If it were not for human beings, and their brains, the world would not be the same. A great example of that was the world of the dinosaurs. In millions of years, the dinosaur’s ability to think changed very little. In return, their lifestyle, safety, convenience, diet, travel, comfort, diet, protection, exploration, and innovation changed very little.
Then the Homosapien came along. Except for the bible, pyramids, and some other unexplained phenomena, the intelligence of man slowly progressed. An example of learning is that more information and research at the present time can be found in one day than what took a whole year in the 1600s. Intelligence is expanding today faster than the universe is moving outward. Several factors are involved with our astonishing knowledge and information explosion. In fact, according to Moore’s law, computer power, which is one small information source, has been doubling every two years for more than 20 years. The observation of Gordon Moore, the co-founder of Intel, was that the computer was the springboard for intelligence, innovation, free-thinking, and the technological explosion in the 20th and 21st centuries.
But that is not all. Look at the incredible information, innovation, and knowledge man has obtained in other fields. It is overwhelming. Liberty, freedom, education, constitutional laws, and amendments to the constitution have made it possible for Americans to have led the world in innovations and thinking. However, this is rapidly changing. Other nations are beginning to spring ahead in their technological advances, modernization, education, military, and innovation.
Critical and technological thinking is no longer a stalwart of the U.S. educational system. Schools and colleges are teaching more radical, political, diverse subjects, and are skipping the important math, physics, chemistry, biology, and other important science subjects needed to maintain the lead in technological advances. Free thought, free innovation, businesses, and free enterprise are being throttled by the division of culture, diverse ruling changes, and new laws that are destroying America as it had been intended and formed in 1776.
Last year, the death of George Floyd rekindled the Cloward and Piven strategy laid out in 1966. They were socialists who taught at Columbia University. They taught that activists should work to reset the crisis strategy with a socialist economy, where all people, whether working or not, deserve the same benefits as working people. For many years, and throughout the Obama administration, MANY schools and college professors have been inspired by them and have followed the strategy of Cloward and Piven. MANY have been led to believe, and teach that white people are racists. These professors teach that many colored people in America are being led and taught to believe that they are subservient and 2nd rate citizens. It has metastasized into other schools, the MEDIA, some very big corporate businesses, magazines, and political arenas.
With these objectives by MANY college professors, the media, and politicians, the marxism doctrine is being manipulated into cultural and political arguments. They are trying to introduce a “social” change. We might call it a “social” adjustment. This is the opposite of the constitutional intent of our founding fathers.
THE CRITICAL RACE THEORY
The “critical race theory” is about social racism. According to the media, politicians, and SOME college professors, people are led to believe every white person is a racist. Mark Levin stated that this theory is a big step toward marxism in the United States. Basically, it is a confrontation about inequities in racial justice. But is it about racial justice? Is it so important for our nation of “freedom” to change the course of society? Does racial injustice education need to crowd out “important “ technology and future goal subjects in schools and colleges? Doesn’t it help a child to become a free thinker, freedom-minded, learn free enterprise goals, and create a future for their life and family? Wouldn’t you think that all children should be taught by their parents and teachers that they should be friendly to all races no matter what color or creed? My parents taught me that. I have friends of all colors and creeds. My interpretation of learning in America is about how to make America the greatest nation on earth. Yes, children need to learn what social justice is, but also need to be taught that every person, whether black or white, needs to be judged on their own merits. Educator’s goals should be to teaching them subjects that get them out of the ghettos. Creating a great basis for professions and skills for them should be the goal of every teacher. The teacher’s goal should not be to change their future into a socialist, Marxist program.
Teaching subjects that create a future for children should be the goal of every teacher. This goal should override all hysteria over racism, division of races, class warfare, and division of the constitution and constitutional laws. We must be taught to treat every race as we would treat the race that we are in. It should start in the home, in grade school, high school, and continued in college. It should not be used as a tool to change the way to divide races, color, or creed, or change societies. It should not be used to change the way that a nation is governed, especially if it is a socialist, Marxist, doctrine that is being pushed upon children, students, and/or adults.
The critical race theory is a tremendous burden in that it divides parents, school children, and educators. It diverts parents and educators from teaching critical worthwhile subjects needed for future thought development, thinking skills, and their technological future. The problem has been in schools for a long time. Many important subjects like nutrition, bioelectric body cell science, medicine, health, math, physics, chemistry, algebra, biology, biochemistry, and other sciences seem to not be as important as minor subjects like racial justice, political science, history, and sex education.
That is why I developed the “critical brain theory.” What is the critical brain theory? It is a productive, critical, very important method of changing our present educational system to a more technological and scientific approach to education. This will help keep the United States better educated and prepared for the competitive domination intent of some other nations in the world, including China.
