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Barry White

The whole system of society tells you what to do.

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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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You Are In My System

Day by day and night by night
I feel you in my mind
It happens all the time
You know the day dreams stop
My heart beats on
I cant take it any more
It's you I live for
You are in my system
You are in my system
I just want you to know that,
You are in my system
You oooohhhh youre in my system, system
Dont you, Dont you, dont you know that, babe.
I will keep on pushing, pushing, pushing
Until I get through
My main objective baby is to get to you
To turn your mind around
I know will take time
But you know I can wait, now
Youre on my mind
You are in my system
I just want you to know that,
You are in my system
Got me burning, Im on fire
You, youre in my system
Youre everything I need
You, oooohhhh, youre in my system, system
Dont you, Dont you, dont you know that, babe.
Its a romantic vision of me and you
It happens all the time
My dreams are filled with you
Theres no doubt in my mind
That Ill be true baby
You know Ill take you out
And Ill keep lovin you
Oh baby you are in my system,
I just want you to know that
You are in my system
Cut me right down to the wire
You, ooohh, youre in my system
Got me burning Im on fire
You, youre in my system
Cant make believe
You, youre in my system
Youre everything I need
You, Ooohh, youre in my system
I just want you to know that
You, youre my system
Got me burning Im on fire
You, youre in my system

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System Of Life

Now its time to look in your eyes
Youre so much better its no surprise
Its like a mirror is watching you
Maybe the words been broken - dont be no fool
Following the lights you see like a rolling train
Yesterday is gone - tomorrows in your hands
Something youve had is gone - dont wish it back
Let it go - dont run away - its nothing youll forget
You know the rules dont need no warning
Theres only one way to find the clue
Inside you so let it go
System of life - be the hunted or the hunter
System of life
System of life - its always by your side
System of life - the one and only way to live in harmony
Dont paint a picture full of love and hate
Paradise is here - but exceptions prove the rules
Sometimes it feels just like a dream becoming true
Close your eyes - look inside - it will never be the same
cause for your life there aint no warning
So stand up and fight to find the clue
So watch out you live and learn
Its the
System of life - be the broken or the breaker
System of life
Its the
System of life - its always real and true
System of life - the one and only way to live in harmony
Yeah - yeah
Oh, its the
System of life - be the hunted or the hunter
System of life
Its the
System of life - its always by your side
System of life - the one and only way to live in harmony
Its the
System of life - be the taken or the taker
System of life
Its the
System of life - its always real and true
System of life

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Shock To The System

Woah yeah
It was a night, l.a., burning bright
Oh what a night
Say yeah,come on
It makes my world stand still
Ahh riot, rape, race and revolution, ah yeah
Here come the fire, and my world burns still
Yoww say yeah
Well, you can rock this land baby yowww
Like a shock to the system
I feel good, well alright
Like a shock to the system
Say yeah, aint it irie
It was a night
Hell of a night, l.a., it really was
Oh what a riot
I said yeah, come on
It makes my life feel real
Fear police and civil corruption oh yeah
Is there a man who would be king
And the world stood still
Ah yeah loud
You can rock this land baby
Yeahhh
Like a shock to the system
It feel good, well alright
Like a shock to the system
I said yeah, come on baby
Shock to the system
Feel good, well alright
Like a shock, shock to the system
I say yeah, I say yeah, I say yeah
Come on baby
Yeah, well you can rock this land baby
Like a shock, shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
Aint it irie
Shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
I say yeah
I say yeah, come on baby
Shock to the, shock to the
Shock to the system
Loud I gotta
Shock to the, shock to the
Shock to the system

[...] Read more

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Low Society

A judge a dentist or physician
In this low society
Trade ambition for position
In this low society
Have you heard its in the stars
Next july we collide with mars
Have you heard it in the bars
In this low society
No more pay and lots of leisure
In this low society
Low society
Im just doing what I can
In this low society
But Im an incidental man
In this low society
I give away what others sell
The secrets yours so never tell
cos if you do youll go to hell
Low society
Side by side and always tired
All for one and no-one hired
All thats left is love inspired
Low society
And when the party is complete
And youre still standing on your feet
The taste of victory is sweet
Low society
And darling dont forget
In this low society
To turn off your t.v. set
In this low society
The most important thing at all
In this low society
Is not to stand too tall
In this low society
In this world that never learns
I can see rome as it burns
All the passion and the power
Turns to ash within an hour
No more play and no more pleasure
In this low society

