My steve9 answers to preventable mental illness, education.

I have no formal education degrees in education nor any psychology degrees to advise how to solve psychological issues. My statements are not influenced by biased educational propaganda, self-rewarded by feeling smart by passing mainly A to F memory prompting examinations, feeling relieved after all examinations are finished, obtaining a degree, feeling as though what was learned was absolutely true.

My theories are supported by ideas to why I have never been subject to school education's extreme mental stress while I was a child, spending 12 months away from schooling aged 6 and 7 years, best resting the brain (to allow neuron connections to take place with out adding prompting mental stress traumas to memories), best time that ever happened to me, being good at maths, having no memories since of ever feeling mental depression, mental stress, not being forced by teachers to undergo increasing pointless chalkboard copying tasks.

I can safely say, my behavioural personality on making decisions are not influenced by feel good memories nor repressed memories: I don't watch contact sports; never felt religiously inspired; don't believe every story presented in the media, nor that stories are 100% true. I am into fixing computers; stopped playing chess many years ago; now, I am into typing out long detailed readings on why school education is the cause of many preventable mental illnesses, elaborating why government sponsored school education is intentionally causing mental stress related illnesses.

Whenever established media mention mental illness: mental depression; suicide; bipolar, even though psychology professionals rarely mention repressed memories happen in people's childhood, media never mention school education as a cause of mental illness and or part of the cause.
Rarely does media ever get to suggest that after school homework, increases children's mental stress. That to Google “cortisol hippocampous stress” to read how mental stress damages an important part of brain function, hippocampous. School mental stress is not mentioned, one reading sentence refuting homework as a cause of increased levels of cortisol. I tend to believe report mentioning homework suggests homework was a cause, oxymoron.

My accusation is that: government psychological experts; higher education and media are redirecting mental illness issues away from school education.

Why? Mental illness causes human brains to believe what humans are told by media and confidence tricksters. Poor thinking traumatised humans can be badly abused: stolen from; sent off to fight in wars based on faked media stories, when wars have nothing to do with citizens; persuaded to borrow large sums of money to find what assets bought with borrowed money, assets gradually loosing value, asset loses blamed on market forces. Citizens are encouraged to invest savings, to borrow money at low interest servicing to invest in risky investments rather than spend money. Many citizens eventually losing everything, having to start over. People donating money to religious organisations, believing sin forgiving and afterlife promises.
Much of persuasive influences are believed because, my argument accusations, school classroom emotionally traumatised people, in need of anticipation medicating stimulation by how people feel while being spoken to. People believe statements and assurances by softly spoken voices, voices sounding delightfully reassuring.

When I am tricked by government protected people using assurances “I will not be messes with”, myself having no mental illnesses, I get revenge as I am doing now, by informing readers, school education traumatises human brains causing long term mental illnesses. Mental depression made worse by some abuse, lost money, etc, has most people at first in denial, trying to self-medicate. As problems become worse, to degrees where having an ability to complain, thinking about why mental illness exists, depressing torturous thought leading to creative expression becomes difficult. Which is why few people read alternative thought prompting readings, as I am stating, that may challenge existing beliefs.

An easy description is that human intelligence has been messed with by ruling classes for centuries using murderous religious myths. Modern media and education inform human curios brains with irrelevant to intelligent human behaviour, trivial information hyped up to be important information.

Present day youthful generation traumatised school students are using the simplest information Facebook distractions self-inducing anticipation chemical rewarding. Judgements relating to: fashion; presentation; style; emotional gratification. Media state concerns that blue screens attention obsession are a social concern. I suggest, needs for distraction self-medicating classroom traumas using repetitive judgements, updating human memories with shallow most simplest memories. Obsessive hyperactive stimulating chemical rewards for moment to moment updates with out resting human brains, will cause long term endorphins withdrawal problems.

I suggest, I am bringing to readers attention, too much in the grey information, readers have sort out, to allow readers own memories to make neuron connections between known information within their human brain. My argument point being that school education short changed human discussion increasing human intelligence ability to make connections between varying relevant information.

Below are examples of why school education causes preventable mental illnesses.

Aged 5 to 6 years children attending school learning: 26 letter, 10 number symbols; handwriting; spelling; maths; sitting in one spot for many hours at a time, unable to move around. Aged 5 to 6 years children are at too young an age to begin to be held in classrooms for many hours each day, for 5 days per week, for many months at a time. Teachers forcing emotional self-programming children to hold attention onto the same boring repetitive learning curriculum. Teachers constant redirections, towards irrelevant disciplining children, environment of punishing emotional intelligence by embarrassing various children in classrooms, fears of being addressed by teachers, gradually traumatising human child-like brains. In all the time spent in classrooms, children are restricted from talking to each other.

Classroom boredom increasing needs to solve boredom, encourages children to pursue the simplest behaviours: sports; religion; gratifying emotions by bulling less capable children; children forcing themselves to enjoy enthusiasm in school work repetitive tasks; distracting musical rhythms; dancing; romance; love; being part of group; competing against classroom students using test scores, feeling winning stimuli rewards; believing in having friends. Solving classroom increased boredom problems persuades emotional self-programming human brains to find anticipation rewarding curiosity satisfaction standards reduced to the simplest dummying children down achievement rewards.

I theorise, boredom is a prime incentive for learning. Babies chemical rewards for discovering new information, learning, relieving painful boredom, memorising what's being realised rewarded by endorphins. Chemically rewarded memories of both understood ideas and endorphins (morphine addictive) rewards. The correct regulated level of chemical addiction to learn and understand new ideas, the correctly introduced presented thinking ideas, moves human brains towards highly intelligent thought out ideas. Introduction of relevant thought, allows children to bring to conscious awareness good thought out conclusions.

My accusation is that classroom boredom limited to: school work tasks, mostly word and number processing; trivial pursuit knowledge; children in the company of same dysfunctional children learning experience opportunities; hurrying to do same repetitive tasks, day after day, increasing mental stress experiencing increased boredom, messes with human brains level of what's felt as worthy of rewarding self-programming behaviours.

Anything other than boring school work, being carried out during early childhood development which relieves classroom constant boredom mental stress, being enjoyed, being felt with chemical medication pain relief increased enjoyment rewards. Better felt behaviour, better felt belief, leads to increasing behaviours, increasing opportunities for chemical rewards, leads to over stimulating morphine stimulation addiction.

The idea that academic education pretending to think trivial pursuit knowledge, scanning mental stressed memories for test question answers causes mental stress traumas to be realised, to be brought from subconscious memories to conscious awareness. The pain felt discourages wanting to feel the pain of learning, pretend learning.

I come along, attempting to formulate words into sentences to describe school education is the main cause of many mental illnesses, few people have the correct human curiosity to want to care.
Merely mentioning the word education, listeners can't avoid listening fast enough. Many of those people who do listen will only want to compete using negative judgements against whatever is being stated, to increase their chemical rewarding delusion of feeling intelligent.

School education has such a punishing effect of human intelligence, establishment have media story characters, zombies eating brains exampling 2016 “Izombie” recent television series.

