[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:06.77,0:00:08.52,Default,,0000,0000,0000,,[Speaker rubs hands]
Dialogue: 0,0:00:08.52,0:00:10.83,Default,,0000,0000,0000,,America's education system is broken
Dialogue: 0,0:00:10.83,0:00:12.46,Default,,0000,0000,0000,,Do you all agree?
Dialogue: 0,0:00:12.46,0:00:14.64,Default,,0000,0000,0000,,[Expression indicates that most do]
Dialogue: 0,0:00:14.94,0:00:18.94,Default,,0000,0000,0000,,Education in America looks like \N'Banking Education'.
Dialogue: 0,0:00:19.94,0:00:24.80,Default,,0000,0000,0000,,Banking? You're probably envisioning a\Nbuilding you enter and deposit money.
Dialogue: 0,0:00:24.80,0:00:29.62,Default,,0000,0000,0000,,Depositing [Banking] is akin to opening \Nthe brain and depositing information in it.
Dialogue: 0,0:00:31.48,0:00:34.90,Default,,0000,0000,0000,,Does it mean we think, review, analyze, \Ndiscuss, challenge, and question information?
Dialogue: 0,0:00:34.90,0:00:36.02,Default,,0000,0000,0000,,Nope.
Dialogue: 0,0:00:36.02,0:00:38.38,Default,,0000,0000,0000,,We passively accept the information as it \Nis spoon-fed to us.
Dialogue: 0,0:00:38.83,0:00:40.44,Default,,0000,0000,0000,,[chewing]
Dialogue: 0,0:00:40.61,0:00:43.83,Default,,0000,0000,0000,,That's the analogy. Does it mean that we \Neagerly and excitedly question, think,
Dialogue: 0,0:00:43.83,0:00:45.68,Default,,0000,0000,0000,,and be excited to go to school?
Dialogue: 0,0:00:45.68,0:00:49.38,Default,,0000,0000,0000,,Many have dropped out and have \Ngone astray.
Dialogue: 0,0:00:49.40,0:00:53.40,Default,,0000,0000,0000,,America's education does not work.
Dialogue: 0,0:00:53.40,0:01:01.23,Default,,0000,0000,0000,,The Banking system is run and supported by\Nwhite hearing men in positions of power
Dialogue: 0,0:01:01.23,0:01:04.73,Default,,0000,0000,0000,,and money desiring control and profits.
Dialogue: 0,0:01:06.86,0:01:13.04,Default,,0000,0000,0000,,Now moving onto deaf education. I need to \Nhold onto that concept and
Dialogue: 0,0:01:13.04,0:01:17.07,Default,,0000,0000,0000,,give you all a history lesson before explaining \Nthe current situation
Dialogue: 0,0:01:17.44,0:01:23.39,Default,,0000,0000,0000,,Now, starting with public education, \Nwhich had three goals.
Dialogue: 0,0:01:23.39,0:01:27.68,Default,,0000,0000,0000,,First goal encourages acceptance and \Npracticing the policies set forth by the
Dialogue: 0,0:01:27.68,0:01:30.51,Default,,0000,0000,0000,,people in power.
Dialogue: 0,0:01:30.51,0:01:36.41,Default,,0000,0000,0000,,Second goal is to worship. Not \Nchallenging the policies set forth.
Dialogue: 0,0:01:36.41,0:01:40.41,Default,,0000,0000,0000,,The third goal is to encourage shopping\Nand swallowing information.
Dialogue: 0,0:01:40.41,0:01:44.41,Default,,0000,0000,0000,,That's all the three goals.\NHow are those three goals accomplished?
Dialogue: 0,0:01:44.59,0:01:51.28,Default,,0000,0000,0000,,Back in 1800's &1900's during the \NIndustrial Revolution, the economy changed
Dialogue: 0,0:01:51.28,0:01:56.68,Default,,0000,0000,0000,,cultures changed. The era promoted growth\Nand came up with mass production methods.
Dialogue: 0,0:01:57.22,0:02:04.71,Default,,0000,0000,0000,,For mass production to work, you must have\Nmass consumption to exhaust the supply.
Dialogue: 0,0:02:04.71,0:02:09.03,Default,,0000,0000,0000,,If you have all the supply and nobody \Nbuys it? Overstock!
