PCh24.pl: Youth intellectual problems. Part 3: fresh Order

The logic of earlier stages, as well as historical cognition of erstwhile revolutions and cognition of the achievements of the fresh Marxist School of Frankfurt indicates that in the first phase the globalists took over culture, in the second phase they introduced managed chaos, and in the 3rd phase they intend to establish their fresh order.

This division should be treated contractually, as revolutionary changes take place at different times in different countries. Poland is late for another Western countries. The difference was initially around 30 years, it has now decreased, as subsequent governments installed in Poland work closely with globalists. Thanks to the government of Prime Minister Mateusz Morawiecki, Poland has made very good advancement in the revolution. respective packages of systemic solutions were introduced, binding the administration, economy and policy of the Polish state with the structures and processes of the European Union and the UN. For social change, the amendment of the Act on the prevention of home force and the inclusion policy, the main component of which is alleged inclusive education, is the most important.

After the end of the regulation of the alleged good change, Poland's hold towards the Marxist revolution in the West is respective years. fresh leftist-liberal governments will be able to benefit from the systemic solutions they had previously implemented to introduce any leftist ideas that the elite of global power would want. This is only part of the immense amount of commitments made by subsequent governments operating in Poland. This shows that our country has very limited independency and sovereignty. We are faced with further revolutionary changes, taking distant the remnants of independency – the centralisation of the EU, the WHO pandemic treaty, the planned UN Future Treaty.

We know a lot about what the NWO will look like from many sources, but this is not what we are doing now, but the processes that will take place in Poland in the next 10 years in the field of education and education. We learn from EU and UN documents, from expert papers, from the statements of the prophets of globalisation (Harari, Schwab) and from the experiences of Western countries where the transformations have already taken place.

With centralisation, the EU is expected to make a European education area with a unified curriculum. On a global scale, each country is to implement sustainable improvement education, where alternatively of substantive cognition it will learn about climate change, the influence of man, diversity, the unification of all mankind into 1 organism, combined with Nature and the planet. A complete variety is to be raised at home and taught at school. These 2 systems, which inactive contain the cultural core, are to follow in the footsteps of globalists. They have long been followed by mass culture and psychopathic (psychological-pedagogical industry). These changes are to take place according to the strategy of the march by the institutions – maintaining external forms and a complete change of content.

The public education strategy will preserve schools as buildings and individuals, called teachers. This teaching will fade beyond the most basic knowledge. The subjects of teaching will be utilized as a facade. In their course, psychoeducation lessons will be conducted to teach what is presently on the UN agenda. Revealing this goal allows us to realize the changes that have taken place in Polish education after 1989. The strategy was damaged by successive reforms and introduction of inclusive education elements. Most of the changes deepened chaos and imposed further responsibilities on schools and teachers, usually impossible. Formalism, bureaucracy, statistics, reporting were multiplied. Testomania, schematics and rankings were implemented. They introduced the anticipation of confirming the alleged peculiar educational needs to average schools of intellectually handicapped students. They rapidly became widely abused by parents who treat them as privileges. Schools were ordered to adapt their work to all individual characteristics of students, which is impossible.

At the same time, mass culture, supported by a psychopath, revolted parents and students against school, duties, effort, learning and teachers. Under the pretext of student rights, teachers were deprived of most educational tools and spent on claims of depraved parents and students. The school's work was broken down by further non-scientific activities. Most of the mandatory trainings were anti-cultural indoctrination. The sum of these influences led to a decline in the level of teaching and chaos. Psychopeda accused this of cultural education, teaching and demanding. It was recommended to change methods to alleged creative and innovative to encourage students to learn. Most of these methods were originally designed for handicapped students, which took the form of learning by playing and applying patterns. The deliberate chaos and excessive responsibilities lead teachers to psychophysical destruction. Many of them get sick, die prematurely, or leave the profession.

At the same time, there are not adequate fresh jobs coming into the profession, and there is no policy to encourage candidates. There are, however, large government programmes supported by the EU to guarantee that alleged specialists, primarily from psychology and peculiar pedagogy, go to schools.

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Bartosz Kopczyński, Society of Social cognition in Toruń