This is an excellent video analysis, and I agree with most of what this lady is saying. In fact I was thinking about this very problem myself yesterday.
The Beatles had written all of their musical oeuvre in the ten years between the ages of seventeen to age twenty-nine when they broke up in 1970. But they were not considered to be abnormally young as in 1960 in the UK you could leave school and start work at 15.
havent had a chance to watch the video yet, but the book, the underground history of american education, makes the same point. have many examples from earlier times of people who were well on their way by their early twenties and the book suggested that kids should graduate at 16 and then be getting on with their lives.
I was considering the immense creativity of teenagers and young adults, as demonstrated in Lennon/McCartney's work. This certainly diminishes in most cases with age, though not for many highly trained and expert composers, scientists, and intellectuals. But innate spontaneous creativity is certainly at its height in youth.
I know it's exactly what the evil wizards want (i.e. totalitarian tyrants high and low), but at risk of making excuses: covid really turned the juvenescence dial up to 11. Many millennials I know who had ostensibly (and just barely) "adulted" by 2019 admitted with a nervous laugh that by 2020 they "are now living middle school 3.0." Which is to say they moved back home, and became largely passive consumers on their parent's credit. As our fellow Bret Weinstein aptly points out: "I don't blame anyone who had to choose from a menu of bad options." But he also says, "I don't want to live in a world full of self-centered people." 😂
Between the "affordability crisis" (i.e. USG quietly defaulting by debasement, inflating the USD) on top of "remote work" (a contradiction in terms if you ask me, as that hilarious South Park clip makes fun of), and of course "woke ideology" all multiplies to stack the cards against most young people nowadays: they lack the material requisites for building a family (hence engaging in fruitless serial-monogamy or metropolitan-polyamory, porn galore), or even self-starting (as they are indebted thanks to predatory college loans), lack actual social capital and have no professional network (due to sitting on the computer all the time), and are obsessed with conformity (not to mention the false promise that socialism offers to pay off said loans) driven largely by algorithmic inculcation and their "friendships" which are predicated on an endless repeat of insincere virtue signaling and passive aggressive struggle sessions to keep each other in line. The result of this equation = increasing infantilization, for sure!
I hate to be pessimistic, but especially within the Gen Y, the only millennials I know of that cohort who have a marriage, home, and children either begged, borrowed, or stole to get it (i.e. usually trust fund financed). Gen Z seems to "own nothing and is [un]happy" and is already living the "Great Reset" so to speak. Gen X made the "web 2.0" internet, and seem to have enough tech earnings to emulate their boomer parent's prosperity in some approximation.
The long in the short is consistent with your video though: _public school, and especially the institutional prestige path, is worse than worthless._ *Homeschool, and/or go hard with intrinsically motivated projects carried to completion.* To quote the Bret again: "Everyone should learn to do something that doesn't require social approval to know whether you've succeeded or not." 👏
The tragic irony of all this is _most kids today don't actually have a childhood_ that allows for *risk* and exploration of *self-discovery,* as you point out.
So much in here -- some I nod at, some I’d reframe -- but I keep coming back to this: we’ve designed a world that strips risk, ritual, and relational trust from our development, then wonder why so many feel stuck in middle school mode.
Infantilization isn’t just cultural... it’s physiological. Nervous systems trained to over-adapt, seek approval, and avoid rupture don’t suddenly grow up when handed a mortgage or a job title.
What looks like immaturity is often unmetabolized survival. And what looks like apathy? Burnout.
In my work with clients, I focus on neurophysiologic capacity, not mindset. Because the problem isn’t just what we think... it’s what our systems (our bodies) can actually hold.
Very interesting talk! My thoughts, without having spend too much time thinking about the video and letting the information settle in... just saying, I might come back with more thoughts =8)
One thing I was missing was why and how this system of schooling has come about. When was the idea of a public school, a public system of education for the populace born? Where and when did it emerge? Was there a reason to provide basic skills in reading and writing and basic math to all children? You brought up one interesting example about child labor and how labor unions actually were against children working at young age: lower wages. Young children working for a lower wage meant they were competing with adults, who perhaps had children of their own, a family they were trying to provide for on their own. The only person or caste that was benefiting from this were the owners of factories or companies that needed employees.