Dialogue: 0,0:02:09.03,0:02:11.88,Default,,0000,0000,0000,,The demand needs to be generated, with\Nthe ultimate goal of profit by those in control.\N
Dialogue: 0,0:02:11.92,0:02:15.92,Default,,0000,0000,0000,,The ultimate goal is to generate\Nas much profit as possible.
Dialogue: 0,0:02:18.07,0:02:29.31,Default,,0000,0000,0000,,In the 1800's and 1900's lives were simple.\NPeople were farmers, growers, tailors
Dialogue: 0,0:02:29.31,0:02:33.01,Default,,0000,0000,0000,,and were self-sustaining. Not by any means\Nwealthy.
Dialogue: 0,0:02:33.01,0:02:38.12,Default,,0000,0000,0000,,Mass production brought in the concept of\Nbuying things that people did not need.
Dialogue: 0,0:02:38.12,0:02:43.87,Default,,0000,0000,0000,,In order to convince people to buy mass \Nproduced goods, they turned to the school
Dialogue: 0,0:02:43.87,0:02:50.68,Default,,0000,0000,0000,,systems. To manipulate it and to set the\Ngoal of encouraging students to buy
Dialogue: 0,0:02:50.68,0:02:54.81,Default,,0000,0000,0000,,the mass produced goods. With this, the \Nsystem has turned to an environment for
Dialogue: 0,0:02:55.12,0:03:00.58,Default,,0000,0000,0000,,students to not to think. Do you remember\Nas a kid you had questions? Were you ever
Dialogue: 0,0:03:00.58,0:03:04.97,Default,,0000,0000,0000,,told that you asked too many questions?\NThose who asked too many questions were
Dialogue: 0,0:03:04.97,0:03:11.18,Default,,0000,0000,0000,,considered troublemakers. This fosters an\Nenvironment to not to think.
Dialogue: 0,0:03:11.18,0:03:22.17,Default,,0000,0000,0000,,This in turn, makes students passive and\Ngullible. With this in place, the concept
Dialogue: 0,0:03:22.17,0:03:28.66,Default,,0000,0000,0000,,of marketing emerged. Targeting those to\Nbuy items that they did not need.
Dialogue: 0,0:03:28.66,0:03:35.89,Default,,0000,0000,0000,,People are led to believe the items are cool\Nand must-haves. But really, don't need.
Dialogue: 0,0:03:37.95,0:03:45.97,Default,,0000,0000,0000,,NOW, with policies and systems established\Nby who? Not the government, not the people,
Dialogue: 0,0:03:46.82,0:03:53.94,Default,,0000,0000,0000,,but the small elite rich community. One is\Nthe Rockefeller Foundation and the other
Dialogue: 0,0:03:53.97,0:03:57.97,Default,,0000,0000,0000,,the Carnegie Institute.
Dialogue: 0,0:04:03.86,0:04:10.93,Default,,0000,0000,0000,,For public education, in the past, students\Nwere not required to go to school.
Dialogue: 0,0:04:10.93,0:04:16.32,Default,,0000,0000,0000,,Policies were established to force every\Nstudent to go to school.
Dialogue: 0,0:04:18.04,0:04:22.89,Default,,0000,0000,0000,,This was to ensure that the system would\Nwork as designed.
Dialogue: 0,0:04:22.89,0:04:29.77,Default,,0000,0000,0000,,This would squelch students of their\Nenthusiasm for learning.
Dialogue: 0,0:04:29.77,0:04:39.23,Default,,0000,0000,0000,,Making them meek, timid, and passive.\NThus, easier to control.\N
Dialogue: 0,0:04:39.51,0:04:47.97,Default,,0000,0000,0000,,A person named Inglis analyzed and \Nidentified six major functions of public
Dialogue: 0,0:04:47.97,0:04:53.64,Default,,0000,0000,0000,,education. Three of the six functions \Nmatched deaf education.
Dialogue: 0,0:04:53.64,0:05:04.82,Default,,0000,0000,0000,,The first, differentiating function, secondly,\Nselective function. The third, propaedeutic
Dialogue: 0,0:05:05.35,0:05:12.61,Default,,0000,0000,0000,,function. For the differentiating function,\Nlabels were generated to divide based on
Dialogue: 0,0:05:12.68,0:05:18.25,Default,,0000,0000,0000,,social economic status, disability, and so\Non. Each person has a label.
