I could have titled the heading, “Anti Intellectual Donald Trump will blow up the world”. Yet I conclude Trump is a good actor.

Google “Anti-Intellectualism” to find there exists a movement to suppress intellectual thought.

The big concerns in the world are: 7.3 billion people living during one period; If there were no wars, no suicides, no road kill, no Adolf Hitler... there would be many more people living, needing to be fed, going forth and multiplying.

Anti-Intellectualism is about stopping human awareness from realising bad things happening was in the long term a good thing.
Anti-Intellectualism prevents people from realising: religion still dominates political processes and education; redirects discussing “Industrialisation” is about slowing world population growth.

Why do I say, “Anti-Intellectualism will blow up the world”, could be a good possibility. You only need to think how Adolf Hitler, had most all his generals believing his brand of Intellectualism “I know how to fix everything”.

Most people who dislike intellectual conversations, because topics read and spoken about, I say are intentionally redirecting real intelligent thought, on to irrelevant, go nowhere political processes and scandals. Everything sounds important to the democratic process, yet, a lack of people's real intellectual neuron pathway connection thought prompting, emotional feel good brains believe the re-directions are real concerns.

We live in a Monty Python world of turning trivial concerns into serious conversations. If any person mentions real concerns, no person wants to know.

If any person wants to find real intellectual readings, pretend intellectual readings become: personal; name dropping; short tit-bit meanings within rambling sentences; expensive thick books designed to punish readers curiosity.
Higher education's forced pretend intellectual readings.

Media panel conversations sound as though panellists have an understanding, yet use go nowhere criteria to dumb down curios people's intellectual awareness.

Media school funding supposedly meant to cure increasing poor academic learning, is simply “more money for more of the same” fogging off complainers.

http://forum.onlineopinion.com.au/thread.asp?article=18500

steve101.

Assuming you have read my previous posted link on school funding.

Easy to believe childhood education is important to children's ability to think. Yet, government school curriculum education is more mental stress repressing desires for individual intellectual thought.

Popular media programs guide what topics humans hear, including young curious emotional influenced self-programming children, most topics are about people: political people; entertainment people; interviewing fantasy science and finance people; violence and sex. What named people are doing generally has nothing to do with media listeners. Same topics being discussed, fade away in time, returning to be heard again.

The conceptual depth resulting from fast talking people, leaves listeners with few ideas worth remembering, worth repeating. There barely exists any single conceptual thought.

Exampling an understood concept: radio waves travel limited distances, depending on transmitted frequency and wattage power. Yet radio waves have degrading noise interference problems. Earth has a magnetic field. Earth magnetic field reduces the Sun's charged particle's noise levels. Charged particles outside earth's magnetic field would undoubtedly destroy low wattage, lower than 10 gigahertz radio waves. The higher frequencies are transmitted, the shorter distances radio waves will travel.

For the same reasons mentioned in posted link on education funding. Politicians have so much ridicule for people who can't think, who follow political stories and media fantasy science stories. Submarine leaks and space probes sending radio-wave pictures from Pluto, causes truly knowledgeable yet narcissistic people to enjoy a laugh at emotional decision makers (Neanderthals) expense.

Almost all “intelligent” young children and or teenagers would have played with radio-wave transmitters, and/or understand mobile phone range to phone towers. Opportunities to think how radio waves: hertz frequency, wattage power and noise levels, understanding earth's magnetic field, truly intelligent thinkers should soon realise a conceptual thought, realising media lies.

Unfortunately most educated adults, are trapped in their emotional self-programming stage of childhood, constantly feeling whether information is true or false, as though they were being classroom schooled. Never excepting previous judgements were incorrect, repressing fearful traumatic feelings.
I say intellectualism is about comparing ideas, being capable of arguing with empirical evidence.

I Googled “bad education”. Most website pages are about a movie and several television series. I speculate, the word curriculum in these media productions is never mentioned. I speculate, teachers are seen: lazy; alcoholic; misbehaving. Googled “bad education” page, page after page is consumed with promoting produced media entertainment.

All I could find within first 11 search pages of Googled “bad education” were 4 readings that were not media entertainment.
Google page 5
http://www.cnet.com/news/neil-degrasse-tyson-says-bad-education-creates-flat-earthers/

Google page 8
http://www.waterstones.com/book/bad-education-debunking-myths-in-education/philip-adey/justin-dillon/9780335246014

Be aware of false promotions, you may buy the above mentioned book then to read more vague ideas wearing down your sense of caring for real intellectual curiosity. The book may have been drafted and/or edited by an establishment controlled education system, headlining statements leading to little more than redirecting names and dates, vague analysis.

I stopped searching at search page 11. Other than 2 websites promoting books. One website, U.S.A. state vote NO for removing funding.

I Googled “terrible education system”. Much of what can be read, points out declining standards using far away countries, not so much using Australian schools in different districts. Comparing statistics with other countries merely does a “transparency” allusion. Establishment controlled media agrees with complaining parents, yet government and serious media panellists blames inadequate funding... failing that excuse, moves on to blaming teachers' teaching abilities.

The real problem with classroom education is the curriculum and too younger emotionally self-programming children attending school for too many days for too longer hours each day, held in classrooms.

The curriculum: maths, maths are calculations not conceptual thought. Maths has no ability to program children on how to think correctly. Once students leave school, very few opportunities to use maths will be carried out.

