adult life have already had sexual experiences that are suitable for streeters. Digital technologies offer large opportunities for specified activities, ranging from posting unedited photos into the network, through making passing sexual contacts, actively practicing pornography as an actor/actor, to prostitution inclusive. Many young people thus gain or receive another benefits. Their peers look at it and see that it is widely accepted, and the adult planet gives almost all girl a chance to become a sex celebrity and sexworker. Young people, erstwhile they come into the age erstwhile nature requires healthy relationships between women and men, should have an orderly sexual sphere in order to establish families, to rise children and to build a functional society. Meanwhile, they engage in dangerous situations for physical, intellectual and social health. Without order of sexual sphere there will be no families and children, and without them – nations, efficient economy and pension system. Non-governmental organizations dealing with the sexualisation of children and young people, financed by abroad foundations, have been entering Polish schools for respective years. Polish society is fighting this, and so far we have managed to halt this hostile invasion. Now, erstwhile Poland enters the EOE, sexualisation will become 1 of the main components of the compulsory curriculum, after importantly limiting conventional subjects. 1 of the crucial activities of the alleged ‘health knowledge’ is based on the alleged ‘mental support’ of children and young people, who are to guarantee their intellectual well-being. Given that the alleged "sexual and reproductive health" is 1 of the more stressed actions both by the UN and its agendas (WHO, UNICEF, UNESCO) and by the EU, it is to be feared that sexualisation will besides be delivered to young minds through the actions of professionals allegedly supporting in crises and intellectual problems.

Sexual and sex Orientations

Sexualization was initially carried out within the natural consecutive order, and as a systemic request appeared as a consequence of the Western moral revolution, symbolized by the 1968 revolution. The first phase of sexualization was to overthrow the Christian moral order, keeping the urges and instincts at bay, and by acting on the emotions of young people to disrupt its moral compass. This wave reached Poland in the 1990s. As a result, what had previously been moral became disregarded and despised, and what had previously been unacceptable promoted to the rank of universal norm. The effect of general demoralization was easy to predict. However, it was not the eventual goal, but a means to a goal which invariably is the permanent dysfunction of societies and the dissolution of nations. Families either don't emergence at all, or they break up existing ones. As a consequence of contraception, promiscuity and abortion, small is born, and those who were fortunate to come into the planet are deprived of the support of strong families and good upbringing. In specified an environment, the global economy, which is on the services of large corporations and financial institutions, begins in countries as it wishes. This is the overall reason why the EU could formulate the Barcelona objectives and the countries have adopted them.

The first wave of the sexual revolution had its intended effect, but freed conventional sexuality inactive poses a possible threat to global and EU planners. For whenever a female and a man enter into an intimate relationship, they can have a natural deeper emotional bond and a sense of work for the another person. An unstable sexual – emotional relation can change its character and become a conventional family, geared towards procreation. This desire for love, constant union, birth and upbringing of offspring is inscribed in the very nature of man, and in the long word it cannot be falsified even by sophisticated sociotechnique. Thus, the second sex phase of the sexual revolution became necessary.

This intention is implemented by 2 connecting tracks. Track 1 is sexual aberrations, making conventional 2 sexes connect not among themselves, but among themselves. This phenomenon has always existed on the margins of culture as a derogation and an expression of decadence. However, thanks to the powerful resources invested in organizations fighting for "rights" of minorities and ubiquitous propaganda, filling the current anti-mass culture, universal awareness has been changed, and people present view these phenomena as normal. Then powerful global and European organisations recognised the equivalence of this form of satisfying desires. They introduced a permanent component in their policies, claiming that number orientations were always discriminated against by the backward majority. Thus, this form of sexual activity was made a human right, and it was made a victim of persecution. First, general acceptance and then affirmation of specified behaviour were ordered, and organizations, having in their agenda the fight for the alleged rights of these people, became omnipotent. States were forced to change their policies and nations were spent on aberration. Individuals with unconventional sexual practices in law were compared with marriages and families. True, changes in law alone do not have the strength to influence natural human behavior. However, as a consequence of this alignment, mass culture reaches young people on a massive scale. As there is general depravity, household breakdown, deficiency of good upbringing, disorder of average sex roles, young people are mentally weak, confused, prone to influence, and immune to psychomanipulation. Smartphones have given direct access to the minds of young people to those who can usage algorithms and intend to disrupt the reproduction of nations. Each young individual by his smartphone is targeted by rainbow algorithms, and all intellectual crisis is skilfully exploited to change his reasoning and behaviour – from average to disturbed.