Dialogue: 0,0:05:18.25,0:05:26.16,Default,,0000,0000,0000,,The selective function, with all labeling\Ndone, made sure there were no overlaps of
Dialogue: 0,0:05:26.16,0:05:36.28,Default,,0000,0000,0000,,similar labels. To further separate the \Nlabeled groups and isolate them.
Dialogue: 0,0:05:36.28,0:05:47.66,Default,,0000,0000,0000,,For propaedeutic, to have the labeled\Nelite, rich, selective people to be given
Dialogue: 0,0:05:47.66,0:05:59.23,Default,,0000,0000,0000,,education to how to control the other\Ngroups. The goal is to keep the power and
Dialogue: 0,0:05:59.23,0:06:03.94,Default,,0000,0000,0000,,wealth within that elite group. To give \Nthem the tools to control and manipulate
Dialogue: 0,0:06:03.94,0:06:08.88,Default,,0000,0000,0000,,other groups not within their group.
Dialogue: 0,0:06:08.88,0:06:12.23,Default,,0000,0000,0000,,This leads to a large workforce of \Npassive laborers from other groups to
Dialogue: 0,0:06:12.23,0:06:15.37,Default,,0000,0000,0000,,be controlled by the elites. \N
Dialogue: 0,0:06:16.15,0:06:23.74,Default,,0000,0000,0000,,With time, schools have become\Na chemical experiment.
Dialogue: 0,0:06:23.74,0:06:31.98,Default,,0000,0000,0000,,For those who were \Ntroublemakers, along came Ritalin.\N
Dialogue: 0,0:06:31.98,0:06:34.24,Default,,0000,0000,0000,,[mimics a docile student]
Dialogue: 0,0:06:34.24,0:06:44.25,Default,,0000,0000,0000,,Other prescription experiments were done. \NAll under the purpose of control.
Dialogue: 0,0:06:44.29,0:06:54.40,Default,,0000,0000,0000,,We have standardized testing for the \Npurposes of fixing policies as needed.
Dialogue: 0,0:06:54.40,0:07:01.72,Default,,0000,0000,0000,,Studying behavior and other experiments,\Nschools have become labs.
Dialogue: 0,0:07:06.64,0:07:18.30,Default,,0000,0000,0000,,Eugenics, a man named Francis Galton in\NEngland was fascinated and studied
Dialogue: 0,0:07:18.30,0:07:25.13,Default,,0000,0000,0000,,the passing down of successful and bright\Nacademics, physically fit soldiers who've
Dialogue: 0,0:07:25.13,0:07:31.61,Default,,0000,0000,0000,,become leaders, poets, all passed down\Nfrom their family bloodline.
Dialogue: 0,0:07:31.92,0:07:37.60,Default,,0000,0000,0000,,He also studied the impoverished, the \Nne'er do wells, troublemakers,
Dialogue: 0,0:07:37.60,0:07:41.95,Default,,0000,0000,0000,,and criminals. He studied both lineages, \Nand came to the conclusion that it was
Dialogue: 0,0:07:41.95,0:07:47.06,Default,,0000,0000,0000,,pre-determined by genetics. This applied to \Nboth successful and unsuccessful groups
Dialogue: 0,0:07:47.09,0:07:51.81,Default,,0000,0000,0000,,With this, he dis-encouraged the \Ninter-mingling of both groups.
Dialogue: 0,0:07:52.25,0:07:59.44,Default,,0000,0000,0000,,America prospered with this concept, only \Naccepting the best of the best to grow.
Dialogue: 0,0:07:59.44,0:08:06.81,Default,,0000,0000,0000,,on track to successful growth.
Dialogue: 0,0:08:06.81,0:08:18.13,Default,,0000,0000,0000,,Alexander Graham Bell embraced this\Nconcept. In 1929, A.G. Bell moved up the
Dialogue: 0,0:08:18.13,0:08:28.44,Default,,0000,0000,0000,,ranks and became a leader of Eugenic\NRecord. In 1884, A.G. Bell published
Dialogue: 0,0:08:28.44,0:08:40.47,Default,,0000,0000,0000,,an article, singling out deaf people who \Nmarried deaf people as deplorable.
Dialogue: 0,0:08:40.47,0:08:43.63,Default,,0000,0000,0000,,Married deaf couples would have deaf\Nbabies, throwing the order of the world
Dialogue: 0,0:08:43.63,0:08:56.05,Default,,0000,0000,0000,,into chaos. He wanted to prevent those acts\Nand find a cure. A.G. Bell was funded by
Dialogue: 0,0:08:56.05,0:09:03.82,Default,,0000,0000,0000,,people, two of them being \NRockefeller and Carnegie.
