Mental Depression coming from Education.

Mental depression I believe is caused (or at least increased) by government sponsored formal education. Children from aged 5 years to young adulthood have had their lives mentally consumed by education. Regardless how much pride people feel about their education, education I argue is a pretend education, having a primary purpose to degrade and or redirect human learning development. Education kills child curiosity.
Children starting schooling at aged 5 years are locked in a cognitive overloading environment for many hours in a day. Children restricted from talking to each other in classrooms have fear of verbal communication conditioning placed on children's increasing verbal communication skills; children hearing mentally disturbing noises inside and outside classrooms; children learning from each other's bad and rebellious behaviours; children feeling other children embarrassments and judgemental opinions; children spending much of their time learning simple writing and spelling 26 letters and 0 to 9 symbols. Most learnt information has little to do with everyday modern life other than the information being used for trivial knowledge Question and Answer games and examination mental stress testing.
Mental stress increases... mental stress building up over years of pretend education can take many months to reduce to nil mental stress levels. Much of what is remembered for examinations has mental stress associations remembered at the same time, creating psychological learning traumas. Examination A to F questions' prompting, must have remembered mental stress repressed negative reinforcement fears remembered at the same time as education's learnt information is being examination preparation remembered. Education is punishing natural child curiosity learning processes by using natural child learning process of forgetting information that feels bad in competition with favouring remembering information that feels good rewarded with brain stimulating endorphins. Simple physical activity sports become the feel good sort after endorphins rewarding behaviours. To some people (I speculate) feeling more intelligent about judging simple sports than they would in understanding bad feeling complex information reasoning. Because education exhausts brains in the first part of a school day, after school activities have students ignoring any worthwhile learning. Children keeping themselves dumb to self-medicate mental stress.
To back up this argument Google “stress cortisol hippocampus” for a selection of readings on how long periods of mental stress produces an excess amount of cortisol, too much cortisol damages the important brain participant hippocampus. Seriously... childhood mental stress degrades long term psychological mental health.

The brain being sensitive to fear, long hours of mental stress drastically changes human personality development. The most obvious long term changes are teenager and adult learning behaviours. Humans lose (through educational conditioning) they're ability to want to learn new ideas. Most educated people I have meet (as a limited survey), plus considering reasoning out the theory, only want to repeat beliefs of what was learnt “ideas” in their early childhood simplicities years. An example is: any story supporting ideas that they live in a democracy is true. Any story that supports ideas that they don't live in a democracy is false. Many elderly adults believe when they die they will go to a placed referred to as heaven.
Educated people believe what they're told by authority teachers as truth not doubting knowledge to be invented lies whether learning information are lies or not lies. Education is conditioning citizens to believe what they're told to be true often using stories that support desired ideas. What makes many people believe in bible stories to have actually happened, a more realistic story telling media and education have educated students to focus on listening to simple easily understood stories have people believing everything they're told. Same to similar stories are repeatedly told making the “more stories are told the more stories become true”. Another example is that religions often repeat similar story themes mixed with same stories in church week after week, allowing easy childlike feel good understandings.

I believe by placing people on the edge of mental depression (during teenager age), depression like fears becomes more sensitive to information content than if children had no educational mental stress whatsoever. That fear of learning something new prevents humans from increasing skills in order to move up the employment skills ladder. Truck drivers continue to drive trucks for a living monetary income for most of their lives as an example.

To test this human hatred for unknown knowledge you only have to talk about something technical to a person that has no knowledge of the subject, to watch how education's taught self-learning mental stress reducing avoidance tactics over many years, to see how learning something new is repressed, often walked away from. As education has been mentally stressful, humans have focused on becoming specialists in a selective field of professional choice. As that field was mentally stressful to learn, learned people will repress any unnecessary learning after instantly remembering mental stress learning traumas. Highly educated people may express that half of their chosen professional education had nothing to with what they were being educated as they're selected profession, which I believe added pointless learning having nothing to do with a chosen profession is increasing childlike curiosity mental stress punishments.

