How To Keep Life Simple, Creates Simpletons.

I hope I’m about to place ideas in readers memories. I believe media news limit ideas to a rolled over list of news topics. Most media news being reported has few example ideas for news audiences to formulate advancing thought memories other than avoiding committing: crimes; murders; smuggling illegal drugs into counties... to most people: politics; finance news; television story series and movies are too slow, without any fast movement action scenes to stimulate brain chemicals, media stories and news are boring to watch.
Fast action ball chasing sports particularly for males are most people’s preferred entertainment media. An anticipation of winning, watching increasing score numbers drives audiences to become enthusiastic, could be called trivial madness.
I personally avoid getting involved in watching sports other than watching youtube professional snooker championships.
Much of what’s being seen and heard on media are the same story limited easy to understand themes: murder investigations; opposite sexes relationship start-ups, some stories ending in marriage scenes; quick moving action chase scenes cops chasing criminals; a few military fighting against terrorists movies…
Media’s use of digital technology has increased the number of broadcast television channels, channels occupied using repeated old television series. Most new main channel prime time television programs are more competitive: singing; cooking; putt putt mini golf; Big Brother; Great Race; actors stop playing their acting roles suddenly appear explaining face to face to the audience their actor character personal opinions; interviewing hosts interviewing known people… using a lot of noisy audience cheering and applause. My theory being that the above rolled over list of ideas were designed scripted to limit human thought after that long day of employment work, much the same way children and teenagers needed to prevent any complex increased intelligent thought realisation after each day of schooling.

My discussion is that modern employment work are more repetitive limited intelligence behaviours, not that much different than 100 years ago. Office work using computers, typing mistakes and bad grammar are easily corrected with the aid of a computer itself, ensuring office workers only require limited need to think. Most employment behaviours increasingly don’t need to have intelligent thought awareness for workers to perform tasks. As employment tasks become more specialised, the need for truly educated employee workers capable of creative intelligence becomes less. Once workers learn to perform limited work tasks correctly that worker becomes reliant on their employer to find similar work to continue earning wages, that large corporation concerns train employees to perform limited specialised skills, that employees finding alternative employment whom will need their limited specialised skills increases difficulty in changing employers. Alternatively skilled thinkers can easily adapt to perform new tasks, soon realising their labours can be useful with new employers requiring different tasks and/or a wider variety of tasks without having to hire specialised trades persons to perform individual tasks. Government authorities regulate licenses on people to perform pacific tasks after people have gone through several years of low wage apprenticeship. In most building trades tasks have limited regulation rules and can be learnt quickly during a short period of instructions. My point being that school students whom are said by education authorities are being taught to learn are in reality being psychologically “Classical Conditioned” to respond negatively to learning to apply skilled behaviours, to think the difference between thinking thinkable knowledge and garbage behaviours, the difference between playing chess and playing ball chasing sports, which sports enthusiasm in the employment world of performing skilled work, is absolutely useless.
School education’s long hours of stressful learning data used to assess examination answers, human brain’s child curiosity are being punished, that after each school day ends, human behaviours desire: rest/relaxation; distractions; when age permits, consuming a required amount of alcohol. By the time young adults leave school, whether employed or unemployed, spare time is spent on fun entertainment distractions to whatever is affordable, that no time is spent on learning a self-learnt skilled trade behaviour unless attending a government curriculum education provider to obtain a piece of paper to state a course has been done, for as soon as human brains realise new knowledge has to be subconsciously processed, human brains feel school learning traumas quickly returning to after school distraction behaviours. When adult people accuse teenagers of being layabouts, the true schooling education was for youth to behaviour as school had ended.
Other problems with school education is that children beginning school learning at too younger ages, children’s evolutionary emotional Neanderthal inner brain self-programming to learn advanced homo-sapiens thinking has been cut short by school education’s limited story themes: word spelling; history; modern politics democracy; names of people and places; mathematical equation remembered charts; etc., remembered stress while performing such robot tasks, when on attempting to create more complex homo-sapien thoughts to evaluate, increased traumas are felt, punishing any further thinking behaviours, jumping directly back into preferred self-medicating entertainment behaviours. Sports being part of school education, as sports are more simple visual responses ball chasing focused attentions, not having to learn/remember data within classroom lessons, the best eventual high scoring students proud of their achievements having beaten many students, are often obsessed with spelling and perceived grammar than what’s outlined in reading material conclusions.
I have posted engineering reasons why man has not walked on the moon’s surface. Because many educated people can’t reverse their Neanderthal emotional brain chemical stimuli to believe ideas are true instant response proud response beliefs, that they as educated people can’t be fooled, that denying homo-sapien thought school stressful learning forced Neanderthal intelligence refuses to care to read why no man could walk on the moon’s surface, “deepthought101” thinking.
Where medieval Catholic Church religion dominated European society with fear of being accused of heresy, trial by torture, burnt to death, ideas of many hours of child/teenager school learning fear of teacher authority punishments for not staying silent in classrooms, etc., replaced religions fear of god story beliefs to ensure presently in political power ruling class leaders maintains political power of populations.
How can citizenry realise western economies two political parties system were not a democracy as believed, instead in reality a single party dictatorship having turns in controlling changing government policies, that political parties criticises opposing political parties as to display separation between parties, which Neanderthal thinkers are quick to believe is true. During times of economic crises (which there are many) not fixed to a political party voters merely voting for the other party and/or political party endorsed presidential candidate during periodic elections.
The simpleness of media presentations and school education’s need to traumatise student’s homo-sapien intelligence potential to Neanderthal sport loving intelligence ensures a proud belief in real democracy exists.

steve9