History: when Facts lie!

Abstract: This article is one in the series of articles discussing school subjects. The Government indoctrinates children through the Education System to give children a distorted view of the past. School presents history as a sequence of battles between dictators. School teaches that war is the way to settle arguments. And school glorifies the Government as an institution that should control society. History is typically presented at school as a sequence of facts, but this representation is the reflection of views that are out of step with modern times.

A. History as taught at School

History is rarely taught as a separate subject at school. The Government is too keen to distort history by presenting the past as a sequence of glorious victories of its oppression. The Government portrays this as culture or civilisation and likes to teach such 'historical facts' as part of social science, civil duties or other forms of indoctrination.

Indeed, when history is given as a separate subject, one expects to be presented with the facts, rather than with the biased views of a party such as the Government that has a strong interest in what is presented as the truth. Many historians themselves have given up the search for the truth, for what really happened in the past. They have come to the conclusion that facts are inevitably presented in a biased way.

Not so schoolteachers, they claim to have a monopoly on the truth. Teachers claim that they are presenting children with the facts and nothing but the facts. After all, does anyone dispute that Napoleon was decisively defeated in 1815 in the Battle of Waterloo?

Textbooks describing historical events usually claim to give the bare, objective facts. And this is exactly what is wrong with it. The point is that it is quite irrelevant that the Battle of Waterloo took place in 1815. It is also irrelevant to put so much emphasis on the name Napoleon; it was not so much this person who is wrong, it was the whole system that put him in power that is wrong.

And was this system really defeated? Today, we can still see the legacy of 'Napoleon', as people are forced to register births with the Government, use family names, use the metric system, etc. Was Napoleon's defeat purely a military mistake, or was it due to superior use of resources and management techniques by allies who were economically advantaged, since France was a dictatorship?

At school, history is presented as a long sequence of battles, years and names of dictators and military commanders; school makes it look like it is perfectly normal for people to kill each other, that dictatorship and the military are the most important aspects of culture and that they should rule society, that the battlefield is where society takes its shape. School portrays history as a chain of events in which people are butchered to death. Out of a whole century, history books typically pick only those events in which large numbers of people were slaughtered, died of epidemics, were led into captivity or were starved to death.

B. Why lie about History?

This is a gross misrepresentation of what was important in the past. Wars, dictators, diseases and natural disasters may have had their impact on society, but they did not build up any prosperity, they did not contribute to progress, they only destroyed society. We could have done without this destruction. On the other hand, society would still be in the dark ages without all the people who worked hard, improved their techniques, designed new ways to raise the quality of life, etc. That is what was important in history.

But that is not what the Government wants children to learn, as it never contributed to such improvements. Government has always had a negative impact on progress, it has ruled by restriction, preventing innovation and taxing those who did things right and then spending that money on wasteful wars.

In a most devious misrepresentation of what happened in the past, the Government present itself as the saviour of society. School makes children look at history as times without proper government. The message is that without government, society would become chaos, anarchy and hell. The ugly message is that it is good that government keeps things under control, as its laws, police and army guarantee order, safety, peace, equality, happiness and prosperity.

C. Lessons from History

School does not answer the two most important questions of all:
1. How and why did the Government emerge in the past, as an institution with virtually absolute control over society?
2. What is the lesson we should learn from history?

The first question is answered quite well in DonParagon's Vision of the Future, in which Don points at optionality as the ideology of the future.

If there is any lesson to be learned, it is that coercion and optionality do not go together. School is silent about this, as it supports the coercive nature of the Government. But, of course, this is not something that has to be learned as a lesson, in the school sense. Instead, it is something that is obvious to anyone with an clear and open mind. If there is anything to be concluded from events in the past, it is that, in future, the Government will inevitably become extinct. The Education System will go down with it and will fade away into history as one of the principal instruments through which the Government once controlled society. The future is for optionality.

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