The curriculum: Science, science has much to do with remembering chemical names, science lessons won't be experienced until high school, won't be done very often, students too mentally exhausted to remember, difficult to apply questions in examinations. Science innovation promotion is more propaganda, moving deck chairs around, politicians looking concerned to fix people's awareness of improving education for future employment opportunities.

The curriculum: geography, http://en.wikipedia.org/wiki/Geography
may as well watch media geography programs. One country per week learned from image books, yet, place names have zero conceptual learning.

The curriculum: History, history has: names of places; names of people; dates... ideal for periodic examinations due to the no need to think, easy to remember examination requirements. No need to think, dummying down any reason to think about trivial knowledge criteria. May as well watch media history documentaries.

The curriculum: English, my experience with English lessons were to copy words off a chalkboard. If English is about reading Shakespeare and or similar out of date speech, twisted phrases expressing verbal experiences related to: love; homicides; greed; politics... should express to thinking people, how many English speaking people cannot express themselves past the simplest ideas: current weather; their name; their friends names; where they live; media repeated names of popular people; names of political parties. Basically... names of all sorts of things yet formulating sentences past basic needs, needing to think outside the box. Media and religious myths consume spare moments of simple repeating rolled over thoughts. Any ideas outside the box are ejected. If by saying, “No person has walked on the moon,” every person hearing such statements, goes into default, pulling out of the box, “Yes, astronauts talked on the moon”. Will listeners spend time to consider whether any astronauts walked on the moon or not, I say people are educated not to think, defaulting to the “inside the box” beliefs.

Every journalist, every person, sometimes even myself, uses the word “hard” when a similar word to the word “difficult” should be used. The two words are not of similar description. The opposite to hard is soft. When something is easy to do, people don't us the word soft?

I often hear double negatives from journalists: didn't do nothing; wasn't doing nothing; etc. “nothing” should be “anything”.

Children are not allowed to express themselves while held inside classrooms. Children too young to attend school, children have varying degrees of ability to formulate subconscious concepts into verbal expressed sentences.

Parents, having shown their children how to read, having calm behaved children. Children using their calm personality, taking notice of events going on around them, have experienced how to formulate thought productive concepts, somewhat expressed in internal voice conscious thought.

Children held in environments were irrational behaviour is often expressed by parents and siblings, children see the dysfunctional behaviour as learned correct behaviour within similar away from home visual perceptions. How perceived repeated behaviours determines how much reinforced subconscious imagery is instantly transmitted into subconscious knee-jerk reactions, felt positively to be the correct reaction to environments.

Young badly behaving children, on first attending school, having repeatedly experienced negative reactions to home life's difficult situations, that arguing with parents and old siblings, otherwise children will be: bullied; verbally abused; taken for granted. Attending school, being told what to do, bullied by teachers and other bullying students whom children can't defend themselves against bullying teachers demands, as they may have done in their home.
Mental stress experience at home, becomes worse, as young children are forced to sit on seats in classrooms for up to 6 hours each day, listening to teachers pointless lesson tasks. Tasks that merely stop children from experiencing how to think past the problems associated in their environments. The saying, “what doesn't kill you, will make you stronger”. Aged 5 years children, thinking out solutions to home life poor environment, can't correctly think out solutions once children enter school's, forced irrelevant tasking labours.

Shakespearean bad irrelevant themes: love; desire; homicide; political power; etc... students attempting to decode Shakespearean twisted English sentences, are merely being redirected from more relevant conceptual learning, denying students self-programming intelligent learning both internal voice and communication with friends. Children are prevented from verbally experiencing complex subconscious real intellectual thoughts.

Many children, most all children would have been better off not going to school. In time bored children will mature, wanting to spend time reading, remembering how to do many tasks.
Next generation of intellectual capable parents and older siblings would better teach young children how to best learn relevant information.

Once children spend the first 2 years in school, children's brains easily feel learning traumas on feeling as though they're learning. After 2 years in school, children who can't read, can't easily learn to read or begin to learn many other not yet learned curriculum subjects. Children wagging school, can't learn, even though forced back into school.
Children should be left to allow mental stress traumas to decline before trying to learn how to read. Otherwise all attempts to force traumatised children to learn to read will merely turn children into angry violent protesters.

Apollo 11 moon landing, first foot to step on the moon moment, captured, transmitted to earth, received on the Parks huge parabolic dish. Images seen on television were very noisy as thought the Sun's charged particles were stronger than radio waves coming from the moon.
Large parabolic dishes can merely focus damaged by Sun's charged particles' radio waves, attempting to salvage what undamaged radio waves remain.
I theorise no man has walked on the moon therefore noisy images were created to allow people to believe a 240,000 miles distance to the moon was real.

Media recently presented theories suggesting children shouldn't watch blue screens tablets and iPhones before going to bed. Every person should receive 8 hours of sleep every night.
Media theories states human brains are processing the day's information while human brains sleep. Mentally stressed children, going to sleep at 8.30 PM before adequate relaxation after stressful homework, and or watching fast talking media, may have degrading outcomes out human mental health.
Long term drug addiction and mental health illness could be reduced by ensuring relaxation before sleeping.

School curriculum subjects are individual items of information. As I theorise radio waves can aid debunking space probes. Much of what's learnt in schools fails to encourage using separate curriculum subjects into one innovative idea. Trivial knowledge: people names; place names; dates... maths calculations have zero formulation intellectual thought. Maths needs to have applied objects (buildings) before maths can be used to associate theories to be true or false.