Thus young people are introduced to the magical planet of diversity of sexual behavior. They are convinced that average sexual and social relationships are a social construct and an expression of force from a patriarchal, heteronormative, oppressive society. Young people were initially broken up mentally and convinced that everything they wanted should be accepted by their family, surroundings and the full world. all hesitation of the temper is perceived as the external force of a conventional society that does not realize them. Young people, previously deprived of the meaning of life desperately effort to give it to themselves. This is linked to the obsessive desire to be at the centre of attention, which is the consequence of egotistic rearing – an adopted model of upbringing, putting the kid at the centre. It is the only way in which young people enter the planet of freedom, diversity, universal love and acceptance, and it is simply a rainbow world.

While the change in sexual behaviour is reversible, changing sexual identity frequently involves medical interventions, which is no longer reversible. Young people who do not yet have a full educated frontal lobe, and are in an emotional state amok do not realize the consequences of their decisions. Instead, they can trust on “support” from industry, uniting specialists in psychology, psychiatry and medicine. erstwhile they get on that road, they become their best, 'cause they're dead customers.

The latest trend of sexualisation uses digital technologies, allowing personalized pornography. Today, a young man, utilizing technology for pornography, can usage the tools of alleged artificial intelligence and, thanks to applications and algorithms, make an avatar – a virtual character, perfectly suited to his tastes, which on his screen will fulfill his innermost fantasies. All this available 24 hours, in the privacy of your own 4 angles, without leaving the house, effortlessly and cheaply. specified a young client of global IT corporations does not even gotta leave their home to search out another individual to satisfy the drive, adequate cyber sex, or advanced masturbation.

The second phase of the sexual revolution is so gender-digital. It results in young people engaging in sexual relationships that, by nature, will not lead to a average household or to procreation. After a consistent "correction" of gender, it is no longer possible to return to the first sexual and social functions, which means losing the anticipation of spawning and spawning. In turn, the addiction to cybermasturbation will keep its users in their homes, so that they won't even want to be born and find individual to pair up. It is simply a conglomerate of behaviors whose scale of social demolition will only be revealed in the coming decades.

School aspects

The educational base has a large influence on what happens in schools. Parents, children and youth bring their individual situations and problems to schools, and everyone expects the school to deal with it. Meanwhile, the school and the full educational organization strategy have been intentionally damaged for 30 years.

Changes in education

In the early 1990s, after the end of the PRL era, Poland began efforts to join Western Europe. Then we opened up to a full spectrum of influence, flowing from transnational organisations. In the general awareness of most Poles there was an imperative – to pursuit the West! But the West was no longer what we thought it would be, the cancer of corruption, coming from the transnational organizations, had already fought his spirit. The pursuit of change has filled all subsequent ruling teams with fever, and each 1 wanted to make a thorough improvement of education, each time causing chaos, which continues to be the best. Most of these "reforms" were inspired and financed from abroad and the objectives were 2 – to destabilise the existing strategy in order to introduce a fresh system. The large step on this road was Buzek's 1998-1999 reform, where the bi-government of the Ministry and the self-government was introduced, the structure of schools was changed, introducing advanced school education, changing to testing, and mostly the way of teaching and checking cognition was adapted to PISA test systems. Everything was to stick to patterns that correspond to transnational organizations.

