/qresearch/ - Q Research Board

What does this have to do with Q? This is Q-research boards

>>776276

Education cartel is responsible for a lot of the mass brainwashing we see today. You don't really realize how fucked up it was until you emerge from it and reflect on the terrible experiences.

Slightly tangential to Q's posts so far, but it's a very important piece of the picture.

>>776324

In that case I was brainwashed with shark anatomy. French toast. And using rice, a ping pong ball, and a tupperware with a lid, to tape record sound effects for a story. I also remember being brain washed with vocabulary words.

It was a living hell.

>>776410

We were also taught to sit in a chair for hours upon hours.

We were taught to walk in a single file line.

We were taught to respond to bells like a factory worker.

We were taught to succumb to peer pressure.

We were taught to not question authority.

We were taught to passively accept the knowledge presented by others instead of being independent learners.

We were taught that our self-worth is based on our performance on paper tests.

We were taught that we were part of a "grade" rather than unique individuals.

We were separated from the real world, with all its risks and opportunities.

We were filled with propaganda designed by academics of unknown origins.

We were limited in out ability to interact with others older and more mature than us. (47 minutes with a teacher in class of 30+ doesn't allow you to form relationships)

The conditioning in education is insidious.

I was at such a low level of consciousness and awareness in my early years that I didn't even realize that I was more intelligent than the norm. Being "GT" never registered as an achievement in my mind.

I don't remember much about what was in the actual curriculum, and I ended up dropping out of ithe advanced classes sometime around 5th grade due to a total lack of effort.

Note that the gifted programs vary from state to state, however education departments are near universally corrupt. It's likely that there are some variations in the degree of shittiness in each school, but basically everyone not in one of the top 100 elite private schools is getting a sub-par education at best.

This is what I believe are some of the side effects:

The biggest is these programs create an artificial separation between the more intelligent students and their peers. At first it may seem like this is a good thing, because those who learn faster won’t be held back by slower peers. However, this leaders to a type of hyper-internationalization in these kids. An education isn’t stuffing your head with as much facts as possible. Young children need to learn to socialize as well as develop athletically at this age. Social skills are just as important, if not more so, as intellectual development. Education should make well-rounded human beings, not autists who are posting on 8chan at 3 a.m. Saturday morning.

Instead of removing those who are learning the material quicker, they could be encouraged to try to help their peers learn instead. The best way to learn anything is to try to explain it to another person, and people are more open to learning from those who are their own age. This would develop vital social skills among the intelligent as well. Instead, the intelligent are separated which I believe leads to the mass “nerdification” of the intellectuals and the dumbing down of the the so-called normals. The children in level classes only interact with average students and idiots and are more willing to accept mediocrity. The children in the gifted classes are overloaded with work, overdevelop intellectually, and garner the resentment of their peers.

The second problem is the material that’s actually covered in these programs. It’s simply more busywork. People aren’t really encouraged to become independent learners, their simply bombarded with more and more material in the curriculum. I responded to this like it was a punishment. I was required to read books I didn’t like, write essays about (what I considered) shallow prompts, and fill myself with facts that I couldn’t directly connect to anything in my life. It taught me that the reward for doing well in my classes was just more work. The program made learning a chore, because I had little to no control over what I got to learn.

The GATE program is just another fetid aspect of the public indoctrination system. Anyone who wants to get pissed off should look into the works of John Taylor Gatto, a former New York teacher of the year. He spent the last 20 years crusading against public education, watching his lectures and reading his books really helped me see the schooling system in a new light.

It’s not coincidence many of the people here went through GATE. People with higher IQs are more likely to see through the bullshit. The cabal is dedicated to dumbing people down (with fluoride, television, sugar, etc etc etc) for a reason: They cannot control a large amount of intelligent people, but it’s easy to control dumbed down, mentally ill humans. For example how well do commercials work on you versus some of the “normies” you know? No one is completely immune to advertising, but I bet the people on this board are affected much less than the general populace, even before they were redpilled.

Fuck GATE and the rest of the education system.

>>776491

That wasn't MGM, that was school. I was self aware, most gifted children are.

Your connections of being intelligent enough to think critically and therefore being put into a special class, only to be brainwashed into not being able think critically are strange and awkward.

Also, are you angry? You sound angry about being put in MGM/GATE. I rather liked it. I was only disappointed it didn't extend past Elementary.

