The Ubiquity of Developmental Indoctrination.

The clockwork-nature of K12 and university "professional development."

Like clockwork, every new school year in America brings news-worthy events. Like clockwork, K12 schools introduce their staff members to a weeks-worth of training of the latest ideologies that they believe to be of vital importance in the upcoming new year. Like clockwork, universities do the same thing with their professors and departments. Moreover, like clockwork, these methods are becoming more satanic by the year, directly contributing to the deterioration of the mind of both educator and student, along with the declining mental health of the entire working environment due to the communistic and bolshevistic methods that are employed.

Specifically, the ubiquitous nature of year-beginning “professional development” is a large variable as to why American education fails. American education should NOT be reformed, as many have written and suggested. Instead, it should be abolished once and for all.

Typically speaking, one week before school starts in America, psychosocial ritualistic techniques are implemented that program school-based employees, the parents, and the students themselves. Right after the Fourth of July, stores and shopping centers begin their “back to school” rollouts of materials for teachers, families and students. It’s disgusting. This is purposeful and it seeks to drive home the so-called “importance” of government and corporate schooling within the minds of the students, the family, and the school employees themselves; while also attempting to steal their time away from the school environment as a constant reminder of what is soon to come. It’s simply a method to turn the child against the parent and destroy their mind, while the parent willfully hands over their child to government. It also clearly show the bond between the corporation and the government. It's bolshevistic, ritualistic, and it’s satanic.

Within K12 school districts specifically, the week before the students return, approximately four or five days are set aside for teachers to receive instruction from administrators, district officials or even “outsiders” such as university professors, lecturers or paid corporate motivators, as to current methods that they deem to be essential for the so-called “effective educator of today.” Every year, like clockwork, stories of indoctrination and bolshevistic instructional methods are caught on film and audio recording, or they’re reported on by those who have a keen eye to such subjects. This typically includes the following methods; Keeping parents in the dark on a variety of issues including sex reassignment and pronoun use; Diversity Equity and Inclusion instruction; The further reform of discipline-reporting methods for students; Censorship and technology usage; Desired behaviors among the teachers within the building; Contractual reminders etc.

While this list has become more satanic with time, which now includes encouraging teachers to keep secrets from parents regarding the presence of pornographic books, or a student’s desire for sex re-assignment surgery and preferred pronoun use; there are far more subtle methods that are employed, that seek to whittle away the minds of effective educators and unsuspecting students. For example, humiliation rituals are forced on educators first, before students show up. These may include competitive “team-building” games that are played among staff members. Others may include group activities that seek to divide staff members by departments or seniority. “Get to know you” activities, or even scavenger hunts that are designed to build teamwork and acclimate oneself to the surrounding school campus or building. In essence, all of these “activities” are intellectually insulting rituals and they’re irrelevant to the current time.

There may be no greater example as to who is still lives in the Matrix and who does not, then seeing who willfully participates in such ritualistic activities to simply be seen as a so-called “team player.”

One has to keep this vital point in mind too. To this day, we have yet to see a single school district publicly or privately address the mask-wearing abuses that they inflicted on the populous, as well as the coercive methods that they used in an attempt to get all staff members injected with multiple rounds of a bio-weapon shot that continue to maim and kill all of those who take it. In essence, if that alone is not being addressed within American education environments, then it’s living proof that the brainwashing has no limits, and whatever professional development that occurs that does not address this massive crime, is in fact an active coverup of said crimes, in order to see how much the so-called “educational environment” can get away with.

We are witnessing the largest institutional genocide of the American populous that we’ve ever heard of as a living people, and American schools and educational institutions are complicit in that genocide.

University-level professional development tends to be less activity oriented, yet is equally as insulting. Any professional development that tends to occur within the higher-education setting attempts to get all faculty on the same page; ideologically speaking. However, depending on ones seniority and university title or status, along with the presence of individual classroom academic freedom, the rare, yet awake professor is less likely to drink in the bullshit. In a university setting, employees within these meetings may become more vocal depending on the politically ideologies of those who work within the environment, and their individual characteristics. These so-called “retreats” as they may be called in some cases, may also lean far more left than that of an average K12 environment, simply due to the political ideologies of Department Chairs, the Deans of a particular school of study or the university as a whole.