School education has punished human child curiosity so much using students need to force themselves to endure as much mental stress punishment to remember limited thinking trivial information to pass examinations, on the conclusion of education, students are telling themselves, “they'll never do that again”. Even though students endured so much mental stress, students never considered mental stress was meant to condition students to keep themselves dumb. Almost all teenagers and adults comprehension skills are so bad, human brains reading information which is super easy child-like to understand, to avoid feeling prompting to awareness mental stress traumas school education. For the same reason psychologists treat patients for repressed memories, psychologists attempting to bring repressed subconscious memories to conscious awareness, to desensitise repressed memories. Human brains having options on whether to read or not to read, sensing having to think rather than simply judging true or false, reinforcing readers own beliefs, feeling smartness chemical rewards, having to think, ends further reading.

I challenge readers of the this reading who have ventured this far down the reading, to read my reading on the attachment website.

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I accuse many mental illnesses on school education, reasons mentioned above and detailed on the website. School education curriculum boredom causes human intelligence to become overly concerned with feeling good, feeling medicated. Thinking causes sufferers to feel bad, thinking needs to be avoided. Constant: self-medication, inducing enthusiasm self-inducing endorphins stimuli fun activities happiness, love, bipolar behaviour; alcoholic abuse; taking pain relief drugs; taking illegal drugs. Children's tactics practised into adulthood to overcome classroom boredom and mental stress traumas, leads to addictive behaviours, leads to addiction withdrawal symptoms, leads to depression, leads to probable suicide.

Because changing ideas towards my theories would challenge sufferers programmed beliefs, average school learned people being an intelligent knowing all person, thinking traumas will cause denial, not wanting to feel bad now, my ideas on school education will be rejected.

If you the reader suffer from mental illness problems, can't be too late not to take note of over inducing self-medicating endorphins, causing chemical imbalance. Which I state mindfulness meditation was attempting to achieve.

...X...X...X...

Parents have been through schooling themselves. Parents have certain behavioural issues. Parents need to feel certain reward incentives, causes certain poorly thought out selfish decisions to be carried out.

Aged 5 to 6 years clever curious learning children can be a bit of a handful. On sending aged 5 to 6 years children to school, children at first can be more easily controlled by parents. Parents finding children to be more pets rather than individual people find early education helpful in crushing child curiosity questions parents can't answer.

Students approaching HSC examinations, particularly single parent care givers. Children are parent's only form of dominating some person within a household. Dramas of being in charge being a bully are better felt than being bored with out children's presents to bully. Parents belief that once children pass final examinations, children will leave the household. Hence parents can deliberately sabotage children's education, wanting children to remain dumber than themselves.

Married couples arguments and separation due to school environment competition emotional self-programming chemical rewards: winning arguments; bullying; feeling dominate over some other person. The self-programmed behaviours to relieve boredom, directly coming from classrooms boredom and limited skilled thought. Even if unsocial behaviour were active before first attending school, boredom of schooling caused increasing behaviours rather than becoming aware that what was being done was not socially excepted.

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I respect your input on this and there was a time when I would've agreed with you wholeheartedly. However, I think it's short-sighted considering there are many people who go through the same system and come out fine. Like with anything in life, it depends on a lot more factors than just what kind of schooling one gets. It can be frustrating for anyone who isn't getting enough stimulus from school and seeks additional resources. It could be a family situation, a genetic disposition or anything else which detracts from a school experience. In general, I think formal education does the best that it can given its current evolution. Improvements will always be made. The problem is creating widespread solutions for an ever expanding population. Global needs are constantly changing and the cultural landscape has changed drastically given the internet. Everything from politics to economy is constantly trying to keep up with people's needs but the demands are so high that it's impossible to get it right today. There will always be people left unsatisfied. Think about what is being taught today compared to a century ago. You can't disagree that overall people are living more comfortable healthier lives. Medicine has improved. Technology has improved. There are drawbacks to all of this but in terms of what's creating a better future I have a lot of optimism. I know a lot of great people out there teaching and trying to improve upon the very things you talk about. I believe people like that will always exist and in greater numbers. As people are able to learn from people around the world and not just their localities, weaknesses will be unearthed and strengths will flourish. Sorry for the dramatic language but I love grandiose speak

Of course, I could be wrong in all this. Not in the sense that what I've observed isn't true, but in that I am also being short-sighted. It's possible I'm thinking of the outliers: the ones who accept the system and use it to their advantage, and the ones who rebel against it and find alternatives. Hard to say, though. I've been around for a while and have met a lot of people. I believe there are more healthy people than not healthy people. I think the amount of not healthy people is just so big that it makes things look bad. I agree that in today's society humans in general run a higher risk of not being healthy and stable mentally because of the disparity in our systems, not just educational. The effect of systems not being local anymore, with everyone being interconnected, adds static as we try to adjust. I don't think our evolution has caught up to being able to handle the amount of information available to us now. We lack so much knowledge about each other that it's hard to design a system which allows for maximum efficiency for each individual. It takes a special set of circumstances to recognize problems early on and divert to a new path. There is a lot of risk (not to mention logistics) to change education methods for a single family or child. Typically circumstances won't allow for a change and need to be worked with. Each case is different. Every child is different. The best we can do is keep trying, keep trying to improve and learn from each other as best we can. There is a lot to do.

In Australia, occasionally quick media stories came out about doctors incorrectly diagnosing patients. Not only do doctors incorrectly diagnose and incorrectly treat patients, doctors are criticised for consistently repeating the same mistakes.
My assertion is, a child-like behaviour of being stubborn, emotional fuelled pride in their learned ability, once doctors quickly diagnose what they believe problems are, doctors are reluctant to feel traumas of believing they're wrong.

Recent June 9, 2016 media story relating to a child who in October 2013 was incorrectly diagnosed, eventually dying. Reported by media to have had a bowel obstruction.

http://www.marieclaire.com.au/article/n ... or-new-law

Parents of the child are demanding laws be created to force doctors to listen to parents concerns about being misdiagnosed. A quick scene in a news story of a women, I assumed to be a nurse stating mistakes are repeatedly happening, calling for change. I say, nothing will change, one reason being because bureaucratic systems are stuck in a grove of repetitive specialised procedure. If government assign an out side the system educated professional, that professional will apply their behavioural grove of no responsibility for recommending change specialisation.

Myself hearing from several individual people how doctors misdiagnose and treat accordingly, leading down a path of patients problems becoming worse.

Occasionally quick media comments on how hospitals are full of patients being treated for incorrect, badly performed surgery and infection problems created while being in hospital.

My accusation is, to be a qualified medical professional, human brains have to go through competitive psychological tortures to obtain a HSC High School Certificate before moving on to medical training.
Starting with aged 5 to 6 years children too young to begin school, immature child brains being traumatised by long hours of schooling, better explained in my other readings. Students with a goal to succeed at school, force themselves to go through and endure as much mental stress learning trivial knowledge story telling and maths to pass examinations to obtain scores needed to enter into medical schooling. Student teenagers pushing themselves: homework; forced to read Shakespeare and or Moby Dick; mental stress repressing memories; can't stop trying in fear of failing to obtain required examination scores otherwise years of trying would be wasted, to enter into medical school studying many more years pushing traumatised brains to limits of mental stress endurance.