>>776678

The funny thing i GATE is jut the gate you get stuck at if your not qualified for Seminar.

Starting in 3rd grade we were teaching each other. I remember being told here is the chapter your job to teach it to the class, yada- running LARPS(rpg Oregon trail like). We had jobs even and earned money in elementary.

When u scored in the top 99.9% at the age of 7 you were given the ability to choose which Program(recruited at 7!!) you wanted to specialize in:Music, Computer/Science, Math, Tech, Drama. Most these classes were grouped combo grades- 3-4, 4-5, 5-6. My total class size was never over 14 kids if that.

My Public schooling had the program all the way to 12th grade.

This guy sounds mad tho.

>>776891

https:// www.sandiegounified.org/schools/grant/cluster-vs-seminar-what-difference

Cluster vs. Seminar: What is the Difference?

Differentiating Between Cluster and Seminar

San Diego Unified School District initiates the identification process through universal testing in grade 2–all second graders are tested. Students are reviewed for retest eligibility in grade 5, as the child matures. When new students enter the district, they are tested at their school during that year. Students from private schools are also tested to provide a conduit into the San Diego Unified School District.

GATE programs begin in grade 3 and extend through grade 12. San Diego offers two program delivery systems: Cluster classes or groupings for the gifted (classes may include students who have demonstrated the ability to benefit from the GATE differentiated curriculum and instruction) and Seminar classes for students identified as highly gifted.

CLUSTER STUDENT AND PROGRAM DEFINITIONS

Students who score in the ability range greater or equal to two standard deviations above the mean differ from their age peers in that they generally show advanced comprehension, a faster pace of learning, and an ability to handle greater depth and complexity in their learning. These students may not be challenged by the regular curriculum or its manner of pace or presentation. They require program differentiation of the core curriculum content in order to realize their learning potential.

The Cluster curriculum and instruction, though based on the core curriculum, must be differentiated in content, process, product and learning environment. Levels of abstraction, complexity, and depth must be greater than those provided by the core. The pace of learning must be altered to accommodate students’ needs. While students must master the core curriculum, the amount of time and number of repetitions required for learning must be compacted based on teachers’ assessment of how the students learn and what they already know. In the Cluster classroom, student interests become a large part of the curricular emphasis. Instructional processes are adapted to students’ abilities to work with abstract ideas, to generalize, and to make complex relationships within and across the disciplines.

A GATE teacher is knowledgeable about gifted students’ social-emotional as well as intellectual development and carefully designs the environment in the Cluster classroom or grouping. Students’ cognitive, affective, physical and intuitive functioning are taken into account. The environment must promote skill development, intellectual growth, and attainment of healthy self-concepts.

>>776898

SEMINAR STUDENT AND PROGRAM DEFINITIONS

Children who test three standard deviations above the mean are atypical learners who require programs significantly differentiated from the more typical GATE Cluster programs in order to feel comfortable with themselves and their differences and to develop their exceptional potential.

The Seminar program is intended to serve varied profiles as presented by students who need extraordinarily high-level, advanced, and challenging curricular activities; those with extremely high tested ability but low school achievement; and those students who are divergent thinkers and “march to a different drummer.” Because these students represent a heterogeneous group with a wider range of abilities than those represented in the GATE Cluster class population, the learning program must be designed for and adapted to individual differences.

Just as GATE Cluster curriculum and instruction is differentiated from the core curricular or Advanced Placement offerings, the Seminar curriculum and instruction must be differentiated from that of the GATE Cluster in content, process, product, and learning environment. The content must be differentiated in levels of abstraction, depth, and complexity, focusing to an even greater degree on generalizations and essential questions. A larger percentage of classroom processes and interactions revolve around interplay and exchange of ideas, with students defending their thinking and looking at their own and others’ thinking critically. Students spend more time in pursuit of their own passions and interests with greater emphasis on independent study and long-term projects.

Learning and intellectual exploration are accomplished in an environment purposefully designed by teachers knowledgeable about psycho-social as well as intellectual development of students who, because of their uneven development may be many ages simultaneously. Students are made to feel they “fit,” are safe to express their ideas without stigma, and encounter no ceilings to limit their reach. At the same time, students must acquire the necessary skills and knowledge in a manner and a pace which support their inquiry and investigation. These may be quite different for each individual.