THE CRiTICAL BRAIN THEORY
The “Critical Brain Theory” is a very needed critical, productive, and important method of adding to present thinking and teaching. It may be the only important way to bring the United States up to date with the present educational systems around the world. It is very important to improve education in the United States for the combative control of knowledge and technology by other nations in the future. Our division of teaching principles is changing, especially by SOME high school and college professors. If we don’t start teaching more science and technological courses, our future will not be as productive as in the past. Not only that, but the intent to divide classes of people, teach socialist doctrines, change government laws, uncontrolled spending, and creating a change in the way our nation is governed, is rapidly putting us at the bottom of the world economy and education pit. At last count, our educational system was rated 39th in the world for its less than excellent educational system.
It is no secret that China is well into its fifty-year plan of domination and control of the world. Their recent threats to Japan about them using nuclear weapons if Japan tried to interfere with them taking control over Taiwan, leaves no doubt. In the U.S., they have infiltrated and took ownership of many ports, businesses, farmland, ownership of many “solar farms” close to our military establishments, and have bought many cargo shipping facilities. Their motives are very clear and ominous.
When I was in China and South Korea, the high school and college students were going to school at 7:00 am in the morning. I observed them going home from school at 5:00 at night. The educational leaders of those nations know that the greatest economic and political gains in history came from the increase of technology and information. Their effort to increase subjects that increase technology led them to require subjects that increase that knowledge. They REQUIRE almost all students to take chemistry, math, physics, language, chemistry, biology, and other science courses. These subjects are core subjects that create better thinking, precisely coordinated thinking, create great new discoveries, and move a society from mediocre to great. China is also preparing its people to be soldiers in preparation for war.
China has mandated school courses in these very important areas. They are making incredible strides and new discoveries in the basic areas that create new innovations, discoveries, new military machines, and living conditions. They are streamlining past our educational system and socialist ideology like a super train on the orient express.
More than 50 percent of the CONSERVATIVE PEOPLE, teachers, professors, business owners, and politicians in the U.S. want to throw out (get rid of) the socialism, marxism, racial justice squabbles, racial tensions, politician’s greed, power, power plays, control, and money-grabbing. These 50 percent would like to get back to the place where the United States started 245 years ago.
That, my friends, maybe be a tremendous hurdle. The only way I can see to do that is to change our educational system and start teaching courses that teach children discipline, how to think, produce new ideas, new technologies, new innovations, and new free-thinking ideas. That is what produces new businesses, jobs, self-reliance, discipline, a free society, a free enterprise system, and most of all, keeps children and adults busy learning and working. By doing that they will not be dwelling on racial prejudice, racial inequities, racial justice, rioting, shooting people, and defunding the police.
The path we are following is a path to the dark side. We are spiraling faster and faster into the Mount St. Helen’s volcano hole. We can change that around if the teachers, professors, media, some big corporate business owners, and politicians in the U.S. start believing in the U.S. Constitution, our laws, and past accomplishments of the United States. People in the U.S. need to work together. They should not be tearing people apart, changing our society, laws, morals, prejudices, and education. In fact, they need to enforce the laws that the fore founders laid out for us. That is why we need the “Critical Brain Theory.”
August 7, 2021
~ the Author ~
Merle E. Loudon, B.S., D.D.S. graduated from the University Of Washington School Of Dentistry in 1957. After two years of service in the Air Force, he started a private practice in East Wenatchee, Washington. For the past 45 years his practice has included Orthodontics and TM Dysfunction treatment specializing in temporomandibular pain treatment, headache, head and neck pain control, functional jaw orthopedics, and straight wire orthodontics. Associated with mercury elimination, oral surgery, crowns and bridges is TMJ treatment, diet control, parasite elimination, intestinal cleansing and healing (wellness).
Merle E. Loudon, B.S., D.D.S. has taught advanced courses for dentists on TM Dysfunction treatment, orthodontics and related pain control for more than 30 years. In 1972 he was the first dentist in Washington to use straight wire orthodontics and the first dentist to correct vertical deficiencies in children by placing vertical dimension-primary molar buildups and/or vertical (erupting) appliances. Merle E. Loudon, B.S., D.D.S. was involved with the first group of dentists to recognize lateral tongue splinting in young infants and integrate functional and fixed techniques to correct vertical dimension deficiencies and condylar placement. He is the originator of vertical dimension-primary molar build ups, which help to correct deep bites and Otitus media in children. He invented the Loudon-Chateau Anterior Repositioning Appliance, the functional muscle malocclusion concept, the twelve commandments of occlusion and the vertical overbite domino rule. Merle E. Loudon, B.S., D.D.S. has written numerous articles in several American and foreign dental journals and has lectured in over 50 cities and 7 foreign countries on functional jaw orthopedics, fixed wire orthodontics, Otitus media treatment and TM Dysfunction treatment. He has been instrumental in setting up criteria for teaching in the International Association For Orthodontics, including the certified instructor program.
Dr. Loudon is a member of The American Dental Association, Diplomat and Senior Instructor in the International Association for Orthodontics, and is a Diplomat of the American Academy of Pain Management. He also is a member of the American Orthodontic Society.