There were another processes at the same time. Under the influence of Western trends, employers began to require at least a matura, making young people go hurm to college. With the failure of part of the industrial base, training in method professions was reduced, developing the humanities of low flights. The alleged "educational market" has been released, resulting in a crucial number of fresh universities, usually offering a low or overall fictional level of teaching. abroad foundations, linked to global capital, transnational organizations and governments of Western countries, have emerged, which have supported social change in the countries of the erstwhile russian bloc, especially in Poland. Thanks to their support and finances, NGOs have been created, who have worked closely with the Ministry of Education. They provided and proceed to supply guidance and models for changes in education, and took on a key impact on teacher education and training. Universities were mastered by scholarship holders of abroad foundations who accepted Marxist views and in this spirit began to convert pedagogy to anti-pedagogy. At the same time, the media that shaped public opinion were almost entirely taken over by the same forces that inspired the direction of change in Poland.

The sum of these influences has contributed to the current situation in the field of education. It started with a change in consciousness. A false imagination of a young man, who is already full formed and conscious, is able to set his own goals of life and education, whom he cannot impose, what he should learn, and how to behave, due to the fact that he will learn and behave well. The student's rights catalogue was expanded and duties reduced. Teachers were banned under the threat of criminal punishment to keep discipline in the classroom. Ratings, oral answers, writing papers, homework, tests – all of this has been described as stressful, incriminating and unnecessary. It was considered that if the student had nothing to do with it, his tasks should be taken over by the system. The school began to request that students know how, although most discipline and motivation measures were taken from the school. As a consequence of these and the above mentioned processes, the level of student skills began to decline. At the same time, a large propaganda attack on the school continued.

Enemy propaganda

The story of “Prussian school” was created, which according to propaganda and “progressive” educators is the origin of large evil. According to them, students do not learn due to the fact that the school is outdated, stressful, forcing and limiting. The school's obsolescence is about not joining modern technologies and ways of life, due to the fact that there are inactive benches, the teacher stands front to class, there are program bases, duties and assessments. All of these young people are stressed, constrained and discouraged from learning for the remainder of their lives. If students could learn what they want, erstwhile they want and how they want, then everyone would be in the way of Einstein and Skłodowska, and then Poland would emergence to the highlands. This is what the “progressors” say, in Polish-language media, in outside-funded NGOs, in training funded by the EU and the UN. All these stories are myths and fairy tales. In fact, the “Prussian school” is expected to come along with the European Education Area, and the prudence of the school is not decided by benches, tests, bases, duties and evaluations. The concept of fact determines. In our current school, fact is objective, it exists independently of the principal, teacher and student, and it is passed on to students in the teaching process. In the EOE, the European Commission will decide what is true, and then the school will become full Prussian.

Implementation of inclusive education

Since the mid-1990s – these have continued another process – the introduction of inclusive education. Schools began to receive intellectually disabled children who had previously attended peculiar schools. Large money was paid for each disabled student in the average school, and due to the fact that thanks to subsequent reforms, the facilities were notoriously underfunded, they took all the means to gain additional funds. Initially, disabled students were placed in inclusive classes, but since 2017, each student with each kind of disability, disability and disability must be admitted to any school that parents choose. It deepens chaos, hinders teaching and makes its level request to be lowered. Another related phenomenon is the plague of alleged judgments, i.e. documents, issued by counseling, stating any dysfunction. This imposes additional duties on school and teacher to adapt teaching and requirements to each student separately. The presumption is originally right – to bend over the difficulties of those who, for nonsubjective reasons, can less. In practice, however, most judgments are caused by the laziness of students and parents, which is simply a common abuse. In statistics, however, it turns out that we have an expanding number of students with peculiar educational needs (hereinafter: SPE). Let us add to this continuous changes to the rules, mostly unnecessary and chaotic, many compulsory training for teachers of low substantive value, but it lies about reality in Marxist spirit. Teachers are systematically dragged distant to study, flooded with papers, and forced into non-scientific activities.

In time, it was recognized that the most crucial thing at school was not teaching at all, but the psychosocial welfare of students, or their well-being in a diverse group. Schools and teachers began to add constantly fresh responsibilities, and teaching was shifted to the grey end. The school is slow becoming a place of EU education and care. If the students do not want to study, it is always the school’s fault, so it must encourage the students and attract their attention. Directorates and teachers in desperation began to usage alleged innovative and creative teaching methods, which they were encouraged by forces, linked to transnational organisations. The main initiatives are form Assessment and Neurodydactics. In general, the vast majority of "progressive" fulfills the postulate: learning with an excuse to play, this pretext for training.