In conclusion, GATE Cluster and Seminar experiences provide a learning program which incorporates core curriculum and advanced, enriched learning opportunities reflecting the interests and creativity of the students. By doing so, the program aims to encourage intellectual development as well as growth of self-identity, exciting students to extend their learning beyond the classroom and beyond their school years.

>>776678

Your teacher didnt have this site to help you out.

http:// sengifted.org/

love your Self man!

Changing Lives, Changing Futures!

Every day, people just like you work hard to provide support and understanding to gifted individuals and their families. We donate time, money and expertise so our communities can better serve the social and emotional needs of gifted. We do this every day because it is needed.

adobestock_26211974Many gifted individuals experience intense emotions, and some are susceptible to mental health issues. Additionally, intense personalities coupled with unusual intellectual ability place gifted individuals outside the norm, and it is common for the gifted to be bullied and ostracized—in the classroom and beyond.

Founded in 1981, following the suicide of a gifted student in Michigan, SENG has worked to offer support and guidance to the gifted community, through education, research, and connection. With the right intellectual and emotional support, gifted people can accept themselves and fulfill the potential of their incredible capabilities. And, perhaps more importantly, they can learn to work with their high sensitivities to feel balanced, happy, and at peace.

Thanks to your generosity, SENG is able to offer a wide variety of services. With the goal of further expanding its activities and reaching more people, SENG also accepts contributions of all sizes from individuals and organizations. Please join us in our work to empower, support, and connect gifted people.

>>776276

((They)) identify the 1% and the .1% of those at the age of 7..

I was on the honor roll from 4th grade to 9th grade. We had cooler projects, but also so much more work. At school I got picked on for being smarter. At home if I fucked up I was punished worse because “a smart kid like you should know better.” It was nice having more of a challenge but also, fuck having to do twice as much work and miss out on building social skills because I’ve literally got twice the amount of work to do. I ended up leaving the program when I realized that it was all bullshit. I wasnt taught to think, I was taught to regurgitate. Our grades were a competition. What the fuck is the point of scoring 120% on a test? Wheres the class on how to do my taxes? Or how to start a business? Why do I need to know all about this watered down garbage when I could be learning things that’ll actually serve me later in life? Nobody could answer that question in a way that satisfied me. I loved learning; but I hated what I was being forced to learn. What was the point of being smarter than everyone else if all it got me was dirty looks, harsher punishment, and more work? Once I realized I was being trained to be a good slave, I dropped out. Ended up having to do online highschool instead because nobody would let me not finish school.

Thinking about it all now really pisses me off actually. Coupled with growing up in an extremely abusive home, being a kid sucked. The beginning of my life put into motion life cycles I have yet to figure out how to break out of.

>>777006

if u were tad bit smarter You could have figured out if you get 100% on Tests and do no HW- thats a C all day

What was point honor roll effort all those years, burnt you out before puberty

>>777006

Might be a good time to into the MIL, they have quite a structure system, and look they just got funded!

Almost feel like Q, is a Recruitment to show any of us that been sleeping that we prob shoulda joined Mil so we could be working on these issues instead of hidin behind our Chans.

God is Good, God is Great

U R GOD

I was chosen for the "Gifted and Talented Program" while I was in elementary school. I passed on that. One kid I knew who was in that program, despite being dumber than a pile of elephant shit (I believe he was eventually diagnosed with learning disabilities), was allowed to do WHATEVER he wanted. It was like independent study or a self-guided course in college. He was allowed out of class such as math or science to make a skateboard in the GATE program. Now….does anyone else see the problem with that? This teacher who was in charge of the program pulled out the sales pitch on a 10 year-old and it didn't even work.

I don't see any advantage in peeling off the more talented, intelligent kids from the larger group, placing them in a nice "box" (you're "gifted). The other kids always felt a bit of envy that a small percentage of kids were being allowed out of class to basically do whatever they want.

Ironically, I had a teacher who used to run his classroom like a mix between constitutional, republic and military (Korean War vet). Had students elect team leaders. The one who got the most votes was appointed "class leader" and was tasked with teaching the class when the teacher was gone sick or whatever. Leaders were also given disciplinary privileges. We could put other kids in our group into "time out" or throw them out of class based on their behavior. It was a delegation of responsibilities. The school district HATED him for this, but his students loved him.

