Mr X made a statement to me that “people whom post on websites are looking for conformation of they’re own beliefs”, Mr X’s assumed knowledge I suggest displays a degree of intelligence even if Mr X read such statements.
     I say school education provides controlled information which has little to no need to think past trying to remember information as short data streams. Government education curriculum using history which contains no relevance to modern employment tasks. Histories as it happened often having little (compared knowledge thinking) to no stated reasons how events came about. Forcing students to remember for the sake of remembering information to complete exams, merely plays Darwin theory games to create scores while students are increasingly suffering from mental stress negative reinforcement which punishes students long term desires to want to learn anything truly worthy of skilful employment thinking. By the time students sit for year 12 HSC exams, most students are so mentally stressed, after having completed schooling make statements to themselves that they “will never do that again”.

     Mr X on being questioned in around year 2000 also made statements that he “didn’t care about information he only wanted to win”. My statements that he uses his inner Neanderthal brain fight or flight brain chemical stimulation to self-medicate his long hours of forced labours processing classroom and homework tasks leading to his uncontrollable desires addiction to gamble on horse races and Keno.
     A divorce caused by his over stimulation narcissism behaviours refusing to be told what to do, his wife accused him of being a ‘big head’ which merely made Mr X laugh. The divorce increased his (I conclude) poor thinking learning traumas into ‘not understanding’ denial that the divorce wasn’t his fault as he would use ‘denial’ when losing horse races. Wanting to feel good he seeks doctor prescribe drugs, 2 years later at around 1992 gets a disability pension for depression, in 2000 he stated he was on the strongest prescribed depression medication, has been on the pension to this day.

     I frequently notice (my theory) when introducing thinkable topics to educated people, such people use their shallow beliefs to defend themselves against 12 years of subconscious trauma memories of being taught pointless information, that people over the many years have developed tactics to avoid/repress on coming learning traumas.

     Mere remembering information for future exams is something young children could perform if children weren’t suffering from teacher prolonged face to face statements about whatever spoken at fast adult speeds. Most adults when being spoken to already have memories of what’s being stated, making understanding statements easy to follow. Young children are not so fortunate to know what teachers are communicating. So when I introduce unknown topics to adults, adults resist feeling learning traumas using they’re years of self-learnt avoidance tactics: change subject; get angry; need to urgently go somewhere... Adults badly educated brains can’t easily process unknown more complex than simple information school education and media have provided.

     I several times heard that if children believe in a religion at aged 8 years one comment was aged 5 years referring to catholic doctrines, children will believe in the religion for their entire lives. Making such commitments at such a young age seems wrong, Baptist religion doesn’t baptise until teenage years yet this doesn’t change children's commitment to religions.
     Same children’s commitment to religions must also work with children’s commitments to delusional brain chemical stimuli about how intelligent they are even though remembering mere data to complete exams is not really an indication of expressing intelligence.

     Religions’ many old testament stories don’t prove a religious god exists, yet a trick exists when telling lies, adding side issue stories sells the lies. The more lies are repeated the more lies become true. The more children repeat same delusional beliefs about being intelligent for mere answering simple short statement questions the more difficult reversing delusional beliefs.

     Mr X told me in around year 2000 when being questioned about QandA year 3 schooling, he told me he “didn’t care about the information he just wanted to win”. I speculate his child brain feeling he was a winner believing he answered all teacher’s questions correctly, as an adult he occupied some of his spare time gambling on horses in order to feel the winner stimuli he felt at school in year 3. Mr X stated he feels intelligent picking winning horse boosting his big head self-gratification, when he loses races he tells himself “it was bad luck” represses his loses, choosing a horse in the next race attempting to win a horse race to gratify himself. Where is the intelligence that may have been gained during his childhood school days.

     Educated to self-stimulate brain chemicals long term need addiction behaviours leads to long term need for feel good booster chemicals from other sources: alcohol; opioid drugs; enthusiasm for pursuing simple delusional beliefs to boost brain chemicals enthusiasm for sports etc, to be not merely truthful to the self, but to be pursuing a sense of being a superman hero behaviours.

