This is a terrific interview I received in an email from the Plandemic folks. The third film is due out July 4. This bit of an interview, about 15 minutes is with a psychiatrist who is working with kids in CA. He states that you need to get your kids out of the clutches of the schools ASAP and why. It’s very compelling and underscores so much of what Dr. Farrell has said over the years. Highly recommended.
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To anyone interested in a deeper dive into another element of insanity going on in public schools – data mining and psychological manipulation of students for political and economic purposes, under the guise of “social-emotional learning” – I recommend the following video (it’s pretty long) and/or the article it addresses. Both linked below. I haven’t read Dr. Farrell’s Rotten to the (Common) Core, but I believe social-emotional learning is a related topic.
The video: The Great Reset of the American Mind - YouTube
The article: Ben Williamson, “Psychodata: Disassembling the Psychological, Economic, and Statistical Infrastructure of ‘Social-Emotional Learning,’” Journal of Education Policy 36, no. 1 (2021): 129-154. Preprint manuscript version available at: https://www.researchgate.net/publication/336267336_Psychodata_disassembling_the_psychological_economic_and_statistical_infrastructure_of_‘social-emotional_learning’
From the abstract of that article, manuscript version, emphases added:
Social and emotional learning (SEL) is becoming a priority in education policy in many parts of the world. . . . SEL consists of a ‘psycho-economic’ combination of psychometrics with economic analysis. . . . SEL has travelled transnationally through the advocacy of psychologists, economists, and behavioural scientists, with support from think tank coalitions, philanthropies, software companies, investment schemes, and international organizations. . . . [This article] examines how the OECD Study on Social and Emotional Skills, a large-scale computer-based assessment, makes ‘personality’ an international focus for policy intervention and ‘human capital’ formation, thereby translating measurable socio-emotional indicators into predicted socio-economic outcomes. The SEL measurement infrastructure instantiates psychological governance within education, one underpinned by a political rationality in which society is measured effectively through scientific fact-finding and subjects are managed affectively through psychological intervention.
I don’t know about you, but that sends a few chills down my spine.
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