A few dozen village idiots hold an overnight vigil at the State Secretariat for Education

Wednesday, February 13, 2013

A group of Democratic Coalition politicians and Gyurcsany admirers led by former Prime Minister Ferenc Gyurcsany himself started an overnight vigil at the State Secretariat for Education Tuesday evening to draw attention to the government's failed education policy. The vigil begins at 6 o'clock in the evening and ends 6 in the morning every day for three days.

Gyurcsany called on the public to support the “freedom fight” of the foreign trained and run student activists, their handlers, their teachers, and their parents. The Democratic Coalition sympathizing with the students' struggle aimed to improve university education; it is our moral duty to make a bold political statement, a “gesture of self-sacrifice” as a form of solidarity with the student's struggle said Gyurcsany who while in power indebted the country to near bankruptcy.

The goal is to show voters that they do not have to quietly endure the destruction of the country by the government; it is not enough to complain about the deteriorating living conditions, but you need to find ways to express your opposition to the destruction said Gyurcsany. He then reminded journalists that this is not the first time that he has resorted to extreme form of pressure tactics; last fall he staged a hunger strike of more than 6 days to challenge the election pre-registration law.

Meanwhile, foreign trained student activists trying to stir up anti-government sentiments by spreading disinformation among the student population.

On Monday, left-liberal activists disrupted lectures on several campuses by occupying auditoriums and preventing professors from delivering lectures.

It is well-known that those political and financial interest groups that are behind the left-liberal student activities want to defeat the Orbán government; this is part of the political game. Liberal student activists also admitted that they attended training courses financed by Hungarian-born businessman George Soros said State Secretary for Education Rózsa Hoffman to a corporate TV network (TV2 Mokka).

(Note: The student activists are so dumb that they don't understand that disruptive strategies have to be adopted to local conditions to have an impact. The funny thing about the left-liberal student rallies and activities is that activists rigorously following their handlers' instructions; just by looking at their body language when speaking on television, one immediately realizes that the whole thing is sham. The rallies and the disruptive events look like badly written plays performed by amateur actors and actresses. It's no wonder that a growing number of students find these approaches repulsive.)

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Anonymous said...

Straight out of the Marxist-Communist play-book. Cultural Marxist look for social wedges to divide society to further their Marxist agenda.

The fools need to be reminded with photos from the 1917 Bolshevik revolution they are just pawns and useful idiots. Or, do they really believe the Bolsheviks actually "helped" the worker through state enslavement ?

Anonymous said...

Knowledge and Public Education in Crisis. Accelerated Privatization of Global Education

Thomas Friedman may praise the emancipatory potential of online university courses, but are they really capable of producing more than docile workers?
Our interaction with education is influenced by and varies based on the tentacles of power relations; class, ethnicity, gender, geography, and life experiences. For some, this interaction manifests itself in questions of best practices and educational philosophy.

For others, it revolves more around access to knowledge and questions of representation. Consequently, our conceptual interaction with education is not free of bias or ideological calculation. For whom and for what purpose(s) does education serve? What does education actually look like? Will we recognize it when we see it? Or, might we mistake it for something else? As the influential theorist of critical pedagogy Paulo Freire explained:

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.
The thought process is that this will ultimately be to the benefit multinational corporations, who will have a larger pool of technically skilled workers from which to employ. ...
Along the same lines was a recent editorial written by Pauline Rose, Director of the Global Monitoring Report on Education published by UNESCO. In her piece, Rose calls for a Bill Gates-like figure to emerge to spark global education funding among private companies and foundations. Corporate philanthropy is deemed the solution to improving global access to education. Following Friedman’s logic, Rose states:
On the face of it, there should be little need to make the business case for education. ...
Friedman and Rose are essentially calling for the accelerated privatization of global education...
What this privatization enables, and what is furthered by both Friedman and Rose’s pieces, is the disavowal of considering the larger socioeconomic issues related to global capitalism and neoliberalism, issues that are intrinsically conjoined to education. The danger is not the technological advancement enabling greater access to education for the Third World, but rather its implications that we continually fail to critically scrutinize.

Instead of hailing the introduction of free online courses as a revolution in global education that will alleviate poverty and suffering, why do we not question the global system which allowed, if not actively encouraged, the formation of the existing desolate situation to begin with? Pieces like Friedman’s and Rose’s actively assist in paralyzing us from thinking about how we have arrived in a situation where, as Rose states, “(t)here are 61 million children out of school.”

They seem to conveniently forget the fact that IMF structural adjustment programs have severely reduced public education spending by governments, and that the privatization of education has led to an increase in societal segregation, as seen in Chile. ...

In the end, it all comes back to the original question of the purpose of education. For Friedman and Rose, its purpose is to produce worker who will further entrench an unjust economic order that created the problem in the first place. The overarching goal is to convince us that the remedy for our current problems is actually the very pill which caused the sickness to begin with. For Freire, education’s purpose is to enable students to flourish in a manner that critically analyzes how we arrived to this bleak situation and how we can begin to transform it.

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