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A more detailed cause of mental depression chemical imbalance.
Children experiencing mental stress while undergoing education's increasing hurrying tasking, develop behaviours to distract and medicate mental stress traumas. Brain inducing endorphins rewards are compared to morphine, morphine being addictive. Having in year 1999, questioned a person suffering from mental depression about his education, I soon formulated a belief that education guided the person to medicate himself using self-esteem inducing endorphins tactics, one of which was to tell himself that he was smart. By telling himself he was smart, induced endorphins allowing himself to feel medicating endorphins rewards. The man as a young school student child to induce endorphins to medicate daily hours of education was using education's Q&A sessions, which I believe promotes continued use of child learning incentives narcissism behaviours, reinforcing gratifying beliefs that everyone else was dumber than himself. The man as a child student developed a behavioural addiction to his self-esteem needs. As an adult man in year 1999, I noticed he watches selective sports (cricket) to judge what he was watching to be (in his words) “brilliant”, getting himself excited for being smart about judging what he had seen, (fooling himself and or lying to himself). At the time, he also liked to bet on race horses, believing he was smart for picking winning horses, being bad luck when horses lost. Much of the gambling behaviours I contribute to education's hurrying 3 seconds to answer Q&A sessions, learning behaviours by practising denial when wrong and getting answers correct winning rewarding endorphins induced gratifications. His 1990 marriage separation triggering mental depression led him to seek alcoholic and professional doctoring medications. I believe his childhood self-esteem medication tactics increased his mental depression self-medication addictions leading to his mental depression (chemical imbalance) to worsen. 10 years after his 1990 marriage separation, I only had to tell him he was wrong in saying something, he would go into an increased mental depression episode, himself saying to me, “stop stop”. The man feels that conversations become an opportunity to be competitive... when he feels he's losing a discussion, he states, “I don't care”. The man states (after specific questioning), wants to feel good, not being satisfied with a flat no fears no endorphins stimulation rewards. The man also states he “feels a constant buzz in his head”. I said “I don't have a buzz in my head” which he said I was lying. I asked 2 other people if they had a buzz in their head, they bother said yes.

The above paragraph provides ideas that known mental depression sufferers fearful of sliding into or increasing mental depression at any moment, truly believe in child like learning tactics of feel good is true, feel bad is false decision making. Same people believe information what was felt to be true, said to be wrong allowing edge of mental depression suffers to slip into or increase mental depression, I say is a learning disability trauma brought on by government sponsored education. To prevent continued mental depression, sufferers must lie to themselves, to believe in the feel good is true analogy to avoid slipping into mental depression.

People may believe they achieved something in their education, proven by providing them with excellent employment, yet I see education as a natural selection competition for provided limited skills employment opportunities. If education was about a real education, every person would be capable of becoming a doctor and or of any profession they desired.

If you the reader are using tactics to self-medicate depression: alcohol; self-inducing endorphins; narcissism behaviours; yourself and or other people love dependence emotional rewards; legal and or illegal drug addictions; caffeine addictions; pain relief addictions; sports distraction gratifications. It may be time to solve a long term problem with a reappraisal of how solving and or not making a mental depression problem worse can be handled. I have no psychological degree and have never started studying for a degree. All I can suggest: slow changes, stay calm and depending on what type of mental depression, try information desensitisation. Yet I have to say, “Seek professional advice”.

I say educations examinations are no more than mental stress testing. Mental stress testing determines whether students are capable of doing simple memory tasks compared to complex thought processing under mentally stressful conditions. Examinations, including simple thought processing testing to see whether education's dummying process worked.

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To note how advanced a human brain is, people only need to think of something thereafter words are quickly subconsciously formulated and spoken, which I find intriguing. Non human animal studies conclude the some intelligent non-human animals after years of professional coaching can achieve up to 100 words of English and or sign language understanding. Children self-learn to understand and sound out thousands of meaningful words with very little “see and say” coaching.

What I am saying is that real self-programming behavioural education drastically slows once children enter schools depending on the schools themselves. Schools limits learning criteria to hurrying pen pushing letters and numbers written onto text books, limiting visual images to reading words often see without supporting images to reinforce what readings are about. Limiting readings to storytelling information opposed to skilled thought inducing productive images. Students learning to believe words rather than to believe what students see, denying students introduced complex images, denying student self-analysed ideas to be formulated to improve their own working out thinking abilities. When mental stress takes over, students scan their brains for known ideas to be compared with seen images, ignoring any images that aren't easily explained. Media news readers are seen as people faces stating words, showing few confusing images. News story images are limited to known media movie stories: wars; murders; police actions; political dramas; medical dramas.
What images lack are skilled processes where one tasks leads to follow up tasks providing end products. Education promotes doing tasks within a set period followed by another period of unrelated information while carrying out each task with the same limited hurrying behaviour pen pushing, hand writing, getting spelling correct skills.

You have some good points. Some kids don't function well in school socially and this can lead to depression. Many kids are resilient and "survive" school and are fully functioning adults. Schools can be a testing grounds for your college and a career path and if you can't follow the rules then you won't succeed. It is tough world out there. If parents want to home school their kids, they are welcome to and some kids do great with home schooling. There are good and bad things about school and it depends a lot on the quality of the teachers and the parents.

What do you think of this ?

Why Anti-Authoritarians are Diagnosed as Mentally Ill
http://www.madinamerica.com/2012/02/why-anti-authoritarians-are-diagnosed-as-mentally-ill/


They have made the schools more like prisons too.

Imagine that airport style personal space violation body search every morning at school ?