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

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Every Face Tells A Story

Look at the man in the corner, hes sitting all alone
His blankets are made out of cardboard,
His pillows are made out of stone
Every face tells a story it never tells a lie
Every face tells a story it never tells a lie
See the man walking on the water, see the light in his eyes
He came into the world with a message to tell,
He came into the world to die
Every face tells a story it never tells a lie
Every face tells a story it never tells a lie
Youre always telling stories, youre always telling me lies
Youre always telling stories, why?
So think of yourself in the water, seeing your days flashing by
Its too late to see what you wanted to be,
Youve spent all your time, you must die
Every face tells a story it never tells a lie
Every face tells a story it never tells a lie
Step down
And make it work out right
Im trying to get to you with my warning
Been there
For nearly half the night
Look its nearly four in the morning

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Shock To My System

So there I stood, square on my side of the great divide
A message came across a void
And for the first time in my life
Im awake, Im alive
I thought I was immune to this
til I felt the static charges in the air
I touch you, youre a live wire
Youre the raw fire burning in my heart
And it took me by surprise, thats no lie
You know you are, you are a sharp, shock to my system
A spark, a real shock
You know you are, you are a sharp, shock to my system
You start I cant stop
You taught me how to listen, shock to my system
My soul, my skin, you plug me in
And all of my pain is gone just like it never was
For the first time in my life I know what I feel
Now every time we touch Im caught off my guard
Thats no lie
You know you are, you are a sharp, shock to my system,
A spark, a real shock
You know you are, you are a sharp, shock to my system
You start I cant stop
You taught me how to listen shock to my system
Shock to my system
Shock to my system
You know you are, you are a sharp, shock to my system
You start I cant stop...

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The Sanctity Of Dreams

Paint a moustache on the Mona Lisa
Ride a Harley through the heart of danger
Pick up a pen and fight a war for the right to dream
I was seventeen
Give up my house, sleep for nights on concrete
Meditate with all the bums on Vine Street
No more running, no more hiding in the house of the dead
I think I'll grow some dreads
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
I dream of loving, of the empty graveyard
I dream of Vegas and the transcendental wildcard
A place where noone waits to die before they go into the light
And just the blind have sight
I follow nothing but the compass of my instinct
No matter where it leads, I know it will take me to the brink
And leave me there by myself and all alone with my dreams
Can you hear my scream?
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society will never dream like me
Never dream like me
Ooh ooh ooh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Oh-oh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society
Society will never dream like me
Society
Society
Society will never dream like me

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Sanctity Of Dreams

Paint a moustache on the Mona Lisa
Ride a Harley through the heart of danger
Pick up a pen and fight a war for the right to dream
I was seventeen
Give up my house, sleep for nights on concrete
Meditate with all the bums on Vine Street
No more running, no more hiding in the house of the dead
I think I'll grow some dreads
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
I dream of loving, of the empty graveyard
I dream of Vegas and the transcendental wildcard
A place where noone waits to die before they go into the light
And just the blind have sight
I follow nothing but the compass of my instinct
No matter where it leads, I know it will take me to the brink
And leave me there by myself and all alone with my dreams
Can you hear my scream?
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society will never dream like me
Never dream like me
Ooh ooh ooh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Oh-oh
I believe in the sanctity of dreams
No more running from these masqueraders
I believe that society will never dream like me
Never dream like me
Society
Society will never dream like me
Society
Society
Society will never dream like me

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Shock To The System

Released on cd singles leave virginia alone, 1995 (usa) and on youre the star, 1995 (europe)
(rod stewart/andy taylor)
Well she came from the motor city
From a clean white neighbor hood
She had a degree in social science
She came out here to hollywood
Shes a six foot sultry beauty
With an eye for polynisian art
In a short shirt and doctor martens
She could kick start a dead mans heart
Its not what she say
Its all in her sway
Shes a shock to the system
Its not how she talk
Its all in her walk
Its a shock to the system
Shes a rough cut sacred diamond
In a sea of mediocre style
She just wants the pro shot body
She may be crazy but shes no wild child
She have the old folks out on sundays
Plays piano in a rock and blues band
She dont drink, smoke, dope or do cocaine
But she parties hard all the same
Its not what she say
Its all in her sway
Shes a shock to the system
Its not how she talk
Its all in her walk
Shes a shock to the system
Oh yea
Shock me baby
Shock me baby
As I was walking home one night
In the streets that never sleep
In that sub terrainian part of town
Where love is never found
On a billboard on the topless place
I noticed her pretty face
It said appearing here twice nightly
(...........)
Well she had a whole lot of money
And went back home to michigan
She had maximized her potential
But didnt scandilaze the family name
Its not what she say
Its all in her sway
Its a shock to the system
Its not how she talk
Its all in her walk