I am saying school education is about turning capable of intelligent thinking brains into traumatised robot zombies. Highly paid professionals are capable of earning large annual incomes, creating considerable wealth. Doctors who continue to make diagnostic mistakes, are also clueless about share market investments, leading themselves into bad investment advice, losing wealth during market crashes, investment companies declaring bankruptcy. Because specialised doctors are clueless about investment, whose childhood delusional dream incentives of becoming super wealthy, follow professional investment advisors who recommend risky investment companies, 7 to 8 years later losing wealth once again.
This same theory reflects on the idea that psychological professionals have their own psychological therapists, being incapable of diagnosing their own emotional problems.

This, schooling curriculum studying for examination natural selection for employment, partly blamed on world standard Naplan testing curriculum excuses are to intentionally traumatise human working and middle class human intelligence capabilities. Allowing establishment to trick populations into repeatedly losing accumulated wealth. Keeping people stupid as they fail to incentive themselves to at least protest in the streets and or express doubtful beliefs in the honestly of investment companies to other people.

A theory could be, before higher education became easier to obtain, now students can obtain student loans to obtain professional degrees. Before, only children with parents willing and capable of financing children through higher education could hope to obtain a degree in a highly paid profession. Now that every capable child can obtain finance to obtain a degree. The increased student competition for limited professional degrees have high school learning curriculum made more difficult to obtain HSC scores, plus completing higher educational studying, which many higher educated students can contest that half of what was being studied at universities had nothing to do with what students were intended to learn, ensuring more graduates are zombie like traumatised.
New advances in technology and legal issues increases higher educational studying. Professionals are becoming: dumber; more specialised; more traumatised; more in need of medicating distractions; more in denial. As new methods and new learning, changes previous methods and procedures, professionals painful schooling repressed memorised learning experiences have psychologically punished any incentive to change and or learn more information to move forward.

Citizens have to put up with paying for professional expertise for incompetent in denial performance.

The psychological profile of a gambler who continues to place bets on race horses, accumulating overall loses for the few times gamblers win in order for gamblers to feel smart for correctly choosing a winning race horse, while ignoring remembering incorrectly chosen race horses as merely being bad luck.
Professional experts create more invoiced work, while making mistakes other professionals end up fixing, merry-go-round of being paid to provide services whether successful or not.

People who suffer from incorrectly provided medical services, have establishment forced education systems to blame. Because every person has the same bad education, few people are bothering to suddenly believe what I am constantly attempting to convince readers, “education is really meant to keep populations clueless”.

Most everything learnt at school will soon after be forgotten. Studying any time between one week to one day before examinations, testing whether preparing selective notes during assignments for perceived questions asked during examinations, tests short term memory and assumed what will be asked questions during examinations, rather than testing long term memory, plus all the hurrying and memorised mental stress attached to memorised information. By the time students learn surgical physical movement procedures, hurrying behaviours lead to short cutting surgical procedures, mistakes, misdiagnosing, denial. Mental stress which reportedly damages the hippocampous, leads to poor performing, pretend highly educated professionals?

So if when you become older, and you're under a surgeon's knife, will you think, “maybe I should have contributed to making bad education a big issue, and maybe I may have ended up with a better surgeon standing over me holding a knife”?

Australia is under going a federal election. Government financed television ABC1 “7.30 Report” recently interviewed prime minister Malcolm Turnbull. The female interviewer asked Malcolm several questions. Several specifically asked questions had Malcolm seemly avoiding answering asked questions. Female interviewer accusing Malcolm of not correctly answering her questions. I assume few listeners are closely listening for answers, yet the performance of separation between media journalists and politicians is the prime overall portrayed perception for listeners to believe in democracy governments. Badly educated populations by years of repeated Shakespearean analogy judgements would easily except the media performance as evidence of separation between media and government chosen by the people. I on the other hand see the performance as faked scenes of reinforced persuasive propaganda.

There exists a media captured scene of Australian prime minister at the time Tony Abbott being asked a question by a journalist, having Tony Abbott saying nothing, staring into nowhere, seen by media viewers as unable to answer the journalist question. The obvious judgement was that Tony Abbott was incapable of answering a simple question, embarrassing himself while being seen as frozen. I say, the scene was deliberate in that journalists were catching Tony Abbott off guard, that journalists and politicians weren't rehearsing on-the-go interviewing scenes. Which because the scene shows that prime minister Tony Abbott would not want to see himself embarrassed as he would have been seen as stupid, the embarrassing scene couldn't have been rehearsed. I argue that the scene was perfect audience perception of separation between journalists and politicians, fuelling future party politics leadership battles, leading to Malcolm Turnbull's challenge for the party leadership, eventually Malcolm Turnbull becoming prime minister.
Once perceived as intelligent sounding Malcolm Turnbull became prime minister, people's enthusiasm for Malcolm soon finds Malcolm embarrassing himself, though, not as bad as Tony Abbott.
Supposedly old supporters of Tony Abbott have media suggestion of Tony Abbott's return to the top job, keeping the humour of who wants to be party leader prime minister.
Another Tony Abbott deliberate blunder had Tony in a shopping centre, standing under a “Reject Shop” shop sign. Tony with his broad smile seen with the word “Reject”. I would think Tony Abbott is pointing out to real thinkers in questioning whether he is a legitimate Australian Prime Minister.

I bother to mention how believing in democracy is real is important in getting away with market meltdowns, tricking investors out of their money. Education is all about people believing in childhood gullible beliefs for human's entire lives. Childhood intelligence not admitting past beliefs were incorrect, denial. Turning thinking brains into zombie intelligence in need of eating brains as 2016 Izombie television program series indicates.

Below website relates to Tasmanian state government wants to change the Education Act, sending aged 3 years children to school lowering the present aged 5 years. Best reading under the picture labelled “Academic Evidence”.
http://www.abc.net.au/news/2016-06-12/p ... an/7502536

https://aifs.gov.au/cfca/2016/02/11/you ... -behaviour

My question being, did the survey ask teenagers what teenagers believed was causing mental depression? That being an obvious question, what would have been the answer?

There's television presentation entitled “Brain Games”. In one episode the host was asking several people, “how many of each creature entered into Moses Ark” several people stated 2, when that was said to be wrong, people started guessing several numbers. The host mentioned how Moses didn't have an ark, Noah had an ark. One person heard the name Moses correctly correcting the program host. The Brain Games host exercise is to example how people miss words, trying to pick up on prime words and or jumping over words attempting to assume what was said.
I am going to accuse education for hurrying students comprehension, limiting curriculum to several subject studies, hurrying child-intelligent brains to process words with out thinking what's being said, doing curriculum subjects over and over until students examination scores improve. Mental stress of hurrying: poor attention to detail skills; limited curriculum criteria; brains can only do one task at a time. Emotions pulling thoughts in opposite directions.

Another idea is that few people want to read long readings, the type of long reading I type out. School teachers have forced long readings on to students of irrelevant and confusing meanings, while self-medicating students are overworked, creating student long term negative judgements, punishing future incentives to read long readings in fear of not understanding why readers are reading nothing, other than maybe answering a trivial knowledge question during a future examination, which after students have left school, there exists no more examinations, leaving adults with no reason to read difficult to understand long readings, emotional rejections.

