US public education: Bullshit to train stupefied work animals. ‘Economics’ as limited and flawed models while ignoring criminal looting fraud to call debt as ‘money’ and ‘good,’ ignoring game-changing reforms (4 of 12)

“One of the most salient features of our culture is that there is so much bullshit. Everyone knows this… But we tend to take the situation for granted… (the bullshitter) does not care whether the things he says describe reality correctly. He just picks them out, or makes them up… (Bullshitters) continue making assertions that purport to describe the way things are but that cannot be anything except bullshit.”  ~ Princeton professor emeritus, Harry Frankfurt, 2005 Bestseller, On Bullshit

“[The] erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardised citizenry, to put down dissent and originality.” ~ H.L. Mencken, 1924

Think Nice’s brilliant 5-minute artistic frame for Professor Frankfurt (although there’s likely more to climate change than he mentions [and here, here]):

Stephen Colbert’s 2005 two minutes on truthiness as bullshit’s brother (embedding forbidden by Comedy Central).

This 12-part series addresses an overarching fact about public education: its design of intentional curricular lies of omission and commission to keep our children and the general public powerless, relatively stupid, and controlled work animals.

Importantly, I do not blame education professionals working in good-faith effort to produce high-quality learning from our children; public education exists in a matrix of control for ongoing empires that I’ll explain in detail within the series’ sections. That said, anyone truly educated in one’s field gradually discovers that public education is a ridiculous substitute for what’s most important to teach and learn. This is Emperor’s New Clothes obvious when pointed to, with this paper’s content including factual assertions that no counterarguments exist outside of shallow and misleading bullshit.

The 12 sections (links to be added as the series progress):

US public education: Bullshit to train stupefied work animals:


‘Economics’ as limited and flawed models while ignoring criminal looting fraud to call debt as ‘money’ and ‘good,’ ignoring game-changing reforms (4 of 12)

I’ve participated with Advanced Placement Macroeconomics teachers on our discussion board available to ~2,000 teachers since 2008. No colleague has ever found any factual errors or omissions in the game-changing facts of monetary and banking reforms; with prima facie benefits of $1,000,000 per US household. Moreover, this topic has real-world success documented by Ben Franklin and endorsed by Thomas Edison (among many of our nation’s brightest minds).

This, of course, opens a new era in economics that in a non-bullshit environment would be excitedly embraced, explored, and introduced into policy consideration for real-world case studies.

That said, in April of this year, the College Board requested an entire discussion thread deleted that I initiated with AP Macroeconomics teachers on the US federal government failing to comply with official audits, that continued into monetary and banking reforms. Two prominent colleagues responded with combinations of straw man arguments, refusal to consider the data, denial, and unsupported claim of “hyperinflation” fear. No other colleague was sharp enough to speak-up that the data is unchallenged, and the two colleagues attacking it failed to meet any professional or academic standards. The College Board’s “reason” to delete the entire thread from anyone ever seeing it again (outside of this article) was that the “topics of monetary and banking reforms are not related to teaching AP Economics.”

I assume the College Board’s reasoning would include any other topic not currently on the AP exam that would also show unchallenged benefits of $1,000,000 per US household, whether having prominence of someone like Benjamin Franklin documenting a large-scale working pilot project or not.

Of course, in our Orwellian world that includes public education, the deletion of what should be most important to consider is usual, and of course it is bullshit.

This follows the College Board removing me from the AP US Government discussion group in 2012 for contrasting the US Constitution and war law with current US war policy with drone assassinations of self-declared “enemy combatants” that includes American citizens. The College Board claimed these topics as “non-academic,” of “personal nature,” and “unsuitable” for consideration of teachers in a college-level course on US government. But I’ve already shown US Government texts’ choices of what is academic, universal, and suitable as bullshit distraction from empire.

Let’s consider the teaching of public education economics with Professor Roger Arnold’s text, Economics: New Ways of Thinking (2007) with just three topics:

  1. The definition of economics.
  2. Money and banking.
  3. Poverty.

To begin, my sense of this text is that it is not intentional propaganda to mask empire, but an academic text within a field intentionally narrowed by history. This shows in the definition of economics. Professor Arnold shows enough fluid intelligence, curiosity, and care for students to mention Freakonomics in his introduction and ask similar questions, knows The Wizard of Oz was about monetary reform (and here) on page 354, and provides a personal finance handbook to address students’ real-world use of money (page 461). Therefore, I’ve e-mailed Professor Arnold with invitation for an interview regarding content in this article on economics, and in context of the article series (e-mail text at the end of this article; no response as of July 11).

Let’s also consider a few questions that I’ll ask again at the end of our comparison between what I assert is bullshit versus the inclusion/correction with objective facts any competent observer would agree must be included for education of this subject:

  1. What does it mean that the now-formal definition of economics had “experts” officially delete the creation of money with its documented power to literally operate government without taxes or debt?
  2. Is there any reasonable explanation for texts to not include data and history of monetary reform and public banking from teaching economics, or is this a bullshit lie of omission to stupefy children and the public as debt slaves? Please note: consider the power of the data below before dismissing this as the most accurate frame for this question.
  3. If economics considers scarcity of resources, goods, and services, is there any reasonable explanation for texts to exclude the ongoing horrific data of poverty with the game-changing availability of easily-affordable solutions, or is this bullshit that is tremendously damaging for children and the public to embrace the reality of limited human civilization captured by literal asset-hole .01% oligarchs? Again, please embrace and verify the data to consider if this question neither under nor overstates these facts.