[...] Read more

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Uninformed Masses Believed Earth Was Flat

once uninformed masses
believed the earth was flat
during medieval dark ages

yet esteemed ancient Greeks
knew earth was really a sphere
calculated degree of horizons

now sol is a singular star believe masses
yet over 80% of all solar systems
according to NASA have multiple suns

bright stellar fires of smaller suns
some not much bigger than Jupiter
most common suns brown dwarfs

12 to 80 times Jupiter’s size brown dwarfs
found floating freely in interstellar space
also proliferate as binary star companions

is our Sol our sun really a singular solar system?
remember over 80% are binary solar systems
is it possible earth’s sun is a binary solar system?

accepted theory our Sun formed as a singular star
with a uniform proto-planetary disk yet evidence
from outer solar system is far more complicated

the Sun formed as part of a wide binary system?
the smaller partner of which is a sub-brown dwarf?
the early solar system two spinning gaseous clumps?

nursery matter orbits two proto-planetary disks
orbit around each other at 200 Astronomical Units
distance together from beginning of our earth’s

solar system now locked into a 3600 year binary orbit

the larger Sol 'classical’ proto-planetary disk
forms the Sun the second forms a sub-brown
dwarf plus independent proto-planetary disk

this scenario explains anomalies
of the Edgeworth-Kuiper Belt
and an inexplicable gap of objects

beyond 50AU it provides
a very sensible mechanism
a brown dwarf could form

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Nevada Mental Institute

Is this really a mental hospital?
It didn't look that way to me
a man in his wheel chair
kept saying this to himself
'O I wish I was never born!
O I wish I was never born! '
Some gaunt apparitions
here and there
minding their own businesses
howling at me
'Stay away! '
Seeing the blood stains
on the carpet floor
I shivered with fear and fright
that they might
devour me and my body
drinking my blood
dripping on the floor
which caused me to refuse
to take any medications
Was nice they didn't impose them on me
simply a shot or two
once in a while
Gosh!
Let me get some sleep
can you stop these women
screaming at nights
in room where I was assigned
to stay and sleep?
Madness drove me to all the way
to that place
though I tried to escape
the hands who put me there
after a long ride to San Francisco
to see the one I wanted to see
but failed to find the person's number
on phone book
for his wife's name was
on the registered
Couldn't keep these followers
from my back
in fear of being murdered
I decided to kill myself
but not with enough money to buy
the twenty-five dolor silver knife
from the shop I visited
during the break of the bus stop
I ran for help
to the law enforcement man
who took me to the hospital

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The Columbiad: Book IX

The Argument


Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.


But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

[...] Read more

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Every Face Tells A Story

(m. allison/p. sills/d. black)
Theres no need for you to tell me
I can see the way you feel
I just know without you saying
What is a lie and whats real
Every face tells a story
Its hard to hide a lie
Every face tells a story
And yours is saying goodbye
Somethings going on, and I know it
You cant keep it from me
Your smile cannot hide what you feel inside
And I dont like what I see
Every face tells a story
Its hard to hide a lie
Every face tells a story
And yours is saying goodbye
Youre always telling stories
Youre always telling me lies
Youre always telling stories
If you want to leave me, leave me
No good living a lie
You can pretend that were not gonna end
But your eyes are saying goodbye
Every face tells a story
Its hard to hide a lie
Every face tells a story
And yours is saying goodbye
Youre always telling stories
Youre always telling me lies
Youre always telling stories
Tell me, I got a right to know
Pour your little heart out to me, baby
You know, you know I dont want to let go
Every face tells a story
Its hard to hide a lie
Every face tells a story
And yours is saying goodbye

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Nature tells me

Nature tells me not to be proud
of my riches for I am not
much richer than her.

Nature tells me not to be proud
of my beauty for I am not
much beautiful than her.

Nature tells me not to be proud
of my kindness for I am not
much kinder than her.

Nature tells me not to be proud
of my generosity for I am not
much generous than her.

Nature tells me not to be proud
of my logicality for I am not
much logical than her.

Nature tells me not to be proud
of my judiciousness for I am not
much judicious than her.

Nature tells me not to be proud
of my poetic mind for I am not
much poetic than her.

Nature tells me not to be proud
of my prides for I am not
much prouder than her.

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Illahi Nama (Book of God)

In the Book of God (Ilahi-nama) 'Attar framed his mystical teachings in various stories that a caliph tells his six sons, who are kings themselves and seek worldly pleasures and power.
The first son is captivated by a virgin princess, and his father tells him the adventures of a beautiful and virtuous woman who attracts several men but miraculously survives their abuse and then forgives them. They acknowledge that carnal desire is necessary to propagate the race but also recognize that passionate love can lead to spiritual love, which can annihilate the soul in the beloved.
Other stories indicate the importance of respecting the lives of other creatures such as ants or dogs. One only thinks oneself better than a dog because of one's dog-like nature.

