The right every child deserves, to be taught properly, is currently undermined by the twisting of rights by a minority who need to be taught an unambiguous lesson in who’s boss. (Michael Gove, Education Secretary, quoted in Daily Mail, 2 September 2011)
‘Rights’ and ‘duties’ are both fictitious, socially determined concepts, and actually are both forms of oppression. They do not arise from an individual’s own drives, or from the real threats of his physical environment. They arise from a social belief system about the drives an individual should have and how he should react to the threats of both the real physical and the real social environment.
Actually ‘rights’ are typically oppressive because they deprive individuals of the freedom not to take up their supposed rights, as well as depriving other people of freedom (by taxation) in order to pay people to enforce the rights of the individual: doctors to make decisions for him against his will, teachers to supervise the incarcerated multitudes, social workers and psychiatrists to induce the individual to find his ‘rights’ tolerable.
Complying with the rights imposed upon him without complaint is a ‘duty’, and of course a person can be blamed by the society around him for not fulfilling his ‘duties’. This is an artificial moral evaluation.
[Michael Gove] insisted it was clear that Britain’s social malaise had its roots in the breakdown of discipline in the home and the classroom.
No, the social malaise is the malaise of the Oppressive State, it is the inevitable consequence of socialist ideology, in which those who impose ‘rights’, such as teachers, become ‘the boss’.
The right of a child to go to school is now the duty of a parent to send their child to school, possibly against his will, and both the parent and the child are to be punished if this does not happen. This illustrates the absurdity of ‘rights’ in modern society.
A victim of the state education system comments:
‘The state of the education system in this country is rotten. Schools have become bear pits, where the bright and conscientious are held in contempt at best, and more likely to be attacked in numerous ways.
Celia Green’s brief analysis is a minute example of the material that we could publish on this and other subjects, and can be taken as an appeal for funding to allow Oxford Forum to expand as an independent university and challenge the disintegration of standards in this country.
We should be supported by every parent who has the least interest in seeing their children not come to harm, psychological and/or physical, by being in contact with the state education system.’