     Escaping depression and anxiety awareness leads to pursuing childhood behaviours self-induced delusions being a narcissist.

steve9

     Reducing mental stress awareness to young children held in classrooms has a positive reinforcement effect on children’s long term behaviours. Child subconscious thinking decides reducing work loads, “cutting corners” reduces mental stresses promotes delusional in denial behaviours.
     Behaviours focusing on chalk board and or white board copying whether reading short readings from boards or copying groups of letters which both behaviours are merely forced time limit period hurrying ADHD conditioning, working class worked for the sake of working to block human spare idle time for experiencing thinking behaviours even though thinking is considered day dreaming, day dreaming reduces mental stress awareness, day dreaming leads to increased periods of executive brain thinking awareness.
     By end of each school day children are cognitive overloaded mentally exhausted whom do not want to experience after school brain occupying thinking, instead tend to desire more distraction from school day learning doing nothing relevant to inspire human curiosity, instead: listen to music; attend a sports practice event; hang out with friends, whom if teenagers are angry over having to attend schooling institutions, get into criminal activities, noting Queensland and Victoria teenage criminal activity media stories.

     Delusions of denial rewarded by reduced schooling teachers “do as your told” mental stress and reduced increased brain chemicals stimuli during periods of exam studying where students need to read what’s been written in text books, having not bothered to comprehend copied readings due to time limits, students quickly read to quickly move on to next readings, must make assumptions of meanings, brain chemical rewarded by cutting corners, become ADHD psychologically conditioned to quickly skim through readings (my assumption rightfully believing readings are pointless gibberish), often remembering data that will be assumed to be used in exam questions.

     My argument point being on reading forum reply posts about my posts, most replies seems to indicate reading headings and maybe first paragraphs have been quickly scanned, looking for prime words comparing known beliefs. Such readers are experiencing brain chemical rewarding stimuli whom do not care to experience prolonged thought to debate enlightened about ideas, whom are there for their own expression of believed ideas experiencing their delusions of emotional decision making intelligence.
     Short sentence expressions could indicate years of schooling, reading teacher’s written board writings copying down short remembered lines of text into blank paged text books.
     Another reason for short sentence replies are media’s: short sentence statements; fictional stories actor short statements; programs that have canned laughter and applause interruptions, best exampled with Steven Colbert late night show (annoying to myself) prompted audience frequent howling and cheering interrupting Colbert’s dialogues.

     Educated citizenry prompted delusions of believing their fixed childhood beliefs,  prevents developing better deeper thought intelligent ideas, exampling that Donald Trump’s dysfunctional ideas daily updates on Trump beliefs prompting many political media outlets discussions exampling Steven Colbert program who is distracting populations from more relevant knowledge, Colbert is boosting audiences existing beliefs.
   Comparing Richard Nixon Watergate scandal to how on Nixon’s final departure by helicopter Nixon stood on the helicopter entrance platform turned to face cameras performing a Victory stance as though Nixon achieved his appointed tasks, fooling populations in believing democracy was real having media expose a president for illegal behaviours, Nixon attempting a Watergate hotel break-in cover-up.

     Educated citizenry’s lack of experienced thinking ability together with dogged belief in believing quick first assumptions are correct receiving brain chemical rewards proving assumptions are truthful not realising brains are rewarding speed of decision making delusional intelligence in order to move onto to next classroom tasks childhood stimuli.

steve9

     During the Paul Keating early 1990s ‘Recession Australia had to have’, media were heard stating “Paul Keating should get the an award for being the world’s best treasurer” I’m sure was a joke at the expense of Australian citizenry share market investors whom lost much of their wealth investing in shares especially investors of Bond Corporation and to indebted mortgage holders, that I wasn’t one of either mentioned.

