@Richard Le Sarc Are you saying these things are not true? Or just throwing abuse at any fact you don’t like in your customary fashion?

The racism and Orientalism knows no bounds. Those poor, stupid, Yellow Devils, so easily manipulated by the White Masters. Nauseating crap.

Thank you Judy.

It may not be appropriate for 11-year olds, but certainly is for, say 6th formers, some of whom may be coming up to their 19th birthday by the end of the 2nd year sixth (Year 13) (as I was, as it happens – birthday in September).

The Hegel effect ultimately expressed by Marx etal remains within those who rule us relabeled of course.

John, You do know that the topic is school examinations? However, to address your point directly. No heart surgeon’s expertise is the result of studying for and passing examinations. That expertise is the result of learning and practising technical skills. Such skills are most effectively acquired by experiential learning, the very antithesis of what examinations test for.

https://book.douban.com/annotation/34355932/ The following is a quote from The Underground History of American Education (2006) by John Taylor Gatto:

Listen to H.B. Wilson, superintendent of the Topeka schools:
The introduction of the American school into the Orient has broken up 40 centuries of conservatism. It has given us a new China, a new Japan, and is working marked progress in Turkey and the Philippines. The schools…are in a position to determine the lines of progress. (Motivation of School Work,1916)

Thoughts like this don’t spring full-blown from the heads of men like Dr. Wilson of Topeka. They have to be planted there.

The Western-inspired and Western-financed Chinese revolution, following hard on the heels of the last desperate attempt by China to prevent the British government traffic in narcotic drugs there, placed that ancient province in a favorable state of anarchy for laboratory tests of mind-alteration technology.

Out of this period rose a Chinese universal tracking procedure called “The Dangan,” a continuous lifelong personnel file exposing every student’s intimate life history from birth through school and onwards. The Dangan constituted the ultimate overthrow of privacy. Today, nobody works in China without a Dangan.

By the mid-1960s preliminary work on an American Dangan was underway as information reservoirs attached to the school institution began to store personal information. A new class of expert like Ralph Tyler of the Carnegie Endowments quietly began to urge collection of personal data from students and its unification in computer code to enhance cross-referencing.

In the first decades of the twentieth century, a small group of soon-to-be-famous academics, symbolically led by John Dewey and Edward Thorndike of Columbia Teachers College, Ellwood P. Cubberley of Stanford, G. Stanley Hall of Clark, and an ambitious handful of others, energized and financed by major corporate and financial allies like Morgan, Astor, Whitney, Carnegie, and Rockefeller, decided to bend government schooling to the service of business and the political state—as it had been done a century before in Prussia.