You beeped ! Empty your pockets.

Yes, somehow this is fact but we cant say every depression is due to education system. people have to understand about the knowledge value as well. It depends upon parents how they handle education system of their child from beginning.

Anyone would easily agree that children need an education in a modern industrial society. Yet I don't believe skilled work employment needs are required during this generation as were needed in previous industrial era generations. Other than a limited number of engineers, most employment has been simplified due to advancement of machinery controlled by computers. Human work forces have been reduced to manual labours machines can't perform. Many college graduated people could end in employment that spends much of they're time processing forms: names; dates; box ticking criteria and or catering to specialised office work tasks.

In order for students to obtain a desired employment, students have to prove they can do the work to which students desire. Education isn't about providing the knowledge to do many complex tasks in an advanced computer society. I am attempting to convince that an educational curriculum is about degrading students ability to process advanced thinking behaviours to a more robot “believe what humans are told by authority”; working class putting up with what workers have, excepting what work workers are given to do. Educational losers of society must except their employment because loser workers failed to gain the grades to climb up the grades ladder, placing other students behind. Government Certified Education is not a forum of real learning, instead education is a natural selection for provided future employment opportunities.

Quality to quantity: the quality of information is mostly irrelevant to modern life. Quantity of readings has few real meaningful memorable real life conclusions. History and fiction written more then 50 years ago, have nothing do with modern society. Readings on money are limited to micro and macro ideology which I believe can be argued to be floored, such readings to be little more than propaganda.

Government Certified Education increases mental stress, cognitive overloading to mess with emotional intelligence self-programming, conditioning many students over time, particularly during teenagers educational years into keeping themselves dumb. If students aren't being forced to learn something pointless, confusing and or Shakespearian... student learners are occupying themselves with distraction medication fun activities. Most adult workers having not found education pleasurable will not willingly care to read anything that resembles formal learning criteria. Most adult workers will only be capable of carrying out simple repetitive manual labour tasks.

Adult English skills have me hearing double negative phrases “don't know nothing”; “not doing nothing” from people, on the television media and from live interviewed professional journalists. The most obvious learning gramma needing correction are double negatives. People aren't listening to what they are saying, I assume, because teachers weren't instructed to encourage students to listen to what they were saying regarding simple errors like double negatives. “don't know nothing”; “not doing nothing”. “Nothing” seems to sound easier to say than the word “anything” and or nothing adding an extra “No” meaning.

Due to all the hurrying and forced poor comprehension reading; hurried internal voice traumatising pretend thinking, handwriting which needs no long term memorising; periodic testing many curriculum subjects within a short period, having students read quickly to determine what questions are to be asked in A to F memory prompting. How long and how much retained memories will remain after tests are completed? My answer would be that after tests are complete, memories will fade quickly. I consider periodic tests as mental stress testing rather than examining students' forming analogies and opinions. Test scores will number allocate natural select students' natural self-guided learning behaviours, rather than of any prescribed learning behaviour recommended by teachers.

Children learnt to talk at their own pace using see, hear and thinking emotional intelligence sensitivity. If children were to start school at a later age, having children to perfect learning behaviours through thinking experiences, children having started learning non-thinking numbers and word spelling using reading, would learn quicker and with better positive results. Children would be least influenced by mental stress; depression; ADD, ADHD; bipolar disorders, which I assume by starting children in government certified education at a later age, will mess up the ruling class natural selection: believe what you're told; western culture of good verse evil, crime; unskilled workforce thinking economy.

The real question should be: is this the education you want for your children? Or: wouldn't a better education with an emphases on seeing, hearing something relevant to real life. Being able to understand complex machinery; electronics; accountancy; English writing with correct gramma. Maths is easy when maths are explained correctly over a long period rather than short periods between many mentally stressful learning periods.
I say learning real information rather than pretend information... having learners under no mentally stressful influences, learners will remember and associate different learning behaviours into a proficient memorable learning behaviour. As adults, such proven learning behaviours will and or should be sort after regardless whether a college education degree was obtained.
Thinking skills obtained through childhood years of no mental stress repressive learning will allow a self-educated person to best realise a managed self-owned business, capable of allowing for pitfalls during recessions. Adults, capable of choosing better spouses, having more fulfilling lives, free of drug addictions and alcoholism due to avoiding medicating years of government certified educational mental stress.

I liked school, at first. It was something to do outside of the house, after all. It got old quickly. It's frustrating to be ahead or behind of someone else (ie reading aloud in class and having to listen to other people struggle for such easy words). And it was incredibly stressful being around other people at all...

I think education was fine up until 5th grade or so. After that, less and less info was introduced. More and more classes were taught for a test. A lot of my time was wasted. Literally. WASL....