Dialogue: 0,0:09:05.92,0:09:09.66,Default,,0000,0000,0000,,With that, money were invested in both\Npublic education and deaf education from
Dialogue: 0,0:09:09.66,0:09:12.17,Default,,0000,0000,0000,,the same people.
Dialogue: 0,0:09:12.97,0:09:17.94,Default,,0000,0000,0000,,The 1% percent of our society, the rich \Nand elite.
Dialogue: 0,0:09:17.94,0:09:22.04,Default,,0000,0000,0000,,Controlling 99% percent of the general \Npopulation
Dialogue: 0,0:09:26.62,0:09:35.15,Default,,0000,0000,0000,,We've been discussing public education,\Nthe history, the Industrial Revolution,
Dialogue: 0,0:09:36.50,0:09:43.07,Default,,0000,0000,0000,,Now to discuss deaf education among\Nthose topics. How does it fit in?
Dialogue: 0,0:09:43.07,0:09:49.00,Default,,0000,0000,0000,,In 1790, with the French\NRevolution underway,
Dialogue: 0,0:09:49.00,0:09:56.15,Default,,0000,0000,0000,,a battle of the people against\Nthe monarchy and churches
Dialogue: 0,0:09:56.15,0:09:59.73,Default,,0000,0000,0000,,who were part of the elite, and \Ncontrolling information.
Dialogue: 0,0:09:59.73,0:10:03.82,Default,,0000,0000,0000,,The common people would go to those\Nsources for their information.
Dialogue: 0,0:10:03.82,0:10:07.82,Default,,0000,0000,0000,,Knowing that information was controlled,\Nthe people revolted. Be-headings
Dialogue: 0,0:10:07.82,0:10:13.56,Default,,0000,0000,0000,,were done to Kings, Queens, and\NChurch leaders. The battle was bloody.
Dialogue: 0,0:10:14.11,0:10:20.24,Default,,0000,0000,0000,,With the systematic institutions of the \Nelite overthrown and their sources of
Dialogue: 0,0:10:20.24,0:10:25.91,Default,,0000,0000,0000,,information and knowledge gone, slowly \Nbegan emerging schools, trainings,
Dialogue: 0,0:10:25.91,0:10:32.34,Default,,0000,0000,0000,,and colleges. Where students became the\Nteachers, teaching their peers.
Dialogue: 0,0:10:33.19,0:10:39.81,Default,,0000,0000,0000,,At the same time, in Paris, France, St. \NJacques Institution, the first public deaf
Dialogue: 0,0:10:39.81,0:10:45.84,Default,,0000,0000,0000,,institution in the world was established. \NJean Massieu, Charles-Michel de l'Épée,
Dialogue: 0,0:10:45.84,0:10:50.53,Default,,0000,0000,0000,,Laurent Clerc all attended.
Dialogue: 0,0:10:50.53,0:10:56.84,Default,,0000,0000,0000,,A man, Jean Marc Gaspard Itard,\Nconsidered as the father of
Dialogue: 0,0:10:56.84,0:11:03.11,Default,,0000,0000,0000,,audiology, worked at the institute as\Na physician. He experimented on deaf
Dialogue: 0,0:11:03.11,0:11:08.91,Default,,0000,0000,0000,,students including Clerc. He performed\Nexperiments quite gruesome.
Dialogue: 0,0:11:08.91,0:11:12.70,Default,,0000,0000,0000,,Including nailing through the \Nnose and cheek,
Dialogue: 0,0:11:12.70,0:11:15.58,Default,,0000,0000,0000,,some students died as result of his\Nexperiments.
Dialogue: 0,0:11:15.58,0:11:20.98,Default,,0000,0000,0000,,He took notes of his experiments\Nfollowing Étienne Bonnot de Condillac, a
Dialogue: 0,0:11:20.98,0:11:25.44,Default,,0000,0000,0000,,French philosopher's analytic methods and \Napproaches. Condillac's approach was
Dialogue: 0,0:11:25.44,0:11:30.68,Default,,0000,0000,0000,,a disassociated, neutral person focusing\Nsolely on the objectives
Dialogue: 0,0:11:30.68,0:11:39.66,Default,,0000,0000,0000,,Feelings and emotions of the subjects of\Nthe experiments were not noted or cared for.
