‘End of school’ means double. First of all, the school year, this unpopular work, homework (although limited), work (and little frequently written), questions (in decline), poems by heart (not learned), discussion of reading (partly cut out), tests (developed willingly in fresh years). Secondly, for 30 years there has been a consistent process, the climax of which is already visible to the bare eye. This trial is the end of the school as we know it, which the Latin civilization has carefully built since ancient Greece. This school teaches children wisdom and educates the citizen of his own national state. In order to illustrate this process to those who are inactive unaware of it, I will usage a fewer pictures from the school's life in the last fewer weeks.
Picture one. Primary school in the region town. The schoolyard during the break, your on-call teacher makes certain the children are not hurt. There's a class 4 student showing up, causing problems, dad God knows where, mom can't handle it. Student with a decision and under the care of all services: psychologist, educator, social services. The student arrives with a skateboard and starts the breuries. Your teacher, according to the guidelines, tells the boy to stop, as this poses a threat. A retired Polish teacher has devoted her full professional life to the school, and now she devotes her time to the case, due to the deficiency of fresh teachers. In response, the student brings out a stream of names and demonstrably spits on the woman. The case goes to the director, the psychologist, the teacher, all after many trainings (including education, neurodiversity, intellectual problems, hatred speech, home and peer violence, stress management). All the ladies at the offices are stacking their hands together, saying there's nothing we can do due to the fact that it's a system. There is simply a clear proposition that the responsibility lies with your teacher, who seemingly cannot cope. Unofficially, the teacher was instructed to call the police for specified a circumstance.
Image two. Primary school in the provincial city. Average class three, 20 kids. Student with judgment, under constant supervision of all services (see above). He starts insulting his friends by calling them the worst. Your pre-age teacher, your full professional life at school, intervenes to halt verbal aggression. In response, the student turns to active aggression and attacks the teacher by measuring fives to the face. Your teacher collects punches, and in self-defence he can barely halt the aggressor by grabbing his sleeve. The case goes to the director, the psychologist, the educator, all after training (see above). Fortunately, there is simply a monitoring in the classroom, so the manager can measure that there has been a violation of the student's physical integrity by the teacher. There is simply a message that your teacher is not doing well, and there is simply a problem in the schoolroom with aggression and violence. In class, your scientist conducts nonviolent agreement training, teaching children and your teacher to express her needs and emotions utilizing giraffe speech. Your teacher from the possible consequences of force against her kid saves her from calling the police.
Image three. Primary school in the provincial city. Your math teacher, over 20 years of experience, is trying to teach in 7-8 classes. He has 28 children in his class, of which 5 from Ukraine and 2 from Africa. Of the remaining 10 have opinions or judgments. There is no agreement with children from Africa due to the fact that they do not realize Polish, with English basic phrases. Students from Ukraine talk Ukrainian. Your teacher enforces statements from them in Polish, as your peculiar educator, late employed, points out after all trainings (see above, plus multiculturalism). Your teacher states by the authority of a specialist that you must not stress children, besides, Poland is already a multicultural country and you cannot impose on everyone 1 culture. Your teacher cannot enforce cognition from her students, as she has late been greatly reduced in her homework. As she continued to do so, any parents complained, citing children’s rights to free time. Your teacher at least tries to bring up the subject with those kids who want to study. However, it must adapt to all judgments, which is virtually impossible. However, there are 2 parents who carefully guarantee that teaching is adapted to their children. The parent of a kid with selective mutation (does not talk in any lessons) demands that her kid does not gotta answer aloud. The father of a kid with dyscalculia demands advanced math scores to get his child's comfort into a prestigious advanced school. Your teacher tries despite the obstacles, but she seldom has a set of students in her class. any leave classes, and their parents wholesalely justify absenteeism, others participate in many activities run by the school. Trips, trips, charities, peculiar days. The school has quite a few activities, everyone is inactive busy with something another than learning.
Image four. The principal's office at a secondary school in a middle-sized city. It has a computer screen in front of it, utilizing which it is in constant contact – with the curatorium, ministries, old age, respective another centres of power. It reads fresh information, instructions, instructions, guidelines. They are all very urgent and highly important. It has a work to respond, react, implement, send to teachers and parents. The shelves are lined with successive binders of further essential documents. Further training needs to be carried out: from the fresh rules on the protection of minors, from the prevention of force and exclusion, from support in depression and intellectual crises, from tolerance and hatred speech, from the next newest rules, from the fresh rules on the conduct of examinations.