When you are creative, doing something you enjoy and are good at, like writing or drawing, teachers get mad that you are not doing the prescribed task. Oh, I'm sorry. I forgot that I am here to learn to comply with repetitive tasks, information recall, and amiable human interaction so I can join the zombie workforce. I'll do better I swear.

I'm not sure what the answer is, but something needs to change. Especially in regards to standardized tests that waste everyone's time.

School was hell to me. I just didn't like it. I hated the way things were done, the curriculum, the time of day we had to get up (my body was never able to adjust to school night sleep hours, so I was chronically half asleep nearly my hole childhood) I hated disciplinary policies (one time someone did a stinky fart so I held my shirt over my nose, and the teacher sent ME out of the room as punishment. Seriously what the hell was that all about?). A few times I contemplated suicide just because I thought I couldn't make it to graduation or survive on my own since I hated my life so much then. I eventually skipped most of highschool and just did some easy-peezy online thing for my diploma, which took 1% the effort.

I often wonder about developmental damage and personality changes the system caused me to have, particularly my ability to enjoy life and feel positive emotions. I have very little of either.

rustedpenguin wrote:I think education was fine up until 5th grade or so. After that, less and less info was introduced. More and more classes were taught for a test. A lot of my time was wasted. Literally. WASL....

I got WASL'd a few times, too.

slither wrote:School was hell to me. I just didn't like it. I hated the way things were done, the curriculum, the time of day we had to get up (my body was never able to adjust to school night sleep hours, so I was chronically half asleep nearly my hole childhood)

They know about the problem but don't care enough to change it.

The American Academy of Pediatrics called them out but nothing changed because the teacher unions are all about the cash and dirty politics.


For Release: August 25, 2014

Studies show that adolescents who don’t get enough sleep often suffer physical and mental health problems, an increased risk of automobile accidents and a decline in academic performance. But getting enough sleep each night can be hard for teens whose natural sleep cycles make it difficult for them to fall asleep before 11 p.m. – and who face a first-period class at 7:30 a.m. or earlier the next day.

In a new policy statement published online Aug. 25, the American Academy of Pediatrics (AAP) recommends middle and high schools delay the start of class to 8:30 a.m. or later. Doing so will align school schedules to the biological sleep rhythms of adolescents, whose sleep-wake cycles begin to shift up to two hours later at the start of puberty.

“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, MD, FAAP, lead author of the policy statement, “School Start Times for Adolescents,” published in the September 2014 issue of Pediatrics.

“The research is clear that adolescents who get enough sleep have a reduced risk of being overweight or suffering depression, are less likely to be involved in automobile accidents, and have better grades, higher standardized test scores and an overall better quality of life,” Dr. Owens said. “Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn.” - See more at:https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/let-them-sleep-aap-recommends-delaying-start-times-of-middle-and-high-schools-to-combat-teen-sleep-deprivation.aspx


Isn't that something how they even a ignore statement from the American Academy of Pediatrics because they like things the way they are alot more than they care about kids ?

Thanks for posting that. I was aware that there have been studies showing public schools don't align with sleep cycles of students, but that it was blatantly ignored speaks volumes.

In HS I came to look at school as a distraction from learning, a hindrance rather than an environment conducive to it. I started taking it personally when teachers and other students would waste vast amounts of time, or we we're given totally irrelevant tasks (things outside the curriculum itself, as how in the first few days of school where some teachers will waste hours on name-games or having the class brain-storm rules that everyone agrees to.) I remember my whole academic life as a stain on my youth. I should add it felt like my youth (from age 5 to young adulthood) was nothing but academia and videogames, suicide and the ladder being the only escapes I could see for a long time.

Then there's the distracted disorganized way of going about teaching. Little or no logical connection or progression through subjects, and 6 Subjects in one day. Less than an hour per period. This makes each class a chore to get through. It's like browsing the internet with 30 tabs. No single class can be given serious attention this way.

Then there's the way that teaching is done, primarily through listening and note taking. This is not involved enough--it's not natural--it's not organic--and it most certainly is not need-based learning, which is to say learning on the fly because a situation necessitated it, which I believe is when we are the most information-receptive and adaptable.

I ended up viewing the school system as a factory for tax payers and laborers. Average education=average people, exactly what it sets out to do, just like raising cattle or crops. People are blamed entirely for how they respond to it, are made to assume all responsibility for how they do. But is this all not bound by physics? Can you blame a flower for failing to bloom because you planted it in sand? Can you blame it for failing to thrive because weeds were choking it out?

Towards the end, around Junior year, I ended up with some kind of epiphany where I realized I would not allow my sense of self worth to be in any way affected by the system. I would not feel any concern or elation by what their tests and criteria, the teachers, or other students, could say about me. I could no longer identify with those people or the situation I was in. Almost overnight, I was outside all of it, able to just walk away.