This anon pre-dated official GATE programs but grew up in a wealthy 'burb dominated by doctors, lawyers, engineers, business execs. In HS the principal said I can't make a gifted program - 3/4 of the students are 120's and above! But anon was blessed with being a few notches above that. No hostility toward the school; they did what they could.

But anon never learned or was taught how to deal with those in the middle of the bell curve; those that represent who we must all cope with in real life. This is waaaaay off topic, but does anyone here have ideas/links/sites/books etc on how to work with the majority of people who "just don't get it"?

Gifted & Talented, as I later discovered that they called it, was my norm, seemed "normal" to me. To every one else I was so smart, so intelligent, while I couldn't figure out why everyone else seemed so willingly dumbed down (peer pressure, I later learned, easier to go with the flow than against it). I clearly recall being called out of the classroom to be given "tests" by visitors from the local universities from ages 5-8. Aced them all, and didn't feel special for doing so, came too easily Because of me, a special AP class was created at the school, taught by a Jewish teacher who was brought in for that purpose alone. In later years, at the suggestion of my AP Jewish teacher (and w/o parental consent) I was finally transferred to a GATE school. They'd simply run out of material for me.

I didn't accept the programming of the GATE school. Refused to feel superior to those I interacted with outside of school, even taught some of them as best as I could what I was learning that they weren't. Brawls weren't uncommon though, with those who thought that I thought that I was better than them. Eventually it was right back to "normie" school they sent me, for not becoming what they wanted me to be. Naturally I cruised right through that school w/ little effort, having had a leg up on education already (read: it was all remedial for me at that point). BUT, they would NOT let me take AP classes!!! Something about how it was an unfair advantage over those who WERE in AP (but what about the advantage that I had over those I DID attend normal classes with?!?!? Confusing, much?) It was in that time frame that I figured out that I was being "punished", intentionally held back for not accepting the programming (had seen some of my more easily brainwashed GATE peers get placed into the schools of their choice). Seeing that they would do this to a child, the rebel in me was born. It was self-education from that point forward.

A mentor in later years confirmed that they intended to use my intelligence for their purposes, and that I'd feel the pressure of not following along for the majority of my life, as he did. He was right. Expressed myself through art to cope, & only in recent years have I stopped giving a fuck about the pressure. They lost, and they still hate it. I don't care.

Our school had "SAGE" - 1990s. Moved school districts and went into a similar program at that school.

What struck me was the difference. The program when I first entered was in its relative infancy and part of a fairly small school district in the heart of conservative America. There were few standards and we generally did some group problem solving and creative thinking exercises or went on some field trips to learn above and beyond our average peers.

Even then… I was notably different from people who were just high IQ. Not to say I was smarter or that I knew more - but that I enjoyed learning at my core.

Anyway, in the new district, which was larger and more standardized, the gifted education program was more focused on a creative problem solving process/competition. I noticed this was a vehicle for a form of brainwashing in two ways. First - the problem is presented as factual even though the process is hypothetical. Get kids solving fossil fuel shortage problems and then… Part two, is to convince them they have now adequately researched this topic and identified a solution based on the limited and hypothetical constraints of the process.

A number of my gifted peers came out of this course quite pompously liberal simply because they believe they have already researched and resolved a problem that is far more involved (or… May not even be a problem…) Than they were led to believe at first.

Even so, we were trained to think and to expand our thinking incrementally or to bridge vast chasms. To entertain and consider ideas without necessarily accepting them. Together, at the same table, after years in our respective industries, fields, and professions… We are the sum of all fears.

>>779477

Not to say you are wrong. The average person is far more capable than is often given credit for. But there is such a thing as a distribution of norms. There are people who are superior performers for reasons that are not attainable by the vast majority.

This is something I had to come to terms with. The "everyone can achieve the same level of greatness" idea is one projected as a tool for sociological manipulation. It is great to believe that inside of any person is an undiscovered genius… But the reality is far more mundane, and all the more beautiful for it.

The ordinary person, faced with challenge and equipped with knowledge, can and will - among the mass of his or her peers - hit upon a working solution and communicate it. The ingenius solution may never again appear from the same ordinary person. He simply happened to be lucky or have that divine crossing of knowledge, experience, and drive.

