The 5 Pyramids (Chapter 4 of the book "The Hijack of Education")

 

The 5 Pyramids

When a baby elephant is tied to a stake with a chain, it tries to break free repeatedly but without success. The failure trains it to remain tied up. When it grows up, it does not even try to break free, even if it is tied with a thin rope.

The Pyramids of Information and Intelligence

Our rationality is being stunted. Our basic values and emotions, which are the foundation of open-minded rational thinking, have become convoluted. An unclear heart full of selfishness, ego and other vices cannot think rationally. However, we have been indirectly taught to be selfish, ego-centric, competitive and jealous under the guise of education. This delimits our understanding and vision. We cannot put ourselves in others’ place to feel their sorrow, pain or problems. We rely on popular opinion (which can be manufactured), instead of logic based on ethics. We have forgotten to live according to the principles of non-violence and universal brotherhood, in alignment with nature. No common idealism unites us; we are divided and competing against one another.

Rote learning has practically been encouraged in this educational system. This hinders the development of the understanding abilities of children. The formative years of their brains ( which is upto the age of 8, according to the Cognitive Development Theory by Piaget) have thus been sabotaged to disrupt their thinking process. Children should be taught social skills, moral values, mother tongue and some fundamental concepts (which need not be unlearnt later on) till the age of 8. The topics mentioned earlier, viz., yoga, meditation, music, drawing, painting, dance, self-defence techniques and gardening should also be taught. It makes more sense not to jeopardize the tender brains of young students as human lifespan has reportedly increased over the years.

The syllabuses have been overburdened with a lot of unnecessary information and misinformation too, on purpose. Some essential information has, however, been withheld from us. Information shapes our lives. Our decisions are made based on what we know. So, the Pyramid of Information is central to all the five pyramids. We will come back to it in later sections of this chapter.

We are taught topics dissected into many subjects. The information imparted is reductionist, and not holistic. We are not taught to synthesize the information or even think rationally. Knowledge is compartmentalized into different subjects and the interconnections are omitted. For example, Mathematics and Biology are treated as two distinctly different branches of Science. However, there is a mathematical pattern in the growth of organisms, in the sequence in which the leaves grow in a tree. The Golden Ratio and the Fibonacci Sequence hold the keys to these questions, respectively. Unaware of the research, the students fail to integrate the two subjects. The minds of the general students and even the careers of science students get compartmentalized into two different streams- Mathematics and Biology.

The pruning of information creates a pyramid of information. We have a pyramid-like structure where there are a lot of people at the base with minimum information, and very few people with the required information at the top.

All the subjects have been tweaked to suit the interests of the elite rulers. The subjects have been dissected and many vital pieces of information have been removed so that the students fail to connect the dots. Thus education is no longer holistic, but reductionist. We are not taught to synthesize different topics or subjects on purpose. The focus is only on memorizing. Even analytical thinking is not taught properly. (Even when analysis is taught, the example becomes the focus instead of the technique. Insight into the process of analysis is not developed. Rather, the students are expected to learn a few case studies by heart.) This is definitely a ploy to hide the greater picture from us.

As a matter of fact, education has long been hijacked by the secretive elite rulers of our society. They have weaponized it to suit their own agendas. We are implicitly indoctrinated from an early age so that we serve their interests. It is not only the radical elements who brainwash students to utilize them as human resources; the elite rulers have been doing this to us all for a long time. Education is no longer about the all-round development of the students. We do not seek to create a better society with better human beings these days. Nor do we try to empower the students. The Educational System indoctrinates the students to fit into the society and serve it, while it (the society) remains subservient to its elite rulers. This is the prevalent trend that most contemporary teachers follow. Teacher training courses can solve this problem: a paradigm shift is needed so that teachers are taught to empower students, and make their students more responsible and more conscientious.

The Educational System serves and reinforces the pyramid models of wealth, income, control, information and intelligence.

Rote learning helps to create a pyramid of intelligence, where there are many people at the base (with stunted intelligence- for example, the actual method of teaching Mathematics today, kills intelligence and instils fear in the majority of students). We find fewer and fewer people with increasingly more intelligence, as we climb up the pyramid. This is not natural, but an intentional stunting of our basic comprehensive abilities and our intelligence in order to keep us underdeveloped, and under the control of the elites.