Most humans only want to talk about what humans find easy to understand. Media limited topics to easily headline statements; murder investigation people names and places; sports hero names and results. The amount of verbally expressed information heard and read rolled over through media amounting to nothing new, allowing shallow attention spans, forgetting every word as words are heard and read. I do the same, as listening to words my brain seems to picks up on several key words, my brain suddenly becomes aware of. Everything I listen to is either pre-recorded on DVR or allowed to use shift to move backwards to heard the entire content.
I am assuming few young people bother to watch television, opting in on Internet social media, due to the control on reading short easy to judge readings and or video streaming about people. The no need to think of anything that feels similar to school curriculum subjects mental stress, guides readers towards simple human behaviour judgments used during school years in between schooling to medicate classroom mental stress.

All comes down to aged 5 to 6 years children starting literacy schooling too early. As the above attachment Tasmanian early schooling, children from poor social backgrounds will further divide verbal skills from better off better children's parents educated backgrounds.

Too younger children on first attending school's having teachers using limited words and limited meaningful sentences to control children, fairy tale stories good verse evil, simplifying knowledge, children held in classrooms for many hours, gradually traumatising children. Children limited to several behaviours, quickly start to learn how to assume what teachers are talking about. Because learning is all very simple, children start traumatising the learning process long before children can think in mature analogies. Children become stuck in simple aged 5 years analogies behaviour, losing pre-school ability to think what's happening, relating words to events.

Language skills become so limited, exampling watching sports, listening to sports commentators describing what's happening on sports fields, simple name mentioning, ball passing to another named player example limited curiosity for complex describing languages.

Not surprising for you to know I know, very few people who wish to spend time listening to my analogies. Those who do spend time, one person being a retire school principle, constantly talks over me, blocking out listening to my words, another elderly adult has hurrying to remember problems, forgetting everything he hears.

Returning to the idea that before children first attended school, children were capable of learning, using their own emotional rewards self-programming. Schooling changed child-curiosity incentives, leaving children with few emotional driven incentives used before attending schooling, behaviours.

I assume well spoken people on witnessing young adults using limited speaking skills, expressing their favourite sports, may wonder why communication skills are so poor, that communication skills reflect the simplest ball playing sports activities? I suggest the prime reason is poor language skilled aged 5 years children having totally lost before attending school emotional self-learning, self-programming behaviours incentives.
Hence why many adults have an intelligence of a aged 5 year old child, continually using their aged 5 years old emotional intelligence to make decisions.

Please write more. This is the closest thing to the truth I have ever read.

Sports drug testing anecdotally proving sports cheating. Merely words seems to prove truth. Having mentioned professional tennis players in big name tennis matches are hitting tennis balls within tennis players opponent players reaching out, hitting tennis balls back to opposing players rather than constantly trying to take every opportunity to win points. Tennis audiences enjoy witnessing long rallies, applauding with enthusiasm after a long rally between players ends. My accusation is that professional tennis players have out performed the parameters of tennis courts. Professional tennis players hit tennis balls very fast with great accuracy. Tennis players can't run from one side of a tennis court to the other side of a court as opposing players hit tennis balls from one corner of the court back to the other corner of the court.
Professional sports players are more entertainers than athletes, the evidence being that once athletes turn first grade professional, many if any move back down in grade, team players signing long term contracts, staying in high ranks until retirement. I state professional players once entering first grade professional status, pressure to compete to win every match turns to putting on a good show for audiences. I state, due to gambling, all players are told whether team and individual players who wins matches and games.
Soccer players seem not to mark each other, allowing soccer balls to be passed from player to player allow soccer games to look more entertaining.
I have noticed snooker players seen on the Internet missing easy opportunities to pocket balls while constantly pocketing difficult snooker balls. Allowing opponent players to carry on pocketing snooker balls.

To rebuke suggestions that professional sports athletes are highly competitive. I say, athletes are playing to audiences entertainment loving super hero desires. Idea that athletes will do their best to win, news media reports drug cheats, drug cheat scandals, as anecdotal evidence professional athletes are legitimate. Athletes who lose are paid to lose to allow audiences to enjoy media's favourite promoted same name super star athletes.

The reasons I call my website deepthought101 is because most people care more about how they feel about their own intelligence, how they feel about what they know.

I point to media's rolled over facts, providing no evidence supporting spoken words. Journalists standing in front of cameras making statements showing little action other than vague out of focus security cameras scenes, as though audiences had little choice to believe journalists, taking journalists words as though words were truth. Crime and murders are often news media lead stories, stories that have less details than many fictional stories seen on television. My accusations are that stories are highly Neanderthal appealing to the simplest media audiences, media stories relating to person to person often about a third party person conversations. Crime and murder stories containing few incentives for prolonged thought.

Human intelligence are so held back by Neanderthal reasoning, human brains feel competitive need incentives to win arguments: rather than to experience new ideas, new updated alternative theories; rather than increased wisdom. Shallow information keeps human intelligence Neanderthal like.
Force children to learn while children are using Neanderthal emotional self-programming self-feel-good Neanderthal endorphins chemical rewarding. Children feeling inspired to reward themselves over simple Neanderthal behaviours, children not allowed to experience Homo-Sapien more complex consideration.

Comes back to aged 5 to 6 years children being forced to learn Neanderthal capable memory tasks, being bored, leading to mental stress. Children trying to find rewarding stimulation in environments of Neanderthal learning: sports; religion; limited information party politics.
Children stimulating themselves over the simplest humours: embarrassing moments; bullying; being heard by friends; winning a game; having a chosen team win a game. The simplest behaviours become the easiest to enjoy.

Feeling smart for understanding simple ideas, feels truth in what is being realised.

People don't want to feel thought, my brand of thought. People want to go back to feeling good about themselves, following sports, going fishing, believing in god. The simplest no detailed confusing school curriculum forced studying.

Courtroom evidence has unsubstantiated and hearsay as inadmissible in courtroom evidence. Courtroom witnesses have to be present at crime locations to express what was seen with their own eyes while being in a lucid state. Neanderthal feel good must be true believes unknown previously religious ministers and priest statements relating to man who died almost 2000 years ago. The 2000 years of belief aids many people believing for few real benefits to their own self, finding words compelling to listen to. There exists no physical or proven to have been written down at the moment by an eye witness during Jesus death, providing credible courtroom evidence. Yet, witnesses are asked to take an oath on the bible, which the bible is full of mythical stories, to be telling nothing but the truth. A belief in a religion may have more to do with group thought, nice sounds, and Neanderthal intelligence.

School education learning human limited interest is wanting to be first to achieve something, best at achieving something rather than how achievements were done. The easiest and best feeling to remember educational facts are the first to do something the person to achieve an outstanding achievement, Guinness Book of records visually imagined easy to understand hero worship Neanderthal intelligence... sports athlete heroes.