This is the infuriating part for faux elitists. Never can they accept that average people achieve great things. They want a society where the philosopher kings continually rule the halls of genius and greatness. They want institutions and halls in their honor.

But to the truly elite - it is a beautiful thing to see a solution arise from the dilligence of the mundane. We may be brilliant - can run circles around the average person… But why should their success then frighten or intimidate us? It should be welcomed and they should be further empowered and encouraged to tackle the next peak or challenge.

Maybe we will get there first. Maybe we will stop to study a hole in the side of the mountain. Or perhaps we'll enjoy a slide down the side to run back up again.

>>776898

I got picked up for this exact Seminar program in 4th grade. We had a team of young, idealistic, hippy, environmentalist, liberal teachers who gave us little 4th graders all sorts of creative team projects and learn at your own pace assignments instead of just teaching us. Even the recess games were "special" and creative. For instance, we played "Gladiators" instead of dodge ball.

What a waste of time. The next year I asked to be put back in normal school, where normal teachers disciplined the classes and taught all the students how to read better, write effectively perform at the best of their ability. Since I caught on a little quicker than some of the kids in the normal classes, those regular teachers used their own good judgment in giving me tasks that were a little bit more challenging. For instance, I got assigned to read Lord of the Rings while the rest of the class was working on the standard, grade appropriate, textbooks.

Because of normal, caring teachers using their own brains, I was consistently challenged in the normal classrooms much more than in the Seminar program.

High School was a repeat of 4th grade. I got assigned to a new, experiental High School that didn't even have walls between the classrooms. Again, it was staffed with a bunch of young, idealistic, new-age, touchy feely, teachers that preferred to assign group projects rather than teach the subject matter.

The normal kids from my High School Class almost uniformly did poorly in life. In 10th grade I escaped via a proficiency exam and finished my formal education in a normal community college.

Again, normal school, normal classes, normal instructors equaled a much better education than what was available in the special school.

>>777175

Why the fuck would I join the military and sign myself up to be brainwashed into being a good soldier. Thats literally everything I hated about school. Dont question authority, march in line, climb the ladder, jump when they say jump, dont think; fuck that. People like me dont do well in the military.

>>776491

jokes on them, my parents taught me to be a good "dooby" - my ghetto highschool made me a rebel without a cause

>>777006

>>777175

THIS^^^

I used a proficiency exam to get High School equivalency. That got me into Community College. After I enlisted in the Marines, that AA degree and decent test scores qualified me for an Enlisted Commissioning program.

Leading a Rifle Platoon turned out to be really good preparation for a life in business. It also really quickly cuts away all the BS self-absorbtion that one tends to accumulate when the system tells you that you are "gifted."

Every Grunt's got some gift, and every single one of those gifts matters pretty much equally in accomplishing the mission. You don't feel so hot shit when you realize that every single rifleman's got some "gift" that you lack, and that you rely on all those "gifts" that others possess in greater degree than you.

>>780571

The US Military isn't the best in the world because it "brainwashes" people into being "good soldiers." It's the best because it pushes responsibility to the lowest levels and makes each man think and take responsiblity for every thing that does or does not take place on his watch.

It's not an organization of order taking drones, but a highly complex network of thinking minds . . . kind of like the chans.

>>780571

The military is not a perfect institution. However, one thing it teaches… Or at least taught when I was in, was both teamwork and leadership. Sometimes, you need to suppress your ego and work for the team. Other times, you are the person in the lead role and need to have the skills and confidence necessary to be effective.

The most important, by far, is the concept of leadership. You can always tell someone who was in the military or who has been in proximity to a supervisor who was military. What it means to 'own' an area and the people in it. What it means to lead.

We don't train subordinates. We train our replacements. There will come a time when we are relieved of our duties, and our task must be carried out by our juniors and our peers. They must be made ready to be able of withstanding our loss. The leader isn't necessarily in place because of superiority or inferiority, the leader fills a functional role in the organization of our efforts. There are times when 'just do as you are told' applies - not every decision in the face of danger can be argued or questioned. No one wants to push through the kill zone of an entrenched position. You can either all move as one team, or single-file into the enemy. A sub-optimal play by a team is usually better than a platoon of Leeroy Jenkins.