Such images can be multiplied without number, and it is not something new, but it has been increasing constantly since the beginning of the endless improvement of education under the collective slogan "We pursuit the West". all government cares very much about children and wants to help. This 1 is trying even harder. He leans over the problems and sees that the strategy is not working. That's why he wants to improvement it so that it builds a full fresh system. There will be more specialists: psychologist, educator, peculiar educator, support teacher, student and household advisor, accessibility advisor, intercultural advisor, signaler. The fresh strategy does not foretell teachers, but it is not a problem, there will be a digital platform and artificial intelligence. There will besides be more empathy, psychoeducation, training, awareness. There will be a fresh programming basis and fresh knowledge, adapted to the needs of the labour marketplace of the future, in line with the EU objectives (people are called labour there). There will be health, sexual, civic and climate education. The children will be cared for, and the school will yet begin to deal effectively with force in families, ensuring the cooperation of all departments, police, courts, intellectual wellness institutions with schools and families. There will be a full implemented education including, intercultural, digitalisation, postgraduate profile. Finally, there will be common good. The strategy school will be so good that there will no longer be the request for non-public schools and home education, so it will be abolished. Teachers will replace educators, having the position of a public officer, entitled to enter any household at any time. Anything for the sake of the children. In 2026 we are to enter a fresh paradise: the European Education Area.
The title end of school should be taken literally, due to the fact that what will be after 2026 will no longer be a school, but an EU slave farm. The current problems, presented in the 4 pictures, are not something spontaneous. Chaos, which generates these problems, was intentionally created to first disrupt what worked rather smoothly, and then to trick-or-treat something new. There are 2 groups of causes of current problems at school: people's side and strategy side.
Human problems have come from the fact that modern parents are bad parenting or not raising children at all, entrusting this task to screens. This is mostly due to the ubiquitous advice of alleged specialists, whom I call psychomagics. In the EU school of the future, they will replace teachers as educators. Problems on the strategy side arise from the fact that it is entirely dependent on abroad influence, mainly from supra-state institutions, peculiarly the UN and the EU. This problem besides has its cause, on the side of the state system. The III Polish Republic is not an independent state, but a neocolonial structure aimed at eliminating Poland. The liquidation covers 2 aspects: systemic and social. Systematic liquidation is the absorption of the structures of the Polish state by the European Union, so that there is no longer independent Poland, as well as another countries of Europe. Social liquidation is the removal from the minds of young Poles of Polish identity and the introduction of EU identity, and the simultaneous change in cultural composition of Polish residents by bringing immigrants. These 2 liquidation processes are possible thanks to the third: full stupidity of Poles by the media, specialists and the education system. I call this process stupidity. These problems we see at school are the consequence of the multifaceted stupidization of the Polish nation, conducted intentionally, planned and consistently.
This is simply a description of what they do to us, and what we unwittingly participate in, through unconsciousness and deficiency of response. The question is whether this can be stopped. The answer is firm and is yes. The second question is, how. There is besides a strong answer: as long as the governments in Poland do blindly the wishes and orders of centres outside Poland, nothing will change. Repairing the school requires a sovereign policy of the Polish state. This 1 requires the foundation, or consciousness. Poles request to know that governments have a dependent policy, and request its change to independent. In the field of education, this requires the rejection of all changes introduced by the current Warsaw Government, and then repair of what broke the Polish People's Republic and the 3rd Republic. This means returning to Polish pedagogical patterns and to the classics of teaching. This involves extremist rejection of almost everything that has been taught at pedagogical universities for decades.
Next question is, who's gonna do it? The answer is besides firm. First, who can't handle it. This will not be done by current political “elites” from Magdalena, ruling the III of Poland on a ping-pong basis (once again). This will not be done by the present university staff, as they profoundly inundated false and destructive knowledge, never faced with actual knowledge, so they reject the fact at the outset. The present teaching masses, passively led by power to their own humiliation and fall, will not do so. The only expert community that wants real repair and knows how to do it are people focused around the Coalition for the Salvation of the Polish School (KROPS). It is an alliance of different social organisations and real experts, covering a broad spectrum of independency environments. No real improvement of education in Poland will be possible without real cooperation with the KROPS environment. If any political force that preaches the repair of education does not undertake this cooperation, it will mean either a seeming action or an ineffective or false flag.
A broad cognition of the spoilage of the school, people and Poland can be found in the “Guidebook of the conscious nation” published by the Krzysztof Karonia Institute of Social Knowledge. The first volume just appeared, and its subject is the issues of education and education. I encourage you to learn the truth, learn lessons, and apply them in life’s practice. I besides powerfully encourage the support of the activities of KROPS and organisations, including associations. This is simply a real thing that all Pole who wants to contribute to saving Poland can do from time to time. The formulas of the actions taken by KROPS are different. Contact and more information at www.resaveszkole.pl
Bartosz Kopczyński
Krzysztof Karonia Institute of Social Knowledge.