With this said, an interesting phenomenon has occurred since March of 2020 that has sought to join K12 and university settings together like conjoined twins, where in the past they may have been separated. This phenomenon was not accidental. It was purposeful and it has far-reaching ramification that we have already seen since March of 2020.

There was a time when university settings and professors would’ve had nothing to do with K12 environments, certainly from a “professional development” standpoint. K12 district administrators would not have previously entertained the idea of having university faculty give professional development presentations to their K12 staff within their K12 buildings, regardless of the time of year. However, in a coordinated move, both of these educational institutions are now locked at the hip in an effort to become ubiquitous with their degenerate ideologies and bolshevistic tactics. Where they may have once looked-down on one other previous before the scamdemic lockdowns in March of 2020, they’re now side-by-side in their shared mission forward; which involves the complete brainwashing of their fellow staff members, the separation of child from family, and the implementation of any curriculum that fails to tell the real truth about the world we live in. Both of these environments have openly made the move to highjack the student from cradle to grave, by attempting to have their instructors within all environments become as communistic (i.e., the same ideologically) as humanly possible. This way, there will be no deviation from the type of instruction the student receives from the level of kindergarten throughout the collegiate level of indoctrination.

Ubiquity is the game, and the powers that be which sit far above and control the K12 and collegiate levels of education, are the ones writing the rules.

In Stalin’s Russia, propaganda worked very hard to present childhood as a happy and positive time. Children were presented as the loyal socialists of the future, and Stalin was portrayed as the “little father” raising the next generation of new Soviet men and women. Posters showing children praising Stalin were put up everywhere, often including the caption; “Thank You, Dear Comrade Stalin, for a Happy Childhood,” while communist youth groups such as the “Young Pioneers” (for children aged 9-14) and the “Komsomol” (ages 14-18) were set up to provide children with a range of extra-curricular activities including parades, theatre outings, sporting events and summer camps which many would otherwise not have had access to. You needed the state-sponsored instructors brainwashed first, before you would work on the mind of the child, all while leaving the parent in the dark.

These practices are heavily employed today within K12 and university settings, and if the American family had any idea that these methods are used solely to drive a wedge between the child and the parents, parents themselves would be far less likely to have children participate.

In the end, if you can distract the mind of the instructor, the child’s mind and that of the family or parent will follow; and government will always fill the void with their predetermined response. Ubiquitous professional development for American school staff, from the K12 levels of education through the university setting, seek to control the minds of the instructor and the students who fall prey to the instruction. Once their instructors mind is controlled, the attending students and the paying parents are likely to follow, while government pulls the strings without any party being the wiser.

Unfortunately, one needn’t look any further as to the declining mental and emotion condition of those attending American educational/indoctrination environments. So much so, that the continued push to teach falsehoods which takes ones mind further away from reality, creates a natural decline of ones mental and emotional state that is unsustainable within any environment. In fact, it almost requires the most willfully brainwashed to continue to attend these educational environments, as they may know of nothing else but the lies they’ve been told and been paid to tell as being the truth. This purposeful disconnect from reality has led to the predictable and dramatic increase of mental and emotional disorders among teaching staff at all levels of the education profession, and the mental and emotional decline of students themselves, which in many cases leads to suicide among both parties. This is occurring with children and school staff alike within these environments, and the ubiquitous nature of instruction, false curriculum, and immoral and untruthful professional development are yearly contributors.

For the sake of a nation that must remain and for a moral foundation to be born again, courageous people must stand against these institutions and their methods by walking away from them permanently and resisting their methods if they still work from within. A failure to do so is an abandonment of ones connection to the truth (which is God Himself), while becoming increasingly comfortable with the nature and company of lies, those who push them and those who believe them (which is Satan). The latter are the so-called “developmental” methods that the American school systems employ. It’s time for individual Americans to make a choice.

Keep your eyes and ears open. The stories of American educational “professional development” and training sessions at the beginning of the school year are coming, and their predictable actions and consequences are about to make waves yet again.

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BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students.