As part of the presumption that the school is to be attractive, there is to be quite a few action, it cannot be boring and stressfully introduced are fancy events – dot day, teddy bear, pi numbers, skirts, abroad languages, climate strike and many more. There is always a distortion in the course of teaching. They all dress up, no 1 learns. Students and parents treat the school work very lightly, the plague of absence is common. Young people choose what lessons they take, and parents justify it to them.

Special educational needs

Since dyslexia occurred in the early 1990s, the school has visited a strong stream of various SPEs (special educational needs). Originally diagnosing these dysfunctions was designed to detect those students who had a problem that does not depend on their will and aid in learning. However, reality has very far removed from noble assumptions. Disfunctions began to multiply, subject to modom. Common dyslexia has developed to respective varieties, dysgraphia, dysortography, dyscalculia, ADHD, Asperger syndrome, aphasia, reduced intellectual efficiency, a spectrum of autism, even concentration disorders have become a peculiar need. Each holder of specified dysfunction can now number on the favourable attitude of specialists and the issuing of a ruling – a peculiar privilege whereby the school and teachers must adapt the teaching process to its individual needs. Today, any parent whose kid needs more attention can go that way, and it is simply a shamefully silent secret of polyquinel. These opportunities are usually utilized by people who are guided by the natural mechanics of laziness. Theoretically, the ruling provides guidance on how the student should work on himself to compensate for his shortcomings, but it is usually overlooked and only the school's work to adapt individually remains. Recently, there is simply a mutation in fashion, or speech disorder. Mutism can be selective, which means that its beneficiary does not talk only in circumstantial situations, e.g. in school, or to certain persons, e.g. a teacher. The full adjustment work falls on teachers who theoretically gotta draw up a peculiar programme for each student with a ruling and then implement it and measure it. usually there are several, sometimes even several, in each class. In practice, these tasks are not feasible, so the full activity of individual adjustments is simply a formal fiction. The authoritative intent of these procedures, i.e. the optimal improvement of each student, is not achieved, but an unofficial nonsubjective is achieved – a distortion of the teaching process, due to the fact that administrative obligations imposed on teachers effectively capture their time and take distant their energy.

Creativity and innovation

These concepts are spells of modernity, and in their pseudo-scientific version they besides entered the school. The teaching process, mutilated by the dysfunction of education and intentionally disrupted from inside the strategy causes a number of frustrations for teachers and parents. The sukurs are made by herolds of advancement – modern antipaedagods who want to fix the world. usually specified people, before entering schools with projects, conduct a number of trainings, promoted and financed by transnational organisations and institutions, through NGOs. There is simply a multum of them under different slogans, but certain features are almost always scrolling. Creativity, innovation, interactiveness, progress, possible development, the latest achievements of science, the prefix "neuro" – are their designates. They always conflict with conventional education, utilizing a set of on-call spells: Prussian school, a rigid system, a 19th-century model, a transportation method – a prescription method, frontal teaching. These programmes have 2 ways of entering the system: the top-down – by the ministry, and this is usually the execution of a contract concluded by the EU, UNESCO or UNICEF government. At that time, a series of trainings and courses for teachers, which are attended by universities, and then the allocation of grants for institutions to meet the targets of enemy forces in Poland, takes place. The second road is bottom-up – private organisations enter schools individually, of course with the approval of the ministry. There are valuable initiatives between them, but most include indoctrination and effort to distract teachers and students from average learning. A much better result would be to halt crazy innovation and focus on the consistent implementation of the curriculum, but it is boring, small progressive and has bad press. A flawed strategy of professional promotion of teachers has a major function to play in promoting these activities, which underestimates the integrity of working with students, but forces educators to innovate, even erstwhile they are completely meaningless.