One other thought: What kind of society do you think would be less "rulable"? One where people are confident, intelligent, trained to think critically? Or would a populace of child like adults be easier to manage and manipulate and control?
This is the first video in your series I have watched. So I am hoping you will address some "conspiracy theories" that are so easily demasked as actual truths, like the report by the National Institute of Standards and Technology on the collapse on WTC7. It is enough to watch two videos which you can find on NISTs webpage and the cover of the report and have a basic understanding of how models are being used in science. Yet most people I have pointed this out too seem to fail to understand the implications of the actual National Institute of Standards and Technology using a model that is incapable of reproducing observed reality to explain the observed reality.
I think society has already gone very, very far in the wrong direction, when adults, some of them older than half a century, are incapable of understanding the simplest concepts and their implications.
Then scroll down until you get to the section subtitled 'Collected Materials'. There click on the middle image 'Original Video from Tapes' this will bring you to NIST's Google Drive.
Here things get easier if you have a google account and you are logged in. Cause now you can actually search in NIST's drive. Search for 'CBS-Net Dub5 09.avi'. This is the video that shows what happened in reality.
Here scroll down to the section subtitled 'NIST-GENERATED PHOTOS, VIDEOS, AND COMPUTER SIMULATIONS' and click on the middle image 'Computer Simulations'. This will again take you to NIST' Google Drive.
Search for 'CaseB-Temp-4.0hr_Dmg_NorthWestView.avi'.
Watch both videos. If you can stop the simulation on the last frame. Why is the last frame of his video important? Because it is the right side of the cover of the final report.
Why else is the final frame of the simulation video important? because it shows that the model NIST used is garbage. Look at the video that shows what actually happened. Name the timestamp of the video where the right front top corner of the building is twisted the way it is shown in the last frame of the simulation.
Also take note, that the deformation of that building corner takes place almost at the very beginning of the drop of the building.
In reality that corner does not get twisted in any noticeable way in the video by CBS.
This is an excellent video analysis, and I agree with most of what this lady is saying. In fact I was thinking about this very problem myself yesterday.
The Beatles had written all of their musical oeuvre in the ten years between the ages of seventeen to age twenty-nine when they broke up in 1970. But they were not considered to be abnormally young as in 1960 in the UK you could leave school and start work at 15.
Good point!
havent had a chance to watch the video yet, but the book, the underground history of american education, makes the same point. have many examples from earlier times of people who were well on their way by their early twenties and the book suggested that kids should graduate at 16 and then be getting on with their lives.
I was considering the immense creativity of teenagers and young adults, as demonstrated in Lennon/McCartney's work. This certainly diminishes in most cases with age, though not for many highly trained and expert composers, scientists, and intellectuals. But innate spontaneous creativity is certainly at its height in youth.
I know it's exactly what the evil wizards want (i.e. totalitarian tyrants high and low), but at risk of making excuses: covid really turned the juvenescence dial up to 11. Many millennials I know who had ostensibly (and just barely) "adulted" by 2019 admitted with a nervous laugh that by 2020 they "are now living middle school 3.0." Which is to say they moved back home, and became largely passive consumers on their parent's credit. As our fellow Bret Weinstein aptly points out: "I don't blame anyone who had to choose from a menu of bad options." But he also says, "I don't want to live in a world full of self-centered people." 😂
Between the "affordability crisis" (i.e. USG quietly defaulting by debasement, inflating the USD) on top of "remote work" (a contradiction in terms if you ask me, as that hilarious South Park clip makes fun of), and of course "woke ideology" all multiplies to stack the cards against most young people nowadays: they lack the material requisites for building a family (hence engaging in fruitless serial-monogamy or metropolitan-polyamory, porn galore), or even self-starting (as they are indebted thanks to predatory college loans), lack actual social capital and have no professional network (due to sitting on the computer all the time), and are obsessed with conformity (not to mention the false promise that socialism offers to pay off said loans) driven largely by algorithmic inculcation and their "friendships" which are predicated on an endless repeat of insincere virtue signaling and passive aggressive struggle sessions to keep each other in line. The result of this equation = increasing infantilization, for sure!