The second son tells his father that his heart craves magic; but his father warns him against the work of the Devil. A monk tells a shaikh that he has chosen the job of locking up a savage dog inside himself, and he advises the shaikh to lock up anger lest he be changed into a dog. The father suggests that this son ask for something more worthy and tells an anecdote in which Jesus teaches a man the greatest name of God. The man uses it to make bones come alive into a lion, which devours him, leaving his bones. Jesus then says that when a person asks for something unworthy, God does not grant it. Birds and beasts flee from people, because people eat them. God tells Moses to watch his heart when he is alone, to be kind and watch his tongue when he is with people, the road in front when he is walking, and his gullet when he is dining. A saint tells a shaikh that love is never denied to humans, for only the lover knows the true value of the beloved. Another saint warns that unless you pray for protection from negativity (the Devil), you shall not enter the court of God.

The third son of the caliph asks for a cup that could display the whole world. 'Attar concluded a story by saying that Sufism is to rest in patience and forsake all desire for the world, and trust in God means bridling one's tongue and wishing for better things for others than for oneself. This son asks why his father seems to disparage the love of honor and the love of wealth which all seem to possess. The caliph replies that in the crazy prison of the world one can achieve greatness only by devotion. Since one speaks to God through the heart and soul, it is difficult to speak with God of worldly things. The third son asks if he can be allowed to seek power in moderation; but the father still warns that this will place screens between him and God. Each screen created by seeking power will create more screens. One must see both the good and the bad inside and outside oneself to understand how they are connected together. Saints who reach their goal see nothingness in all things, making sugar seem like poison and a rose like thorns. Ayaz advises the conquering sultan Mahmud to leave his self behind since he is better being entirely We. In the last story for his third son, the father says that thousands of arts, mysteries, definitions, commands, prohibitions, orders, and injunctions are founded on the intellect. What cup could be more revealing than this?

The fourth son seeks the water of life, and his father warns him against desire. A wise man considers Alexander the Great the slave of his slave, because the Greek conqueror has submitted to greed and desire, which this wise man controls. If the son cannot have the water of life, he asks for the knowledge that will illuminate his heart. In one story 'Attar concluded that if you are not faithful in love, you are in love only with yourself. The fifth son asks for the ring of Solomon that enables one to communicate with birds and other animals. The Way is summarized as seeing the true road, traveling light, and doing no harm. The father tells this son that he has chosen an earthly kingdom, because he has not heard of the kingdom of the next world. He advises this king that since his sovereignty will not endure not to load the whole world on his shoulders. Why take on the burden of all creation? The caliph suggests that his son practice contentment, which is an eternal kingdom that overshadows even the Sun. When Joseph was thrown into a pit, the angel Gabriel counseled him that it is better to notice a single blemish in yourself than to see a hundred lights of the Unseen.

The sixth son desires to practice alchemy, but his father perceives that he is caught in the snare of greed. Gold is held more tightly by a miser than the rock grips the ore. The son observes that excessive poverty often leads to losing faith, and so he asks God for both the philosopher's stone and for gold; but his father replies that one cannot promote both faith and the world at the same time. In the epilog the poet commented that since he receives his daily bread from the Unseen, he does not have to be the slave of wretched men, and 'Attar concluded this work with the satisfaction that he has perfumed the name of God with his poetry.

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Perfect System

Im in love with you I know
And I know that you love me too
Im in love with you I know
Im in love with everyone too
Were all comrades now you know
Were all brothers under the skin
With a few adjustments now
Living in the perfect system
The adjustments simple there is really no pain
Youll hardly notice anything has changed
Living in a programmed life never really has ups and downs
Theres no need for fighting now
Theres no reason to wear a frown
In a perfect system
Theres no confrontation
Unnecessary friction
To impede our concentration
Weve simply done away with
Unnecessary friction
I live in a system
I got an occupation
I get enough nutrition
By eating protein biscuits
Recommended by the system
Its routine regulation
I had an operation . . .
Im in love with you I know
And I know that you love me too
Im in love with you I know
Im in love with everyone too
I can tell by the look in your blank dull eyes
That you agree, but Im not a bit surprised
Living in a programmed life never really has ups and downs
Theres no need for fighting now
Theres no reason to wear a frown
I had an operation
With no adverse reaction
They tampered with my brain some
It helped me see the reason
For living in the system
It helped me see the reason
(were all brothers in a perfect world)
In a perfect world theres uniformity
(were all brothers in a perfect world)
In a perfect world theres conformity
(were all brothers in a perfect world)
Theres no need for spontaneity
Perfect system were all brothers to the end
Brothers to the end
Brothers to the end

[...] Read more

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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS


By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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