Once education leads children down a motivational path of simple rewards of understanding being first, being the best at something regardless of any worthwhile true intellectual quality and quantity, aged 5 to 6 years children long hours of boredom and increasing mental stress, children increasing reasons of emotional stress, reverting back to physical movement sports Neanderthal intelligence behaviours. Children being forced to undergo pretend Homo-Sapien thought classroom tasks, bored by the experience, mental stressed by the experience, repressing anything that feels like classroom tasking, finds Neanderthal sports and other physical activity more emotionally rewarding.
Increasingly anything that feels like being prompted to think, to formulate verbal expressions, increases present awareness of classroom boredom and or mental stress.
School education punishes Homo-Sapien thought.
Children's simplest dissemination of information leads into Neanderthal zombie behaviours.

Australia has presently a television four part documentary series “Revolution Education”: presented program suggests the outside city of Melbourne college, somewhere ranked nationally in the low 10%.
Myself, quoting some of the statements quoted during the third documentary in the series:
Presenter narrator said, “Kids as young as seven are being clinically diagnosed with depression and anxiety”... “people won't generally talk about suicide with their kids”.
Narrator said, “this part of Melbourne knows the tragic consequences of poor mental health”.
Introduce male counsellor said, “there were a few mental case issues a few years back”... “youth suicide rates went through the roof, yeah that's something that really impacted the school in a huge way”. Counsellor is blaming home life and social media.
Woman says, “Australia has one of the highest suicide rates”. The same women are stating schools are looking out, “we have to take every warning sign very seriously”.
Another scene: narrator introduces, saying, “psychologist Lee Waters from Melbourne's school of Graduate School of Education” Lee Waters seen and heard saying, “what we also know is that if a young person experiences mental illness at a period of adolescence, they're three times more likely to experience mental illness in their adult life”. Lee Waters goes on to express her personal teenager years mental illness issues leading to eating disorders.
The next series of scenes had a number of judged students deemed to be expelled in the future, taken on a camping expedition to build character.
Another classroom scene, I assume a teacher was talking about mental stress, One female student stated “I imagine my brain as a little bucket, right, and if there is heaps of stress and you only have a little bit of room for studying, so if you could tip out all the stress you would have more room for studying”. The teach replies, “aahh I love that”. The female student expressing that her brain is a bucket of stress, is seen by program viewers to be very pleased with herself.

Revolution School statements that as young as aged 7 years students: have depression and anxiety; students are committing suicide. Mental stress is reducing students ability to function correctly, is not mentioned idea.
Teachers suggesting parents as part of student mental illness and suicide problems, parents are products of many hours over many years of schooling. Suburbs housing location and affordability will attract low paid working class who have themselves failed to obtain the academic grades. Parents having hated schooling, are going to pass all learning issues they don't want to relive onto schools.
Towards the end of the program, limited number of selective students are being accused of theft; not attending classes; teachers attempting to control classes; teachers are also see acting like children; teachers self-analogy, analysing students.
This television watcher sees disorder, yet teachers seem not to suggest how to achieve order. What could be seen teachers encouraging change to create order, to merely encourage students to except mental debilitating classroom schooling. If students rebelled early against school education, having more mature than aged 5 years intelligence ability, children's mental heath would benefit over the long term.

As Revolution Education during the second documentary episode suggests allowing students 10 minutes before each periods self-reading, students have a selection of books to read, teachers and students are amazed how time spent reading to themselves provides better spelling awareness and increased reading capability. One elderly female expert on education commenting that she didn't realise how allowing 10 minutes of reading by themselves would provide such good results. Students commenting how they liked reading their choice of reading material for the 10 minutes.
Education department authorities blaming teachers for poor student performance, is not completely wrong. By allowing young children to mature own behaviours, only doing basic maths until children bother to read aged 9 years. Children could read whatever teachers were attempting to convey to students inside classrooms, at children's own matured Homo-Sapien thought reading ability.
Teachers performing chalkboard lessons, have mentally stressed brains messing with students ability to hear every word, incorrectly comprehending sentence meanings using aged 5 years child verbal skills understandings. Constant mental stress human ability to repress bad memories, next day teachers need to explain previous day's lesson to refresh previous day's lesson. Instead teachers set out maths related tasks to the previous day's lesson, finding that many students are clueless. Even if students correctly answer maths problems, one week later the same problem has a different answer, answer solutions are forgotten, incorrectly answering the maths problem.
Human brains are doing what human brains were evolved to do, that being prioritise what needs to be done, ignoring what doesn't need to be done, based on emotional self-programming rewarded endorphins incentives. Schooling forces human brains to process tasks against human brains emotional intelligence self-programming, leaving child self-programming to turn toward delusional meaningful purpose.
Children, teenagers young adults use aged 5 years child behaviours to entertain, distract from mental stress, medicate induced endorphins stimulation medicating school classroom stress. When young adults lead themselves into responsibility adulthood, focusing attention on employment, often leaving aged 5 years child-like behaviour behind. Adulthood responsibility with or without employment wages, intelligence levels revert back to delusional beliefs: religion; sports; politics; gambling. An emotional part of the brain maintains control over a repressed ability to correctly think. Thinking closely resembling school pretend education learning behaviours.
In order to correctly think, children need real information, not: maths; fairy tales good verse evil; sports hero achievements. Maths problem solving has zero information consideration other than if maths were used to express gambling, share market P/E. Maths does not express an amount of emotional influences on gambling or share trading. Whether the amount of exhausting work used to obtain a wage is worth future purchased products ability to: work without faltering; value of entertainment; shelter; feed, a required number of people. School education not only leaves students clueless after leaving schools, students are clueless to obtain thinking skills to guide them through adulthood. That being a point of view, readers emotions can judge whether they feel they agree or disagree, holding that judgement for their entire life.

If by mentioning why Revolution Education attracts the attention of a limited audience of people, for a percentage of viewers to believe school is making students dumb. If I were to say, one reason to attract interested people were to use the obvious to Homo-Sapien ability to doubt media statements. People capable of understanding school education were mostly about keeping student learners Neanderthal dumb. Once people are drawn into an “end of time share markets are going to crash, sending banks insolvent”, establishment assuring, “we won't mess you around because listeners know too much”, establishment advising listeners to “take money out of bank, bury money in park land”, being stalked and money being stolen. If by my own desires for revenge, I inform people school education does the above, “keeping humans dumb”. Very few people are capable of wanting to believe me, when I argue children were far better off, being home schooled beginning with basic maths, not becoming to focused on reading until aged 9 years when maturity allows children to comprehend complex understanding using Homo-Sapien: reasoning; capable of doubt; understanding the difference between need to known and complete waste of time fantasy.

Listeners don't want to believe my arguments and that establishment know people don't want to believe my arguments, which is why people don't want to believe showing school education as keeping students dumb can be why similar programs showing children being dumb down, can't be the reason.

