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Why has pachinko swept Japan? It can hardly be the excitement of gambling, since the risks and rewards are so small. During the hours spent in front of a pachinko machine, there is an almost total lack of stimulation other than the occasional rush of ball bearings. There is no thought, no movement; you have no control over the flow of balls, apart from holding a little lever which shoots them up to the top of the machine; you sit there enveloped in a cloud of heavy cigarette smoke, semi-dazed by the racket of millions of ball bearings falling through machines around you. Pachinko verges on sensory deprivation. It is the ultimate mental numbing, the final victory of the educational system." - Lost Japan, Eng. vers., 1996 ↗
#education #educational-system #japan #pachinko #sensory-deprivation
Purple Mike promises to be an intriguing read that will teach anyone who wants to know about the highs and lows of drug addiction. Purple Mike is a legal, natural high. Enjoy reading. ↗
The price the Virgin demanded was purity, and the way the educators of Catholic children have interpreted this for nearly two thousand years is sexual chastity. Impurity, we were taught, follows from many sins, but all are secondary to the principal impulse of the devil in the soul--lust. ↗
... I, as an anarch, renouncing any bond, any limitation of freedom, also reject compulsory education as nonsense. It was one of the greatest well-springs of misfortune in the world. Compulsory schooling is essentially a means of curtailing natural strength and exploiting people. The same is true of military conscription, which developed within the same context. The anarch rejects both of them - just like obligatory vaccination and insurance of all kinds. He has reservations when swearing an oath. He is not a deserter, but a conscientious objector. ↗
Where are we as a modern civilization if our educational institutions conspire to train only a fraction of our capacities? and if this is all they can really do, then why not acknowledge that fact openly and give legitimacy to the other alternative forms of education that do cultivate those neglected dimensions of personality, instead of pretending that anything lying outside the standards set by the Wester analytic tradition is either inferior, anti-intellectual, or diabolic? (p. 293-294) ↗
