Societal constraints reduce freedom and produce suppressed automatons!

Fascist system encourages children to obey instead of play.

NEW YORK (PNN) - October 1, 2012 - Earlier this month, Tammy Cooper, a mother in Houston, Texas, was arrested for child endangerment when local pig thug cops accused her of abandoning her children who were riding scooters in the street at the end of a cul de sac by her home. Cooper often allows her 6- and 9-year-old children to ride their scooters on the street while she watches from a chair in the driveway or through the large windows on the front of her house.

A fascist pig neighbor reported Cooper to the La Porte pig thug cop department, claiming Cooper had abandoned her children to play in the street. Cooper, whose husband was stationed out of town due to military service, was arrested in front of her children, who were mortified by the experience.

After Cooper was arrested, her children were interrogated by fascist Child Protective Service (CPS) agents, who found no cause for the arrest and had the charges dropped.

A Virginia mother was interrogated multiple times by local pig thug cops for allowing her children to play in their own yard unsupervised. Again, a fascist pig neighbor decided to report the mother; which caused unnecessary trauma to both the children and the mother.

A mother in Portland, Oregon, allowed her child to play in a mud puddle in front of her home and was shocked to see her child surrounded by 3 local pig thug cops who were interrogating the child as to where his parents were and why he was playing outside in the rain. When the mother confronted the pig thug cops, they advised her not to allow her child to play in a puddle because it could be dangerous. Mortified, the mother questioned why the terrorist pig thug cops were surrounding her small child. The fascist pig thug cops then threatened to arrest her if they ever again caught the child outside playing in the rain.

Parents who allow their children to play outside, walk to school or the local grocery store are being accused by Stasi-neighbors who report those parents as being neglectful or abusive.

Fascist CPS thugs then intervene in these families’ lives and cause problems that need not occur.

In Britain, more and more parents are becoming so overbearing that children cannot play in the rain, climb trees or get dirty, according to a study conducted by Stephen Moss at the National Trust (NT).

The NT strongly warns against the increasingly sedentary and sheltered lives children are forced to live because parents are afraid that their children will be hurt. This leads to poor health, lack of socialization, and psychological problems.

Terrorist pig thug cops in Britain are taught to be suspicious of children regularly playing outdoors and encourage them to go inside. This greatly restricts children’s exposure to nature.

Parents fear their child may catch a cold or slip and get hurt and therefore justify their overbearing methods of controlling their children’s abilities to explore their world. Even older teenagers are forced to play outside under supervision at all times. In lieu of spontaneous playing, which was the norm just a few decades ago, children are forced to play during “playdates” and perform at organizations to facilitate socialization.

Freedom in childhood facilitates the ability to be creative later in life. Being innovators, most Amerikan children have enjoyed a lifestyle that allowed for discovering new ways of doing things and innovating based on the ideal of non-conformity.

Kyung Hee Kim, professor of education for the College of William and Mary, published a study wherein the measure of creativity (referred to as Torrance tests of Creative Thinking) was collected from school age children from kindergarten through 12th grade and discovered that there has been a massive decline of creativity that Kim explains.

“Children have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle,” writes Kim.

For the last several decades, society and parents have been suppressing children’s freedom to such an extent that their creative abilities are declining at alarming rates. By constant monitoring, adult direction, evaluation and pressure to conform, children are unable to navigate their places in society and are unsuccessful because they cannot deal with real world situations without being told what to do.

The public education system has endeavored to perfect the art of subversive conditioning in our children who cannot play, become bored easily, do not find exploration engaging, and are psychologically primed to fail. In the hands of overbearing parents and schoolteachers, our children are replacing natural freedom with becoming unable to think or decide without outside direction, societal protection, judgmental teachers and parents.

According to the UN Commission on Population and Development Conference, reconditioning the thought processes of children is an imperative if there is to be a social shift of consciousness toward the acceptance of globalization.

In public schools, this has manifested with the inception of the global classroom, which has superseded our education programs focused on teaching about our Constitutional Republic to redirect our children’s attention to the ideals of globalization.

The introduction of the International Baccalaureate Curriculum (IBC) with UN funding became operational in more than 1,000 public schools across the Fascist Police States of Amerika. This anti-Amerikan, anti-Christian doctrine is designed to teach students to focus on “humanism, redistribution of wealth, and very big on pluralism and that all religions are equal.”

The purpose of the IBC is to devise world schools beginning in the FPSA and expanding into other industrialized nations. Founded in Switzerland in 1968, this standardized curriculum seeks to create global diplomats of all school age children.

United Nations Educational, Scientific and Cultural Organization (UNESCO) provides funding for IBC under cover of being a partner. A Continuum of International Education states that education is only worth having to create “citizens of the world” with “universal human values,” based on socialist UN principles.

Basic educational skills that facilitate independent thought, reasoning and deduction (such as reading, math and science) are being replaced with exploratory problems “concerning the weather, environmental protection, conservation and energy” with a great emphasis on the global perspective, wealth redistribution and the differences between 1st and 3rd world countries.