The elite rulers want to conceal how the system works and to exploit us as human resources. They try to hinder our physical and mental well-being. They also try to destroy our growth and prosperity. If we become strong and self-reliant, we will not obey them under compulsion. So, they want to keep us weak and dependent, fearful and obedient, in order to control us.

The Pyramids of Wealth and Income

This brings us to the Pyramids of Wealth and Income. Almost half (45.8%) of the world's global household wealth is in the hands of 1.1% of the world population. The bottom 55% of the population hold a meagre 1.3% of the total wealth. This information is from the Credit Suisse Report of 2021, based on a survey conducted in 2020. There is an Economic Divide between the super rich people and the general population. Richest 8 people owned as much as the poorest 3.7 billion people (almost half of the global population) in 2016/17, according to one mode of calculation. There are very few people at the top, while the majority of people is at the base of the pyramid. As we climb up the wealth pyramid, personal wealth increases but the number of people possessing that amount of wealth decreases drastically. Thus, a pyramid model exists here, in terms of Wealth Distribution.

The Pyramid of Wealth Distribution (or, simply the Pyramid of Wealth) is reinforced by the Pyramid of Income. It may be worth mentioning again that the richest 1% of population bagged 82% of the total global income in 2017, according to the Oxfam Inequality Report of 2018. The calculations on wealth and income are based on the disclosed amounts of white money, and not actual figures. The figures will be very different if the hidden assets of the super rich 1% elites are revealed, keeping in mind their criminal tendencies and large share in global wealth.

What do the Pyramids of Wealth and Income suggest? That we do not get a fair share of income and wealth, that our labour (whether physical or mental) is not sufficiently rewarded, that we have been prepared as human resources and exploited all our lives. Do we want this trend to continue or worsen? Do we want our own children, the future generations of humanity to work for the elites unknowingly, and be exploited all their lives? Or, will we work together to raise awareness and fix the loopholes in our Educational System?

Wealth created as a result of our collective work, lands up with the super rich people. Wealth and income are being suctioned up the evil Wealth and Income Pyramids. The entire economic system has been rigged to exploit each and every one of us. Investigation reveals some of the mechanisms by which wealth is being stolen from us. The subject of Economics does not inform us of this reality. Textbooks and syllabuses of Economics should have reflected the ground reality and investigated the reasons behind this reality. We summarize the mechanisms of our economic exploitation in brief, below.

The Mechanisms of Economic Exploitation

How actually are we being robbed of the value of our physical and mental labour? Poverty and scarcity makes labour cheap at the bottom layer of the pyramid. Wages are inequitable throughout the income pyramid. Cycles of recession followed by times of economic prosperity transfer wealth into the hands of the elite bankers.

Most importantly, the central banks dilute the fiat currencies by overprinting currency notes. They collude with the governments, which create budget deficits. The central banks are private, and not owned by the governments. Most people have been falsely led to believe that they (the central banks) are part of the governments. Instead, they are tied to a private bank. Rothschild-owned Bank for International Settlements (BIS) controls the policies of the central banks of various nations. The central banks like the Federal Reserve Bank of America, or the Reserve Bank of India are its associate members. They tout its policies like cashless societies and CBDC (central bank digital currency). While all these policies have our welfare as their stated goals, the original objectives are hidden and sinister in their design.

Overprinting of currency notes dilutes the value of our currency. Lots of extra currency is created, thereby increasing the supply of money. This makes money cheap. The value of currency goes down as commodities become costlier. Actually, this is possible because what we consider to be money is actually fiat currency. While money is a store of value over a long period of time, fiat currencies are printed by order of governments. They are promissory notes that work on the basis of faith. They are apt to lose their value over time.

Economics textbooks do not discuss these basic points.

Unfortunately, corporatocracy ensures that most of the extra printed currency lands up in the pockets of the elites, who own the big corporations. Thus, we are left with more or less the same income even as the value of our income keeps falling rapidly.

In simpler words, our currency pool is diluted and the presence of more currency causes its value to be depreciated. The extra currency being created is distributed inequitably. Over the years, everything becomes costlier because the value of currency gets stolen by the elites.

