The Truth Behind Pseudoscience: How the Forest Hills superintendent played a part in the destruction of scientific method

Pseudoscience is a growing trend which I cover quite a lot, mainly because it is evolving out of a lack of trust in the current intellectual institutions. As it turns out the imagination of mankind is more reliable than its ordained collectivism—the level of reality that the masses are willing to accept. For those masses, their level of intellectual aptitude is not very high, and they are happy to relegate their trust to those they consider authority figures. But that trust quickly evaporates when it is discovered that those authority figures are extremely corrupt individuals lacking basic leadership skills, which is certainly the case when the Forest Hills superintendent was caught trying to manipulate his child’s individual test scores—because obviously those types of things are important to his family. This is not an uncommon occurrence. In my dealings with public schools I was amazed at how simple their thinking was, and how easy to corrupt they were. My net result of observation was that they cannot be trusted with much of anything—especially the framework that science and education in general are bound by. Here is the story of the superintendent as reported by Channel 5.

ANDERSON TOWNSHIP, Ohio —Forest Hill School Board members have released the results of their investigation into allegations that Superintendent Dallas Jackson is accused of invalidating a first semester exam score, because his son did poorly on the test.

It could be a packed house at the Forest Hills School Board meeting Monday night after the district’s superintendent was accused of tossing out a test because of his son’s grade.

The board met in executive session for more than three hours Monday night.

According to an unnamed investigator, Superintendent Dr. Dallas Jackson attempted to interfere with grades on a pre-calculus honors mid-term exam, but the Turpin High School principal addressed the exam grades without influence from the superintendent.

Teachers first sent a letter to the school board questioning the ethics of the superintendent’s inquiries into the test his son took.

WLWT has been pushing the Forest Hills district for the documents for days. The station obtained a copy late Tuesday afternoon.

Jackson tried to step in after 44 percent of the honors students, including his son, failed an exam in December.

An independent investigation found Jackson sent a text to the principal saying he was not happy with the way she was handling the issue.

The district reported Jackson met twice with the principal at Turpin about the exam. Jackson told the principal the failure rate was due to either “a bad test or bad teaching.”

The principal approached the teachers in charge of the exam about averaging out the test grade, but they refused. Ultimately, the teachers, the Turpin principal and assistant principal agreed on a plan to give students a chance to raise their grades.

Jackson disagreed with the plan, but it was implemented anyway.

In my experience at witnessing, writing, and researching many stories like the one above from Forest Hills, it is safe to say that I don’t trust much of anything that comes from institutions backed by government—especially if they have connections to international trade unions. There is just too much temptation to cover up bad human behavior, or interpretations of a strongly held static pattern—such as a religious preference—to alter and manipulate data intended to be involved in critical thought. As I say that I can’t help but think of a book a person I greatly admire wrote called The Demon Haunted World, by Carl Sagan. Sagan is not the type to jump into conspiracy theories and wanted very much to fight back the trend to take imaginations into pseudoscience. But the scientific data he often relies on to make proper decisions are known to be deliberately revised. Evidence cannot be considered if it is destroyed and proper assessment of data cannot be deduced if it is avoided to protect intellects from the challenges of new data that may be contrary to a static pattern of thinking.

The Demon-Haunted World: Science as a Candle in the Dark is a 1995 book by astrophysicist Carl Sagan.

In the book, Sagan aims to explain the scientific method to laypeople, and to encourage people to learn critical or skeptical thinking. He explains methods to help distinguish between ideas that are considered valid science, and ideas that can be considered pseudoscience. Sagan states that when new ideas are offered for consideration, they should be tested by means of skeptical thinking, and should stand up to rigorous questioning.

Science to Sagan is not just a body of knowledge, but a way of thinking. The scientific way of thinking is both imaginative and disciplined, bringing humans to an understanding of how the universe is, rather than how they wish to perceive it. Science works much better than any other system because it has a “built-in error-correcting machine”. Superstition and pseudoscience get in the way of many laypersons’ ability to appreciate the beauty and benefits of science. Skeptical thinking allows people to construct, understand, reason, and recognize valid and invalid arguments. Wherever possible, there must be independent validation of the concepts whose truth should be proved. He states that reason and logic would succeed once the truth is known. Conclusions emerge from premises, and the acceptability of the premises should not be discounted or accepted because of bias.