I hate to be pessimistic, but especially within the Gen Y, the only millennials I know of that cohort who have a marriage, home, and children either begged, borrowed, or stole to get it (i.e. usually trust fund financed). Gen Z seems to "own nothing and is [un]happy" and is already living the "Great Reset" so to speak. Gen X made the "web 2.0" internet, and seem to have enough tech earnings to emulate their boomer parent's prosperity in some approximation.
The long in the short is consistent with your video though: _public school, and especially the institutional prestige path, is worse than worthless._ *Homeschool, and/or go hard with intrinsically motivated projects carried to completion.* To quote the Bret again: "Everyone should learn to do something that doesn't require social approval to know whether you've succeeded or not." 👏
The tragic irony of all this is _most kids today don't actually have a childhood_ that allows for *risk* and exploration of *self-discovery,* as you point out.
So much in here -- some I nod at, some I’d reframe -- but I keep coming back to this: we’ve designed a world that strips risk, ritual, and relational trust from our development, then wonder why so many feel stuck in middle school mode.
Infantilization isn’t just cultural... it’s physiological. Nervous systems trained to over-adapt, seek approval, and avoid rupture don’t suddenly grow up when handed a mortgage or a job title.
What looks like immaturity is often unmetabolized survival. And what looks like apathy? Burnout.
In my work with clients, I focus on neurophysiologic capacity, not mindset. Because the problem isn’t just what we think... it’s what our systems (our bodies) can actually hold.
Legend. Great work very important
Very interesting talk! My thoughts, without having spend too much time thinking about the video and letting the information settle in... just saying, I might come back with more thoughts =8)
One thing I was missing was why and how this system of schooling has come about. When was the idea of a public school, a public system of education for the populace born? Where and when did it emerge? Was there a reason to provide basic skills in reading and writing and basic math to all children? You brought up one interesting example about child labor and how labor unions actually were against children working at young age: lower wages. Young children working for a lower wage meant they were competing with adults, who perhaps had children of their own, a family they were trying to provide for on their own. The only person or caste that was benefiting from this were the owners of factories or companies that needed employees.
One other thought: What kind of society do you think would be less "rulable"? One where people are confident, intelligent, trained to think critically? Or would a populace of child like adults be easier to manage and manipulate and control?
This is the first video in your series I have watched. So I am hoping you will address some "conspiracy theories" that are so easily demasked as actual truths, like the report by the National Institute of Standards and Technology on the collapse on WTC7. It is enough to watch two videos which you can find on NISTs webpage and the cover of the report and have a basic understanding of how models are being used in science. Yet most people I have pointed this out too seem to fail to understand the implications of the actual National Institute of Standards and Technology using a model that is incapable of reproducing observed reality to explain the observed reality.
I think society has already gone very, very far in the wrong direction, when adults, some of them older than half a century, are incapable of understanding the simplest concepts and their implications.
How to find the videos I am talking about? First go here: https://www.nist.gov/world-trade-center-investigation
Then click on the left hand side on 'Photos, Videos and Simulations'
That leads you to this page: https://www.nist.gov/world-trade-center-investigation/photos-videos-and-simulations
Then scroll down until you get to the section subtitled 'Collected Materials'. There click on the middle image 'Original Video from Tapes' this will bring you to NIST's Google Drive.
Here things get easier if you have a google account and you are logged in. Cause now you can actually search in NIST's drive. Search for 'CBS-Net Dub5 09.avi'. This is the video that shows what happened in reality.
To find NIST' video of their simulation, you have to go back to https://www.nist.gov/world-trade-center-investigation/photos-videos-and-simulations again.
Here scroll down to the section subtitled 'NIST-GENERATED PHOTOS, VIDEOS, AND COMPUTER SIMULATIONS' and click on the middle image 'Computer Simulations'. This will again take you to NIST' Google Drive.
Search for 'CaseB-Temp-4.0hr_Dmg_NorthWestView.avi'.
Watch both videos. If you can stop the simulation on the last frame. Why is the last frame of his video important? Because it is the right side of the cover of the final report.
Why else is the final frame of the simulation video important? because it shows that the model NIST used is garbage. Look at the video that shows what actually happened. Name the timestamp of the video where the right front top corner of the building is twisted the way it is shown in the last frame of the simulation.
Also take note, that the deformation of that building corner takes place almost at the very beginning of the drop of the building.
In reality that corner does not get twisted in any noticeable way in the video by CBS.
Do you understand the consequences?