Karla, 13, didn't learn the principle of 'cause and effect', and the 'laws of gravity' in a science class at school. She learnt them in a three second decent from a tower block, smashing open her skull and brains to the world as she hit the pavement...
Danny, 15, didn't learn the physiochemical interactions of C4h10 by studying Toxicology. He learnt them in one last and final breath of lighter gas, closing eyes to that and every other subject forever...
Along with many others in history and, unfortunately but likely, those to come, it seems ever more shocking a catastrophe and waste when we learn that so troublesome was that they simply "weren't doing well at school".
So we respond. And it can be seen from a glance at the media that we still like to venture out into all kind of off-target theory and solution when it comes to solving our problems. To help our children learn, we've now got more 'cognitive aids', methods and 'tips ‘n' 'tricks' to help them remember than… than I actually care to remember. And out of the same conjurer’s bag, desperate and totally lost of way, we now even allow the doping of our children with the harmful drug methylphenidate (more commonly known by its trade name, Ritalin) to aid in our children’s learning.
Unfortunately, most parents won’t come to terms of the adverse affects of Ritalin on their child until it’s too late finally discovering that Ritalin has helped their child to learn about as well as alcohol intoxication helped someone to drive. Parents are told that Ritalin will improve their child’s behaviour and performance at school, that it will help their child to learn. What they should have been told is that Ritalin is affectively a brain disabling agent – a behavioural control drug which causes neurological damage and can be used to make a person more docile, to be compliant and easier to manage within the confines of any preferred convention.
Dr Breggin, M.D, a medical expert in the practice of psychology and psychiatry for more than thirty years, says, "Stimulant drugs like Ritalin damage the brains of growing children and suppress behaviour… they do not improve academic performance or learning." The systematic drugging of children in society is fast becoming an epidemic, endorsed and carried out in the name of a major lie: ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a ‘made-up’ disorder and was merely ‘voted’ into existence with no empirical evidence behind it. Worse than this, the ‘catch-all’ criterion for the made-up disorder is ever increasing in scope. Real life diagnoses of children warranting a jolly good dose of drugging include: “runs around and climbs trees a lot," “often fidgets with hands or feet or squirms in seat," “fails to give close attention to details or may make careless mistakes in school work or other tasks," “often talks excessively," and so on – the very expected and natural behaviour of an adolescent.
Unknown by nearly all, the concept of ADHD was fabricated to rationalize a pre-existing motivation within medicine and psychology to use stimulant drugs to control the behaviour of children into adulthood. “There is strong evidence that stimulant-induced biochemical changes in the brain can become irreversible," says Dr Breggin. And a child made less able, docile and compliant now, just extends to a less able adult later.
Dr. Breggin has served as a medical expert in many civil and criminal suits including individual malpractice cases and product liability suits against the manufacturers of psychiatric drugs. All tests conducted in the study of this drug “reveal gross and irreversible brain dysfunction," says Dr Breggin. “In addition to the many serious central nervous system ADRs (Adverse Drug Reactions) that are apparent in the child's behaviour," Dr Breggin continues, “Ritalin, for example, in routine doses causes a 23%-30% drop in blood flow to the brain. All stimulants directly disrupt at least three neurotransmitter systems, and adults can develop atrophy of the brain after being treated with stimulants as children."
There are numerous risks and inconsistencies associated with the prescription of such drugs for so-called behavioural or learning disorders. Suicide, crime, later cocaine dependence, and higher levels of behavioural problems are strongly evidenced to the administration of brain stimulant drugs such as Ritalin.
Dr. Fred A. Baughman, a pediatric neurologist, says that parents, teachers and children have been horribly betrayed when a child’s behaviour is labelled as a disease. And Dr. Mary Ann Block – a mother who took up medical training at the age of 39 after her own daughter’s physical problems were treated with psychiatric drugs, says “the drugs can cause compulsive and mood disorders and can lead to illicit drug use the drugs do not improve academic performance or social skills …" You can learn this and a lot more about Ritalin and the “learning disorder" lie here: www.addiction-helpline.co.uk/ritalin.html
So why is the subject of ‘learning’ so fraught with problems? We are we pushing our children toward mechanical thought – to regurgitate what we program into them rote. But why do we need memory ‘tricks’ to remember what we've learnt? Why are we crippling our children with drugs – incapacitating their ability, their potential, and physical and intellectual vigour for life?
The subject of learning is in itself still not fully understood. You see, here lays a discrepancy: If you have truly learnt something, then you don't need to memorize it. If you truly understand something, if you can think with it and are able to demonstrate the duplication by way of example, then you don't need to memorize it.
The question before us is not how do we remember a subject, but how do we go about fully understanding a subject. That’s how we go forward. The ‘thinkers and movers’ of this world, the great men and women who presented to us marvels from disease cure to electricity, and those that continue to progress those works today - they didn’t rote learn a pile of facts to pass examination. They studied and analysed every possible data to the best of their ability and to the fullest of understanding. With that understanding was earned true knowledge and the ability and the power to explore further than anyone currently.
There is still much that parents, teachers and governments need to learn about proper education technology. The current influence of the American Psychiatric Association in our schools is damaging beyond repair. This empire has mushroomed around the fictitious disease called ADHD – it demands and consumes billions of tax payers’ dollars each year and has turned our schools into mental health clinics. It has hooked millions of normal children on mind-altering drugs and has destroyed their futures. Do not let yours be next.
School psychologists and psychiatrists coerced New York Mother, Patricia Weathers, into drugging her 10-year-old son, Michael, after he was diagnosed with “ADHD." Within six months, he was withdrawn, stopped socializing with children, started chewing pencils, lost his appetite and developed insomnia. He then ran away from home. Recognizing that Michael’s bizarre behaviour began with the prescribed drugs, Mrs Weathers eventually withdrew him slowly from the drugs. Non-psychiatric medical tests then revealed that he had untreated allergies and anemia. All along he had had nutritional deficiencies in the body. There never was ‘disease’ in his brain – this diagnosis was a hoax and psychiatric fraud (now under investigation). Michael is now drug-free. He is receiving tutoring and proper study technology and is doing well with his schoolwork.
If your child is having trouble at school or has been labelled with ‘ADHD,’ please do contact Charles Jackson at www.addiction-helpline.co.uk
About the Author: Jane Freeman is a freelance Journalist living in West Sussex, England.
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