     Education learning studying for exams are no doubt stressful. Students sitting for exams whom feel the stress of answering exam questions maybe feeling the memorised stresses attached to studying learnt knowledge. So people don’t analyse their own lived in history nor take any notice of what’s happened that made a difference to their lives, so they can know better, rather prefer to have fun now. Remembering important events to analyse later is similar to learning, behaviours most people don’t want to practice.

steve9

     Manipulating Brain chemistry:
     Using many years ago watched television documentaries about addictive drugs, pain reducing opioid drugs, narrator presenters describing how people become addicted to various pain reducing drugs, presenters stated “the body has a normal brain induced self-medicating type opioid drug which allows humans to feel normal. When people consume pain reducing drugs the body’s own type of opioid production reduces. As people feel better than the body’s own normal self-medication, introduced pain reducing drugs awareness becomes increasingly desirable”.
     “When introduced pain reducing drugs become so emotional decision maker desirable, reducing introduced drugs the body’s own type opioid drugs have reduced so much that anxiety increases which signals the body to produce more type opioid medications that the body has previously stops supplying”.

     My theories are humans battling decisions and beliefs between anxiety and self-medication, fuelled by a behaviour of hurrying decisions to escape feeling anxiety and desires to tell themselves how quick decision makers they are which is not so much a conscious reaction decision to be more an uncontrolled subconscious decision, I say is worsened by early age school education: hurrying time limited tasking; forced to listen to teachers talking at adult speeds, leaving little time for children to process spoken words into easy to understand remembered departmental concepts, increasing mental stresses, which anxieties are remembered that as similar information are heard, fears are felt reinforcing dislikes for learning, inducing inner brain fight or flight desire which can’t be acted upon being forced to stay seated in classroom chairs. Children hurry through understanding teacher’s instructions to reduce memories of not understanding, choosing to create short memories eventually becomes easier as teachers instruct children to perform a limited number of tasks while changing from one curriculum subject to another curriculum subject, copying words from a board and books ‘home work’.
     Copying data from a board (black or white) and books which may be stated by education departments to increase students memory retention in reality is memorising short statements, holding memorised short statements to write in blank page text books, all the time hurrying the self to perform copying task quickly needing no thoughts to assume copying content have any worthwhile meaning worth remembering. Many students being emotionally punished by mental stresses.

     Classroom environments are behavioural negative reinforcements in most instances even the cloths children teenagers wear are grey visual unpleasant images.
     Adults desires to travel to see places which are colourful I could theorise are self-medicating behaviours caused by years of emotionally punishing classroom environments. As children come home from school that the above paragraph brain induced self-medication type opioids maintaining human feelings normality, youth brains are increasing brain type opioids to medicate school stresses, that home and out side school classrooms environment images and behaviours are being stimulated as a positive reward creating stimulating subconscious memories, that fast action adrenaline boosting sports activities and increased bright colours induces brain type opioids similar to after school increases self-medicating brain type opioids.

     Adults whom increases brain chemical type opioid stimuli during schooling years increased quick decision making based on simple repetitive classroom tasks will use the same not needed to think to plan quick decision making speeds to decide more difficult deciding decisions. Add a hatred for being told what to do by people quick deciding judgements created by teachers increasing tasks on children whom are already overwhelmed by repetitive reading pen pushing pointless tasks. Add felt negative reinforcement schooling mental stresses developed frequent felt distraction angers turned into acts of crime to stimulate positive reinforcement stimuli rewards exampled by media teenage criminal actions Queensland and Victoria stories whom the establishment doesn’t care about citizenry’s lost wealth through lost properties. Crime gives police something to do, keeping police stressed and distracted from individual processed intelligence.

     Poor intelligence teenagers whom value fun and laughter more than academic achievement which academic achievement is little more than answering exam questions, that even required written composition sentences are testing school education mental stresses have successfully dumb down students’ potential intelligence.

     I know an 82 year old man whom refused to be told what to believe and what to do. He decides based on his own beliefs, suffers from being intelligent quick decision maker... when told how to switch off a desktop computer the correct way using a mouse pointer “shutdown” icon wait time procedure, he insists merely switching off mains power at the power point is fine, when asking him to shutdown correctly he merely smiles preferring to believe I’m stupid. Achieving results quickly aids his beliefs (escaping from feeling anxiety for being told what to do) in his own intelligence.

steve9