Dialogue: 0,0:11:39.66,0:11:44.54,Default,,0000,0000,0000,,Jean Marc Gaspard Itard also toured the\Nnewly founded schools, universities, and
Dialogue: 0,0:11:44.54,0:11:54.72,Default,,0000,0000,0000,,training programs to teach how deaf-mutes\Ncould talk, how deaf-mutes could hear.
Dialogue: 0,0:11:55.60,0:12:01.62,Default,,0000,0000,0000,,Those attending Itard's programs later \Nbecame doctors, joining their elite group,
Dialogue: 0,0:12:01.62,0:12:05.62,Default,,0000,0000,0000,,where in their communities, doctors were \Nviewed in esteem, with their wealth of\N
Dialogue: 0,0:12:05.62,0:12:10.17,Default,,0000,0000,0000,,knowledge. Remember kings, queens, and \Nchurch leaders are already gone at this time.
Dialogue: 0,0:12:10.17,0:12:14.17,Default,,0000,0000,0000,,Doctors were now viewed as the top of the \Nknowledge foundation, and even considered\N
Dialogue: 0,0:12:14.17,0:12:23.11,Default,,0000,0000,0000,,as a god. Nobody dared to question or \Nchallenge them. With this, the blending of
Dialogue: 0,0:12:23.11,0:12:29.36,Default,,0000,0000,0000,,the medical community and the education \Ncommunity started to happen.
Dialogue: 0,0:12:29.37,0:12:35.04,Default,,0000,0000,0000,,This overlap of two communities generated\Na new category: special education.
Dialogue: 0,0:12:35.04,0:12:41.28,Default,,0000,0000,0000,,One of the many categories under special\Neducation is deaf education
Dialogue: 0,0:12:41.28,0:12:50.37,Default,,0000,0000,0000,,Now I want to ask you, what's the real\Ngoal of deaf education?
Dialogue: 0,0:12:50.37,0:12:54.90,Default,,0000,0000,0000,,Public schools? Charter schools? \NInstitutions?
Dialogue: 0,0:12:54.90,0:13:04.26,Default,,0000,0000,0000,,All of them share the same thing, to \Ncontrol the minds, esteem, self-worth of
Dialogue: 0,0:13:04.26,0:13:11.96,Default,,0000,0000,0000,,deaf students. To make them question their\Ncontribution to the world as a whole.
Dialogue: 0,0:13:11.96,0:13:17.48,Default,,0000,0000,0000,,The world is looking down on them, with \Nthe purpose of elimination.
Dialogue: 0,0:13:18.90,0:13:27.37,Default,,0000,0000,0000,,Pedagogy, the philosophy of education, aims\Nto have deaf students to view hearing people
Dialogue: 0,0:13:27.37,0:13:36.12,Default,,0000,0000,0000,,as their superior. You have hearing teachers\Nfor the deaf, teaching them to adapt to
Dialogue: 0,0:13:36.12,0:13:43.47,Default,,0000,0000,0000,,the hearing world. The real world. All of \Nthis leads to the deaf student's goals
Dialogue: 0,0:13:43.47,0:13:49.01,Default,,0000,0000,0000,,and aspirations to become\Na hearing person.
Dialogue: 0,0:13:49.01,0:13:55.15,Default,,0000,0000,0000,,Our goals, self assessments, identity, \Naspirations, negotiations,
Dialogue: 0,0:13:55.15,0:14:03.55,Default,,0000,0000,0000,,power literacy(?) are eliminated and ignored. \NWe are instead told
Dialogue: 0,0:14:03.55,0:14:06.73,Default,,0000,0000,0000,,to be hearing.
Dialogue: 0,0:14:06.73,0:14:09.11,Default,,0000,0000,0000,,[Speaker recites a quote by Paulo Freiere\Nwhich isn't clear]
Dialogue: 0,0:14:09.11,0:14:16.13,Default,,0000,0000,0000,,(?) "Those in power tends to make the people want to be like them" (?)
Dialogue: 0,0:14:16.13,0:14:23.15,Default,,0000,0000,0000,,For deaf people, this is interpreted as,\N"In order for deaf people to have power,
Dialogue: 0,0:14:23.15,0:14:27.15,Default,,0000,0000,0000,,we must be hearing."
Dialogue: 0,0:14:28.68,0:14:43.98,Default,,0000,0000,0000,,So, deaf education, summed up is your soul\Nand your mind under control.\N