Mental problems

Everyone knows that children and young people are struggling with increasing intellectual problems, depression, suicidal thoughts, but fewer people are struggling to find their source. Instead, we have a series of pseudo-scientific studies and studies to publicize the problem and force the strategy to act. If we look at the trendy investigation into the intellectual state of young people, we will learn that the main causes are 3 – school, society and family. The school side shows the pressures associated with the implementation of the curriculum and the evaluation of the system. On the side of society, these are patriarchal cultural patterns that impose a toxic pattern of masculinity and do not have tolerance for individuality and diversity. On the side of the family, experts show violence, manifested by educational pressure, forcing school accomplishment and imposing their own cultural standards. The impact of digital technologies is besides mentioned, but is limited to screen fatigue and group pressure. For specified reasons, however, conclusions are drawn, and they are clear – a strategy of intellectual support should be created and built into a school, or actually rebuilt the school so that the full strategy becomes specified a system, which is consistent with the character of the EOE. In this system, alongside conventional teachers, there must be an army of intellectual specialists who will search the welfare of students. They have 2 main activities: school and family. In school, they are to change its climate, that is, to remove all elements that disrupt welfare, mainly teaching, requirements and assessments. As for the family, specialists are to admit signs of force and, if detected, intervene, both inside the school and involving outside institutions – social welfare, police, courts. In early 2024 schools began to adopt strategies to defend minors from violence, which is the aftermath of the amendment of the household and Care Code Act. The detection of force is to be done not only by specialists but besides by average teachers. They must inform school professionals who are obliged to notify the service of their suspicions. According to experts conducting fashionable intellectual state studies, force gained a fresh dimension. Apart from conventional physical violence, which leaves easy to identify traces, intellectual force is now promoted, which does not have visible symptoms, but specialists are able to diagnose it, for example erstwhile a student learns well and is not defiantly dressed. Thus, the average characteristics of the school (training, requirement, evaluation) and household (good upbringing) according to specialists are force against children to be pursued. This is consistent with the Functional Evaluation, which is to enter all schools and for all students within the EOE. For the record, most of the opinions of alleged experts on the causes of intellectual problems for young people are wrong, and any even false.

Managed Chaos

In schools there was organizational chaos, imposed top-down in the manner described above. Together with him, schools had to accept chaos, flowing from the bottom – from ill-bred youth and their parents. They don't want to do their own work, but they have claims. However, the school has been deprived of most tools, and this causes disorder and frustration. In combination with low earnings in the profession, this results in shortages of teachers, especially discipline and vocational subjects. Further government teams have done nothing in this direction, while they richly fund various trainings and postgraduate studies of inclusive education and another EU-wide global projects.

Why do we request our own country?

The major attacks on the Polish school were 3 large events – teacher strike, pandemic school closure and Ukrainian reception. The strike broke out for political reasons, and tangible effects were easy pointed out: the environment was divided and divided; public assurance in school institutions and teachers was undermined; the teachers themselves felt exploited (because they did) and became passive. That is why, now, erstwhile it is essential to defend the school against Education, and the EU's hostile acquisition of the teaching environment is mostly silent. The second event was the closure of schools during the pandemic, which was a completely top-down decision, taken at the highest global level. It caused discipline to relax, lower school readiness, intellectual problems of young people, exposed to screens and separated from physical contact with school and peers. The 3rd event was the introduction of mass of students from Ukraine to Polish schools and an effort under this pretext to change our national education to multicultural. In EU documents, this population from Ukraine is not referred to as ‘refugees’ – refugees, but ‘displaced’ – displaced population, indicating that the process could be controlled to any extent. The effort to change the school's character thus failed, but the chaos grew.

The criticism of the present school flows both from the law, and from the left, and from average people. Only that usually no of the critics know what they're criticizing. It is not actual that school is bad, due to the fact that there are the basics of programming, requirements, responsibilities and evaluations, due to the fact that that is the essence of school. The problem is that there is not adequate implementation of the programming base, not adequate requirements, and there are either no evaluations, or they are descriptive, that is, incomprehensible, or unfair, due to the fact that they are inflated. The problem of our education is not that it is besides modern, but besides traditional, but vice versa – by force it tries to be modern and it is not conventional enough, and this is due to the fact that aliens interfere in our affairs and bribe our decision-makers.

The publication originates from the portal: współnictwo.pl