Media's sit down panel discussions may bring up education, expressing how Australian school education low Naplan score results are twentieth on the world Naplan list. As one panellist will express the sorrowful state of school funding is responsible for poor schooling. Due to no other panellist concerning statements, audience listeners are reinforced that no conspiracies exist which intentionally guides children down a pathway of Neanderthal intelligence. My definition of Neanderthal intelligence, being that only the emotional decision making parts of the human brain are being used.
My point is that no negatively inspired audience emotions while audiences are listening to media panellists talking about school education, causes audience listeners to decide conspiracies existed. After all my negative arguments about schooling, one short period listening to media's “no supporting my argument suggestions”, easily leads people to ignore my many pages of reading describing how schools intentionally, seen by teenagers obvious behaviours: teenager alcoholism; drug abuse; suicides; bad motor vehicle driving skills; mental depression; bullying; family violence; bipolar; narcissism; gambling addictions; U.S. School shootings. My accusation is that behaviours are driven by emotional decision making, Neanderthal reasoning.
Because everyone wants to repress what they don't want to believe, every person wants to go back to pleasing themselves: sports; fishing; drinking with their friends. Adults who were once school students could never complain about what happens at school, how can any person complain as an adult? Life feels better believing what feels better to believe.

What is often feeling better to believe, leads to Neanderthals using poor verbal skills; poor work skills; teenagers keeping dumb to feel better, following the feel good now, leads to long term psychological problems.
Adults will eventually need to drastically pull back onto a more responsible adult behavioural path. The time lost and lessons mist out on, has reduced the overall wealth and well-being of each individual before correcting behaviours. I am saying there is something better, something worth while focusing attentions on if by merely experiencing not believing everything believed.

I would not be surprised, for same reason few people can see sports as being all about entertainment rather than winning. School teachers are so blind, cannot think to realise what they see, school teachers can't realise education turns future thinking brains into Neanderthal zombies.

Aged 5 to 6 years children, babies developing child-hood curiosity to medicate boredom of doing nothing and not realising new ideas. Before first attending school, children using babies learnt incentives, by self-rewarding stimulating endorphins, learnt how to talk, using skilfully developed subconscious awareness on turning simple thoughts, quickly formulating ideas into verbally communicating to other humans. Children in good environments of varying opportunities of seeing, hearing thinkable information, formulating ideas, using children's own working out what's going on around them intelligence, can eventually become proficient intelligent Homo-Sapien thinkers.

Faked democratic government schools takes children aged 5 to 6 years before first attending school self-learned well balanced sensitive to changes in environment learning emotional self-programming. Aged 5 to 6 years children having not yet reached their full intelligent potential, government laws placing children in limited experiencing environment classrooms, many hours a day, five days a week for many months at a time. Children forced to focus attention on words and letters containing limited concepts good verses evil, spelling words, calculating numbers.

Children's balanced emotional incentive to learn ideas, are being exhausted, punished by being held in classroom faked education's limited learning curriculum. Brains by the end of each day's schooling, children have little to no incentives to care what individual learning happens. Children's brains maintained mental stress punishments are slow to decline. Children maintain reinforced punishing exhausted brains each following school day.
School learning has turned student chemical rewards for realising new ideas, children giving themselves the time to think about what's being understood further rewards, chemical rewards turned into rewards for avoiding increasing fearful felt mental stress. Education's simple letters and spelling forced on young children by teacher's adult knowing dominate fast speaking skills, many teacher speaking skills directed toward individual misbehaving children misdirection from curriculum learning, over many hours per day. Children have no control over how long their own subconscious memories comparing known subconscious memories formulated concepts ideas introducing teacher's sometimes continuous spoken words, relating to almost no conceptual ideas sentences. Children attempting to find real thinkable content in teachers sentences. What young children's learning behaviours did before attending school, children's learning behaviours found rewarding, schooling has managed to turn good behaviours into punishing human brain behaviours fear of increasing mental stress.

My assumptions are, Children build repressed memories on feeling children are learning as in remembering something new, not having time to correctly create neuron connections, not having time to compare existing neuron connections. Children are feeling punished for memorising simplest information tasks rather than feeling rewarded for good understanding of what information is about. Exampling, as I often don't care about people names, I prioritise what information means, updating understood memories and or creating new concepts. Creating brain neuron connections with many understood intelligent concept memories. I have a choice whether to remember information or not, based on how information is relevant to my life. School information curriculum are individual simply understanding having no real thought productive information: people names; place names; dates. There exists few to no rationalising real present day life concepts creating wise consideration, instead, who was first to discover a place during what date. Studying English has me hearing journalists using double negative statements, “I don't know nothing” therefore they should know something.

Students copying down and reading already formulated sentences often relating to Harry Potter and history unrealistic to modern life employment behaviours, leaves readers with limited ability to formulate realistic to modern life situation responding sentences. By human brains being constantly feed many unrelated to real life reading materials and media stories, too much unrelated to real life perceptions, slows/reduces comparing real life behaviours with reading material and media stories. Society education and media creates clueless to real life skilled abilities and thinking concepts.

Children's developing intelligence are being redirected towards simple addictive delusion fantasy distraction rewards easy understandings: music; sports; religions sin forgiving, soul saving, going to heaven, forecast prophet teachings have all the answers, give me money to carry on god's work; unsocial behaviours, bullying, narcissism, family violence, drug taking, alcoholism, avoiding intelligent innovative thought.
School classroom environment provides no positive feel good chemical rewarding purpose in life, leaving children needing distracting delusional belief rewarding endorphins medication, more than normal (before attending school aged 5 years) desires.

Human brains aged 5 to 18 years of forced to remember while being under repressing aged 5 years intelligence emotional self-learning behaviours repressing what feels incorrect. Human brains have no control over what is worth while remembering, having to pass examinations. Human brains have little control over how best to memorise information as varying unrelated information to each other has often no information relationship to each other, creating no neuron connects to each of the many types of previously memorised information. Human brains are not allowed to update and refine previously perceived conceptual ideas, refining ideas into skilled thought.
Human brains are not associating school information with every day outside classroom experiences. Information has few information content with future employment other than: spelling; rare opportunities of maths and rarely used handwriting.
Children enthusiastic about sports, could walk across a road without looking to see if cars were passing at the precise time they as a child were walking across the road, being hit by a motor vehicle. I bring this up as “Car Crash Britain” states children are the most often run over by motor vehicles pedestrians.

I say, the easiest way to provide evidence, democracy governments are faked propaganda, is to convince people, school education is about turning potentially intelligent humans into mentally traumatised, depressing intelligent thought, sports loving, keeping themselves dumb, working class Neanderthal zombies.

If readers have enough correctly balanced curiosity to have read this far down my readings, having understood what I am attempting to convey, readers should have enough inspiration to doubt much of media's statements to be little more than contrived story telling, many lies to promote many incorrect “how society is run” beliefs. Lies are mixed with believed truth, creating somewhat difficult to believe lies, to be more excepted as truths.
Further information at: deepthought101.simplesite.com

I strongly suggest, much of media's recent science advancements are fiction. As religions were convincing believers religious leaders were controlling god's magic. Economic systems are creating feel good beliefs within populations to believe in capitalist profit making economic systems are successfully financing scientific advancement, moving forward. The known boom bust capitalist system has end of expansion period market crashes, taking away many working class peoples' accumulated wealth. The many people who lose money put up with losses because they have believed in democracy and advanced scientific benefits having came from the economic system.