Let us consider the example of India. 10 grams of gold cost around 63.25 rupees in 1964. Now in 2022, its price hovers around 50,000 rupees (an increase by 750 times in a space of 58 years). Cumulative inflation in India has been around 60 times (5,985.73%) from 1965. We can say that currency has been diluted so much over these 57 years that 1 rupee 57 years ago is worth 60 rupees now. For every 1 rupee in 1965, there are 60 rupees now (as a result of overprinting). There has been a 60 fold increase in currency supply, thereby depreciating its value. 99% of the population has lost much of their wealth in the process. It is very clear from the statistics that the elites are getting richer by the year at our cost. The economic divide is increasing. Let us say that 99% of the population received 20 rupees out of the total of 60 rupees printed. Who has pocketed the rest 40 rupees (60 rupees minus 20 rupees) printed for every rupee, over this period of time?

This is not the case of just one country, but of the whole world. Big economic institutions like the IMF and the World Bank have a big role in this process that creates an Economic Divide. Obviously, the elites have been amassing their wealth by keeping us ignorant of the system.

Apart from overprinting of currency by the central banks, Fractional Reserve Banking also creates inflation by creating fake virtual currency out of thin air. This is done by the commercial banks. When we keep our money (currency, to be precise) in the bank accounts, the banks keep a small portion of it in stock and re-invest a large portion of it in business. This practice is termed Fractional Reserve Banking. Now, this means that the re-invested portion of the money is not in our bank account anymore. The bank shows the amount nonetheless, as virtual currency. Not all people want to withdraw their money at the same time. Therefore, the banks can manage to do this. Now, the figures show more money than there actually is. This extra money does not exist in reality, but only on papers or computer. However, it creates inflation by virtue of showing excess of money.

This is not a one-time process. Consider that the bank gives loan to another person at a higher rate, or invests in a business for more profit. This money (originally from our account) often lands up in another (or the same) bank account. Another cycle of virtual currency creation starts with this! This can go on endlessly. Students of Mathematics will realize that this is a problem of Geometric Progression. In the USA, the banks can keep 10% of the money, and re-invest 90%. This 90% can get deposited in any bank again. This time, 90% of the 90%, which is 81% of the original sum, is the virtual currency created. Endless cycles of this can create tenfold currency on paper. 900 dollars can be created virtually for every 100 dollars. In India, banks are supposed to maintain Cash Reserve Ratio (4.5% now) and Statutory Liquidity Ratio (18% now, which can be in cash or other forms like gold). The banks can re-invest the rest, which is around 77.5% of the total cash (now, in 2023).

The real reasons of inflation are kept a secret. Inflation is back-calculated from some indicators in order to hide these mechanisms.

The laws are tweaked in favour of the banks. If someone fails to pay the last instalment of his loan, his mortgage will be possessed by the bank, but his previous instalments will not be returned. However, banks get aid from the governments in times of crisis (in the form of bail-outs). They even have the potential to gobble up the money we have entrusted them with, if the governments allow that. This is called a bail-in. In times of financial emergencies, it is these banks who get financial aid from the governments in the form of loans, supposedly to boost the economy. The economic recession of 2008 in the USA saw a scandal. The Morgan family, who are in the board of directors of the Federal Reserve of America, are also owners of other private banks. Their private bank Morgan Stanley got a huge loan of $107 billion from the Federal Reserve, even though its own net worth was only $23 billion. The Federal Reserve too is set up like private  corporations- this is an open secret now. Even though the board of governors is a government agency, corporatocracy and oligarchy of the elites ensures that everything runs according to their wish. “The Creature from Jekyll Island ” is a book on this topic worth reading. (It can be downloaded for free from the internet archives.)

There is no written proof that the Reserve Bank of India (RBI) is a government agency. It is a statutory body, and statutory bodies can be private as well as government. It admits to being privately owned initially, even though it was formed under the British rule. The Reserve Bank of India Act was passed in 1934 and RBI was formed in 1935. And yet, it was privately owned then! How does this explain the Government’s RBI Act passed in 1935? This speaks volumes on how governments have always been run by the elites.

RBI says that it is fully owned by the government since its nationalisation in 1949. However, there are serious questions with the power and authority of the government itself, in view of the India (Independence) Act passed in the London Parliament on 4 July, 1947 and the Transfer of Power Act of 1947. There is definitely a smokescreen here, covering up inconvenient facts, with the help of technical terms.

The laws are apparently there to bring about justice, peace and freedom. But, we all know that rich people tweak the laws to their advantage. What many of us fail to see is that the laws are often illegitimate because they have been passed with the sole purpose of protecting the interests of the elites.