Yet we live in a world where public schools have deliberately avoided critical thinking and reason—so that emotional decisions centering on collective endorsement can be utilized instead. The result of this action is an entire society that has lost the ability to think critically or to use reason to make determinations. When those types of people are in charge of an institution what you get is the kind of results seen in Forest Hills Superintendent Dallas Jackson. His son had a bad grade, he was a superintendent of an important public school, and he didn’t want the embarrassment of having his kid not performing at the top of his academic expectations………….what would the neighbors think? Worse yet, what about the rest of the family? So he used his power to abuse the system to his needs. This has happened within the IRS involving Lois Lerner. It happened in Benghazi. It happens every time a teacher decides they want to have sex with one of their students. It happens all the time and at all levels.

Its not unrealistic to imagine that some curators at The Smithsonian Institute, or The National Geographic Society who have poured their faith behind the Charles Darwin theories of evolution and built their careers around those assumptions would not stuff the bones of some giant discovered in a Ohio mound into some vault, or even destroy the evidence to preserve their scientific outlook. For instance, everyone knows that whatever wreckage was found in the Roswell incident was sent to Wright Patterson Air Force Base. Not long thereafter there were many UFO sightings around Southern Ohio probably related to new military technology either being developed at WPAB or the testing of alien technology found in the wreckage. Or perhaps somebody or something connected to the wreckage went looking for their stuff back. Supposedly the complex of this mysterious Air Force base was connected by tunnels to the Mound Nuclear complex nearby in Miamisburg. And in the middle of all this activity was the Masonic temple that looks down into downtown Dayton and the Great Miami River upstream from the nuclear site. Old buildings around Dayton all up and down the river in that area have lots of references to gargoyles and strange winged creatures that really don’t have a direct connection to the frontier development of those communities, so something really odd is going on behind the veil of the presented reality there. I probably wouldn’t think anything strange about any of this except that somebody decided to build the entire nuclear research facility right in the middle of a magnificent mound builder complex right in the middle of the site. At the Miamisburg Mound at least two skeletons of people over 8 feet tall were found, so any credible university it would be thought would seek to do some major excavations in Miamisburg to discover who and what they were. Instead, science and industry backed by politics built a nuclear research facility supposedly connected to the alien conspiracy theories of WPAB. If you take Carl Sagan’s scientific method at face value one has to ask—what proof is there of any paranormal, or pseudoscience behavior? Well, the mound itself there in Miamisburg is large, and the entire nuclear faculty was built around it for some reason—perhaps to give the illusion of having respect for Native American culture. Yet nobody has dared to do a proper excavation of the site in over 100 years. Why? The University of Dayton is literally just a few miles away—they have some anthropology courses that they offer. Nearby University of Cincinnati and Miami University both have respectable archaeology programs, yet nobody has pulled together the ability to do a suitable dig at the site—which would unquestionably produce many more skeletons—probably some of which were giants—relatively speaking. Science creates the pseudoscience speculation because of the various cover-ups which likely stem from a religious desire, or a European pride issue of maintaining that Christopher Columbus discovered America and that the cultures that were already in the New World were truly primitive hunters and gathers. The culture that built those mounds was more advanced than previously thought, and those in charge wanted to manipulate the facts to force reality to be shaped to their desire.

That’s why it’s a big deal when someone like Dallas Jackson abuses his authority to make his son look smarter to his peers. Jackson manipulated the science of critical thinking to create a desired outcome. When this happens in a local school system, you get mistrust and some chicken gawking toward righteousness. The teachers had a chance to push back against management and show what ethical people they are ahead of their next levy attempt, and the news outlets get a story to cover. But when the same thing happens on a national level with all the coordinating institutions protecting their version of realty—whether it is in preserving the illusion of European history and cultural superiority, religious orthodox, or even political alignments the only way to scratch at the truth is through the pseudoscience.

Public education institutions have lost their relevancy because they have shown themselves all too willing to behave as a filter to reality by programming the masses into illusions of understanding—so to preserve versions of reality they see as valuable. For Dallas Jackson it was more important to him to have his son look like a smart kid than in the actual fact of his son’s intelligence. So he sought ways to fudge the numbers in favor of his boy. This is how Carl Segan’s trust in the scientific method goes wrong because institutions and those in charge of any collective oriented enterprise are prone to doing just as Jackson did meaning that very little of what is produced and offered as truth can be taken as such without more evidence being sought out through speculation. Little things do add up to big things rather quickly and because of that pseudoscience is gaining ground where orthodox science is failing. And sometimes it all starts with a superintendent just trying to change the grade of his son to look better in a social setting. That is the damage that is done, and why it is so perilous a path to take.

Rich Hoffman


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