This is why the military stand apart in much of what they do. They train their replacements, congratulate a junior being promoted to a position senior to their own, and continually recognize what they do as part of a mission that is more important than their personal grievances. They continually measure their own success by the success of the team.

That is what it means to be King.

https:// hooktube.com/watch?v=i4rSqBkc7s8

To win, but not destroy - to conquer, yet never humiliate… That is what true conquest is!

>>780799

>>783036

THIS

>Very well said

Heaven on Earth.

GaiaGate.

Was part of the gifted program… bussed to a school outside of my zoning. Leave house at 545 return around 1745. All this Bc I was zoned for a school w a bunch of spics. School I was zoned for was teaching English in the 3rd grade. So for all of you illegals need education too, the fucking citizens are the real people losing out…

>>779081

>Differentiating Between Cluster and Seminar

Jordan Peterson lectures on the tube have helped me understand most of "the fundamentals" quite well. I'm well aware that i'm not acclimated to society, but I had no clue where to look for the "starting point"

I never truthfully took intelligence tests, filled in random answers, put in remedial classes, friends were in Gate. They stayed late while I mastered computer science on my own time, tested out of school, and started businesses. So glad I didn't get stuck in that brainwashing. It probably would have worked and I would have gone to college then worked for some Intel Corp.

>>798513

We just moved out of CA

The neighborhood school we were assigned to in CA had a kindergarten class that was 80% refugees that didn't speak a word of English.

This was a regular school with regular neighborhood students.

>>776276

you wouldn't believe how much it has to do with Q

I hope Q will one day openly tell us or at least elude to what GATE was

>>809452

>I hope Q will one day openly tell us or at least elude to what GATE was

Was not GATE a search program for specific blood lines and abilities? I've read through most of the GATE threads on 4plebs.org/pol

>hearing tests

>puzzles

>remote viewing tests

>card reading tests

>intuition tests

>>809970

It's probably got multiple layers. The first layer is to create different classes of people based on their intelligence. The second, deeper purpose may be to identify the "super gifted" early for indoctrination into their programs.

I was in a small city school district before the rural ones consolidated. I won the district wide science fair in 5th grade, but there was no special program until junior high- 7th grade.

Then the SCOTUS Brown decision caught up with them and each class was integrated and that killed the Gifted and Enriched programs.

The '60s in New York State. State teacher's college turned into a drug party BS center.

Normal people moved west or south. I was trapped. Finally got an external BA, Masters, and now ready for retirement.

>>776491

>>777006

I've been lurking here for a while. I haven't commented before but your story touched me.

I understand your anger. Been there and done that. I grew up in a very abusive home. I was psychologically, physically, and sexually abused growing up. I was told on almost a daily basis that I was worthless and had no value whatsoever. It really screwed up my life for a long time. Nothing I said, thought, or did meant anything. I was in my 40s before I started to figure out who I am and that I have value to add to society.

I can tell you though what has worked for me. In a single word, God. Scoff if you like. I can tell you without reservation that He changed my life. I was a burnt out druggie unable to hold down a job as lowly as pushing a broom, unable to concentrate, unable to think logically, and my memory was gone. I couldn't remember from one day to the next what I had done. I'd dropped acid way too many times.

I started out just walking under the stars at night and talking to God. Asking Him if He cared for me. Asking Him to show me if He really existed.

He showed me. He changed my life. Three years later I took a battery of tests at a local private college and they told me I could be anything I chose to be, that my IQ was 3 statistical deviations above average. My life changed for the better and God has taught me how to deal with my anger figure out why things have happened to me in particular so that my life makes sense and has purpose.

God can do the same for you. Just start out talking to Him. If it feels too weird to talk out loud, just say it silently. If you're honest with Him He will show you He exists and how He can change lives that sin has completely screwed up. If He could do it for me at the level I had degraded to He can do it for you too if you give Him the opportunity. Give Him a shot. What do you have to lose other than your pain and anger?

bumper

I was in one during the 90s. 157 IQ anon here. They tried to hyponotize an entire 6th grade class as part of a "psychology" course, I do remember that. It was basically designed to indoctrinate all the "dangerous" high-IQ kids into globalism. Looking at facebook profiles of my former classmates, it was effective - my smartest friends all cried liberal tears on social media when our President won. One even declared her home to be a "safe space" where people could ostensibly cry together without judgment. Sad!