Even though I have mentioned end of time economic market crashes... using my own 1999 tricked into doing what was asked misfortune. I recommend, do not believe in media statements of future “Doomsdays Preppers” beliefs, encouraging people to remove money from banks, burying money in parkland and or sell property quickly and move to isolated places, media expressing reasons for “Survivor” and “The Island With Bear Grylls” television series predictions. My experience of media's 1999 Y2K scare, said by media to be used as an excuse, is, nothing will happen after selling property cheaply and believers money being buried in parkland, people will be stalked and money will be taken. Followed by Jesus heresy threats, for victims to stay silent.

Much of what is presented in media stories is about end of time Apocalypse: movies and television series bible like parable stories: Sleepy Hollow; The Last Ship; The Dome. In many instances people become aware of increasing population growth and that war movies are similar to bible profit predictions. Curios people seeing 1929 depression year documentaries on market crashes, remembering ideas of market crashes mess with people's investment choices in fear of being court. Media confidence tricksters prompt a date of an end of time event, prompting listeners into safe guarding actions, predicted dates pass by with nothing happening.

To some people when nothing happens, conditioning people not to do anything.

Free market forces, democracy governments altering corporation laws to free up market forces, financing economic growth, all seems too convenient when share markets fall to low share prices, blamed on a too much debt, that working class savings are lost because working class savings were used to finance lending to poorly run loan servicing borrowers when assets were valued above average valuations and or that asset valuations were on a downward direction. Unknown lender commission incentives are partly blamed. So many professional people involved in lending processes as in 2000 to 2005 sub-prime lending, no person goes to jail.
Media never mentions an establishment entity which controls the flow of money from bank deposits to borrowing entities. Because people can't think and that media provide vague simple reasons, listeners trust in media's constant scandalising authority figure politicians and corporate CEOs bonus packages as truthful evidence of separation between entities. Concerned judgemental listeners believe what media tell listeners to believe.

Why do I mention the above? Government are responsible for education and citizens mental health. Government leaders, establishment are doing what previous leaders have been doing for thousands of years. Firstly ensuring they control everything, including the intelligence of peasant working class.

One idea, I see, when analysing professional soccer, scores at end of games are often few in numbers. Team players in possession of a soccer ball spend much of a game away from desired goal posts areas, which I would think players want to spend as much time close to desired goal posts, rather than passing the ball around between players in mid field seemingly looking for opportunities to send the ball towards desired goal posts.
Using my entertaining audiences is first priority, soccer players are: excessively dribbling; passing; tripping opponent players; falling over as though players were tripped; red and yellow cards; free kicks; arguing with referees; teams holding possession of the ball, not exceeding a limited time before losing possession; goal keepers pushing balls at opponents feet, so opponent players may score goals; players moving the ball all over the field. Entertaining thousands of ticket paying competition soccer game true believers, in huge stadiums and cable television paying customers anticipation of excitement, while not over thinking audiences attention spans. Sport is important as a default thought distraction from human real Homo-Sapien intelligent responding, keeping citizens distracted from their own real problems. If by entertaining (sometimes unpredictable savage beasts), working class, workers are least likely to complain while working exhausting labours during business week days.

Getting football audiences too excited, too much anticipation, psychologists may indicate audiences disappointment in losing football games might lead to team supporter losing games, destroying grandstand seats, violent reactions.

Establishment having soccer pools player registered numbers held on computer. Establishment can control soccer games to allow as few payout winnings to be received soccer pools participants.

Again, myself not being a formally educated system trained practising psychological therapist, I can't be held responsible for advice.
I believe many people's long term solution for their mental health is that a realisation of the above ideas, leading to calm intelligent restrained from stimulating endorphins thought, replacing emotional enthusiastic medication endorphins stimulation, could be ideal therapy. The point that mental depression is sometimes brought on by crises: death in the family; separation from spouse; unsolved problems; unable to know how to solve problems. The negative behaviour school education literally taught children to hate individual intelligent thought as repressed memories of anything that felt like individual thought, will be desensitised using non-concerning to the self experiences.
Exampling Charlie Sheen in “Anger Management”, counselling a number of people who are unable to rationally solve impatient angry responses brought on by either unfamiliar and or repetitive can't change situations.

When traumatised human brains confronted with a problem or unfamiliar situation, fear of not knowing solutions, similar to a school teacher addressing a student for not knowing an answer to a question and or not doing tasks. Classroom embarrassing student repressed fear fight or flight. Teachers hurrying students to respond. Teenagers not held in classrooms, not under direct supervision by teachers, what was once repressed, expressing: violent fighting; soccer stadium violence; family, sibling, spouse arguments and violence; neighbourly arguments; religious intolerance.

Educational authorities blaming school teachers for poor student examination results, having teachers applying increased argumentative pressure on students to perform better to do better during examinations. Kindergarten teachers persuaded by principles to force aged 5 and 6 year old children to listen to what teachers are saying, resulting in many aged 7 years children diagnosed with: ADHD; ADD; ODD. Undiagnosed children turned into zombies. Aged older than 7 years students constantly battling with human brains repressing fearful mental stress memories attached to learning memories.

Every supposedly intelligent person can't realise school education turns capable thinking brains into Neanderthal zombies, allowing media to easily convince listening audiences, democracy governments are keen to be in government and capitalist free market forces are real, periodically crashing, stealing investors money, placing workers with financial obligations on unemployment benefits.

Military training boot camp has soldiers marching on parade grounds, drill sergeants abusing soldiers, conditioning soldiers to do what soldiers are told in psychological repressed fear of being punished. Conditioning soldiers to do what soldiers are ordered do in battle, at the risk of losing soldiers lives. Commanding high ranking officers held safe many miles away from danger, handing out orders being passed down a command line.
Forced schooling child-abuse, conditioning children to be angry, yet responsive to fear of punishment, for planned future wars.
Schools are getting children ready to murder each other.

Information is specific to whatever project and or ideas were required to skilfully be performed and or solve problems.

Playing sports does not aid a child on deciding whether to walk across a busy road in order not to be struck down by a motor vehicle. Playing sports may allow children to hurry deciding on what to do on stepping on a roadside curb, seeing passing motor vehicle traffic, believing the task of crossing to the other side of a busy traffic road needs to be achieved quickly. Similar thoughts to getting a football under opposing team players goal posts to score more goals than an opponent team.

Hearing schools promote sports as positive learning, for me has been difficult to except. My personal beliefs, sports has always been boring, being pointless simple no real learning or enjoyable entertainment tasking value, placing my physical body at risk of being damaged to get a ball of some size somewhere in order to score points.
Emotional driven dogs enjoy chasing balls. Leading human intelligence to enthusiastically enjoy chasing balls, describes the intelligent level education systems are encouraging emotional self-programming brains to enjoy.