The Pyramid of Control

(Information Pyramid Revisited)

The educational system plays a vital role in exploiting us. It shapes our minds to reinforce these two pyramids of wealth and income. How does it do this? By indoctrinating and misinforming us, while also suppressing vital information! The system also replaces the conscience of the students with subjugation to the authority.

The method of teaching indoctrinates the students. The syllabuses and textbooks often misinform, while also suppressing vital information. The students are thus inducted into two more pyramids- the Pyramid of Control and the Pyramid of Information.

Beside the Pyramid of Intelligence (rote-learning and fear-based learning actually prune our intelligence), these two pyramids also originate from the school system. Both the Information and Control Pyramids are initiated in the school system and continue in our workplaces- we find these in the offices, businesses and factories.

Yet again, we find a hierarchy of posts or positions, where the superior has more information and the workers under him have less information than is justified. The superior exercises a lot more control than is needed for righteous business dealings, office work or any other type of work. Transparency and human rights usually take a backseat in our workplaces. We seldom object, because we have been conditioned to accept these things from our school days.

The Pyramid of Control is rooted deep in the teaching methods and the indoctrination system of the schools. We are taught to fear and obey, thus stifling our conscience. We do not question any orders, irrespective of whether they are legitimate or illegitimate, when they come from our superiors. This damages the emotional health and ethical values of the students. The natural growth of the mind gets stunted, as we are directed to think and act in compliance with the authorities, instead of being allowed to do what naturally seems right.

Obedience is rewarded, while conscientious protests are considered an offence. This creates a sort of indoctrination and the ‘Nuremberg Defence’ Mentality described earlier. The modern civilization is a product of such oppressive education. This reflects as apathy or insensitivity towards others’ problems, unbridled greed and lack of conscience in the society.

We have not been taught either psychological or financial self-dependence. Education should focus on character building and earning skills. This present educational system does none of the above. It has failed us miserably.

The elites influence and control all walks of our lives, with their wealth. The educational system is no exception. All human resources of the educational system are under the indirect control of the elites. They control the governments, the governments control the school management and syllabuses, the management controls the teachers and the teaching methods, while the teachers control the students.

Teachers should be divine in nature, and not mundane, in order to teach by example. They are the backbone of our society because they shape the minds of our future generations. Children learn from their elders, from their parents/guardians and teachers in particular. The sub-conscious mind of a student imitates and learns from the elders whom he or she respects. If a teacher speaks of lofty ideals but leads a mundane life, the student imbibes no idealism from him or her. So, the teacher should not only be understanding, intelligent, learner, wise and skilled, but should also live by principles.

However, very few teachers actually teach out of any kind of idealism nowadays (notwithstanding some radical elements who want to brainwash the students). The top-down system selects teachers based on their academic and other qualifications (which may include connections and compliance), but not their character, idealism or purpose. The primary duty of a teacher is not educating the students now, it is subordination to the evil system. Teacher training programs and the management all synchronize with the evil indoctrination plan of the elites.

The teachers are taught that students should be groomed and prepared for the society. As the society already serves the elites, the students too are actually being taught to stand in the same line, in compliance with the existing system. Their natural abilities are pruned. Instead of adopting a holistic approach and aiming at the all-round development of the students, the educational system thus resorts to a reductionist approach.

The Pyramid of Information also begins in the school system. We are taught a lot of unnecessary things, and a lot of vital information is suppressed in school teaching. Not only this, we are also fed a lot of misinformation. The elites control our minds by these means.

Books are written by authors; syllabuses are designed by educationalists. Authors and educationalists are human beings; and human beings do have beliefs, predispositions as well as vested interests. Yet, we tend to worship books written by the authors, and blindly follow the curricula devised by the educationalists. Do you find any textbook on Economics that exposes the mechanisms of our economic exploitation? There are economists that point out the anomalies in the economic system, but they become outcast as the mainstream remains in docile servitude of the elites. All school subjects have been vitiated by the elites. Their appointed educationalists have devised the syllabuses of these subjects.

The entire political system runs on money. Hence the ruling parties as well as the opposition parties are in league with the elites. Thus, democratic governments have allowed the elites to have their say in the education of the general population. The democracies are apparitions in that the people are only offered an illusion of choice. People vote for their representatives, but these representatives are nominated by the political parties under the influence of the elites. Independent candidates seldom get elected. All the parties collude with the elites because they need the funding and also because of the strong influence of the elites. Therefore, the governments always work in favour of the elites. Even monarchies dare not oppose the elites, for fear of being toppled.