My once favoured relaxation pass time was snooker aged 18 years and chess aged 14 years. Snooker is about cue ball control, safety and high scoring breaks. Chess is about holding chess piece placements and tactical memories while checking what an opponent player was moving chess pieces, choosing defensive moves, figuring out attacking moves, risking chess pieces, making correct moves within a limited time. Even as my strategies reflected my ability to process accumulated information, the game of chess reflects how well a chess game proceeds, playing an opponent. Being there exists a number of chess pieces, chess players can see their ability to process thought rather than merely answering simple trivial out-of-date knowledge stand alone teacher questions.
Any confidence gained by winning chess games and or putting up a good defence after losing chess games, is not being felt and or delusional believed to be worth increased ability associated with other decisions related to different behaviours, not related to chess games. Yet, behaviours on figuring out what opponents are doing in order to win a game of chess, seen to be working by playing good chess games, such behaviours on spending time considering figuring out what opponent players are trying to achieve, reminds players to analyse what may be happening in other considerations, exampling share markets behaviours before deciding whether to believe, whether to take advice from self-promoted expert analysts.
What chess players experienced through extended thought, may conclude from following share market movements, may conclude no similar characteristics exist. Yet, what leads me to play chess, to experience curiosity on how best to improve accurate decisions. Share market movements believed to be influenced by share traders supply and demand. When a buyer of shares wants to buy large amounts of shares in one single trade. Do buyers of large numbers of shares buy all share at market price? After shares have been purchased, the share price rises, reflecting past increased demand. Chess players can have an ability to analyse chess games, yet having experienced analysing chess games, can't conclude analysing share market trading. Though that may not prove share market trading is faked, yet having analysed something difficult... rather than merely believing schooling's believe what students are told to be true, share market trading can't be easily analysed, therefore share markets that can't be analysed, can be assumed to be faked.

Playing chess is specific to playing chess. Experiencing playing chess allows human brains to create behaviours on finding ways to analyse what's being experienced. Even though seeing chess pieces on chess boards, figuring out chess moves, seeing mistakes being made, trying to not make any mistakes which are often realised after an opponent takes your own chess pieces which were not planned to have been taken. Losing chess games not planned to have been lost. Players become aware of making mistakes, the cost of making rushed poorly planned decisions. The balance between time spent seeing what's happening on a chess board, and whether to decide to make each move, aids how to analyse and eventually decide at what moment making each move in games of chess.

Again, information is specific, chess games reflects players ability to process a specialised game. Players who remember famous games, game movements that have names. This remembering games shows an overwhelming effort that can't be justified, differing from players who enjoy experiencing analysing chess game movements. Remembering game movements is more like school lessons remembering trivial knowledge and word spelling.

School seems not to care about students spending time playing chess, as I assume chess would prove students failure to analyse simple basic moves in chess games.
Decades ago, children began to play chess games at a time when Soviets verse U.S.A. players became a media entertainment promotion.
My idea is that children should experience playing chess to experience making mistakes, to experience how best not to make mistakes, to experience the consequences and rewards for better finding solutions over a period of time.
Being mentally stressed, anxiety, hurried behaviours, children will find chess playing impossible. I ignored my education as a waste of time. As I ignored education: not being mentally stressed; not overly hurried; not self-medicating; not delusional about how smart I felt. I began to play chess when aged 14 years. Purchased a book on chess, played by myself to understand moves. There were few people to play chess against, yet to merely learn how to play chess allowed me to play chess the few opportunities that were available.

I have not played chess for many years, I have no intention of ever playing chess games in the future other than if some person wanted to learn how to play chess.

My expression in this reading is that playing chess demands self-control, an opportunity to figure out how to analyse a game that contains many various movements. Once learners have mastered a successful process, repeatedly playing chess to sufficient ability. Players can stop playing chess games having experienced learning something new and totally different that of school spelling and maths. Never to play chess games ever again.

Sports are obviously simple to play, so few rules needed to be remembered to be acknowledged to play most sports games. Once a sports game achievement is realised, emotions drive behavioural towards goals that can realise achievement rewards of winning games. Any satisfaction of realising how well players played games, can be realised by whether players win or lose. The simplest behaviours sports teaches the simplest reactions infecting other activities. What activities could have been analysed in complex terms, after having played sports, enjoying the simplest judgments, anything thereafter becomes influenced by sports judgements, overriding more complex expressions of what would have been experienced in complex terms. In other words, continuing playing sports allows the simplest enjoyment of sports to be the positive learnt expressions sports brings to more complex experiences. Sports dummying brains future potential learning ability by sports emotional enjoyment, medicating school classroom's pretend learning, repressive judgements.

School classroom environment, creates a mental sense of repressed emotions, directing children towards enjoying simple sports. As sports allows the least intellectual thought, compared to classroom pretend thought. Once children favour one of the two options: shallow pretend thought experienced in classrooms or sports simple quick judgements. Anything liked to least desired behaviours, schooling, will immediately be judged undesirable.
Not every reader will agree with me... not every reader can safely say how much better off they could have been if learning environments were not as they experienced, not as if they as children, tried believing classroom environments were a positive experience, compared to home life boredom, not doing anything while at home, arguing with siblings.

If there were no sports on offer, children would find other pathways, playing games of chess, leading intelligence on a more intelligent pathway.

Sports are: too much distraction; too entertaining; contain too little calmness; too much laughter; too many opportunities for high-fives; too much joy at winning; too much expectation; opportunities at experiencing denial... for young emotionally intelligent self-programming children to experience.
As children age, teenagers increasing schooling mental stress, brains self-medicate, guiding behaviours towards more pleasurable childhood behaviours, increasing human intelligence self-programming on more enjoyable childhood memorised pleasures, retarding intellectual development. Keeping themselves dumb.
Teenagers need to increase emotional well being leads teenager into using alcohol, taking brain behaviours into childhood pleasures. Trying over the counter purchased medication. Trying illegal drugs, becoming addicted to prescribed and illegal drugs.

After the Vietnam War ended, various Australian media spokes persons said, 'the USA CIA were getting military personnel addicted to illegal drugs in order to finance operations, the CIA were responsible for getting US military personnel addicted to illegal drugs', as though the statements were suggesting to listeners, the CIA were intentionally getting US military personnel addicted to illegal drugs as some Darwinism “survival of the fittest” natural selection process.

Media often make alarming news statements and documentaries about: increasing suicides; society is falling apart because is drug addictions; statistics on increasing mental depression; other mental illnesses. Few follow up political policies other than more of the same shallow ideas, allows me to suggest, real political leaders are playing god, placing and or allowing drug addiction; plant material used to manufacture drugs, being a renewable resource, allowed to continue without increased political opposition.

Economic, financial market crashes such as 2007 and 2008, taking investors savings, US$10trillian to US$19 trillion debt. People concerned about how they feel, how schooling conditioned students to scan memories for what is believed. People suffering from mental illnesses, will believe whatever the trusted media states as true. A society of mental illness aids populations into believing what populations are told to believe while citizens have an intelligent levels of aged 5 years olds: hyper active; always trying to have fun; needing to believe as educated people, they are intelligent. Enthusiastically into politics, serious listeners are believing what they're told.

I never hear the media accuse school education of increasing mental stress, leading to mental illness, leading to drug addiction as a contributing cause.

My accusation is school education is causing human intelligence to be more concerned about how brains feel, in doing so, human sufferers of mental depression can't think to realise everything from democracy to government deficits are lies. Governments invent banking credits money as needed.

School education curriculum Shakespearean babble irrelevant to real life other than love and war, contributes to mental illness leading to drug additions, increased suicide rates.

Soldiers suffering from traumatising memories, resulting in mental depression, I suggest, is a result of schooling's repressed mental stress, repressing human intelligence back into aged 5 years emotional pleasure seeking enjoyment intelligence, mentioned above.