Example 1:

Definition of economics

Page 12:

Economics is the science that studies the choices people make as they try to satisfy their wants in a world of scarcity. Put another way, you could say that economics is the study of how people use their limited resources to satisfy their unlimited wants.

Let’s consider what this says. According to this definition, economics is:

  • A social and/or behavioral science
  • focused on human consideration and action to obtain goods and services
  • in a world of limited resources.

This definition is a historical choice to split economics away from political power to create what is used for money, and how it is managed. This academic field used to be called political economy, with central consideration of money that I provide to students in my definition of economics:

Economics: The creation and management of money, goods, and services.

By removing the creation and management of money from the definition of economics, yet with all texts throwing the topic within, the single most valuable topic (literally worth tens of trillions) is marginalized and misunderstood at best, while intentionally obfuscated in lies of omission and commission from the top “leaders” in government, banking, corporate media, and public education. Again, consider the College Board directing the AP Economics teachers’ discussion board leader to delete a topic thread about monetary and banking reform as “not related to teaching AP Economics.” The discussion board leader, a college professor like our text author, found enough agreement to delete the topic as not pertinent to the teaching and learning of economics.

Let’s prove this tens-of-trillions most valuable topic as central to economics in our second example.

Example 2:

Money and banking: trillions looted, billions harmed, millions killed every year

With all empathy to Professor Arnold’s challenge to understand a topic of economics outside the definition he inherited, and with opportunity for his response with fluid intelligence, he is fundamentally confused about the problem of the US national debt. On page 384:

A Student Asks:

QUESTION: Will I have to pay off some of the national debt one day?

ANSWER: Whenever you pay federal taxes, you are helping to pay off the national debt. Remember, one of the spending categories of the federal government is “net interest on the national debt.” In 2005, this amounted to $177 billion. Whoever paid federal taxes that year helped pay off some of the national debt.

This “answer” is incorrect because the only aspect paid is the interest on the debt, and never ever ever the principal. It’s a bullshit answer because the truth of a so-called “monetary system” whereby federal debt and total debt only and always increase would raise natural questions: WTF? (What the Finance?) Why does the most powerful nation in the world have a system where the more advanced our technology and productivity, we have escalating national and total debt??? Is this system our only option?

Professor Arnold’s text statement is also by a graph that projects federal government budget deficits would steadily decrease from ~$300 billion in 2006 down to less than $100 billion in 2011. Of course, that chart is typical bullshit “official” projections to stupefy the public to “hope” for “change” from “leaders” who will “make America great again.” The real numbers have been increasing budget deficits that have accelerated the national debt from the text’s 2005 number of $8 trillion to 2016 of over $19 trillion.

But perhaps Professor Arnold’s thinking on this topic has evolved over the last ten years, given the national debt has more than doubled. I look forward to this discovery. Please also note the reality of public schools having such dated texts from the “reason” of not having “enough money.”

Let’s now consider the power and opportunity of monetary reform and public banking, again worth ~$1,000,000 per US household in near-instant benefits. And again, those of us working on these reforms have zero refutation of these factual claims. Importantly, let’s also reveal the bullshit “leadership” that keeps the US in its current monetary and banking system.

Just as I requested you read carefully the previous sections on US History and US Government to interact with reality rather than bullshit, I ask you to understand and verify the following:

Federal Reserve Chair Janet Yellen affirmed last Wednesday in a press conference that the power to create debt-free money for direct payment of public goods and services is a legitimate consideration.

In a statement parsed with eleven references that this action is “unusual,” “rare,” and claimed fears of hyperinflation, Yellen’s admission of this game-changing power is poisoned with lies of omission and commission. The top three lies, with more below:

  1. The current “monetary” system only and always creates debt for what we use for money. This is taught in every economics course, and is like adding negative numbers forever. These mechanics directly connect to escalating debt totals of $19 trillion for the federal government debt with annual gross interest cost of over $400 billiontotal debt of all US sectors of over $60 trillion with over $5 trillion in states’ government debtYellen lies in omission to disclose that the Fed “monetary” system’s mechanics can only create increasing and unpayable debt. To call “debt” its Orwellian opposite (“money”) is literal criminal fraud in her legal fiduciary responsibility to fully disclose our most important monetary information. The so-called “developed” nations with this debt-based system total $50 trillion of central government debt.
  2. Yellen lies that this is an “academic” debate only as an “all-out attempt” in a “very abnormal” situation without reminding us that Benjamin Franklin helped “invent” operating government without taxes when colonial Pennsylvania directly created currency to pay for its public goods and services. He was so excited about this breakthrough, he wrote a pamphlet on this topic. Yellen lies about “academic debate” when 86% of US economics professors agreed that debt-free money to directly pay for goods and services is superior mechanics than our current debt and tax model when asked directly. Yellen lies in omission to not remind us that debt-free money was tried on a national scale after the most tragic-comic hyperinflation imaginable to rebound that nation to the most powerful economy of Europe: Nazi Germany. This was only a partial experiment, with caveat that monetary power is amoral, as are other powerful tools like hammers, cars, and computers. Yellen won’t remind us that Thomas Edison and Henry Ford dedicated a media tour on the “invention” of debt-free money to pay directly for infrastructure.
  3. Yellen lies by not telling us that America’s infrastructure produces more economic output than investment cost, and therefore debt-free money to buy it produces game-changing triple benefits: employment, upgraded infrastructure, and overall falling prices. With a history of monetary reform extending to the founding of the US (British agents counterfeited colonial script to make it worthless), Lincoln’s Greenbacks, the Greenback political party and monetary reform being the US 2nd-most debated topic after slavery, and most currently in Congressman Kucinich’s NEED Act in 2011, this subject is not a mystery to any professional in this area.

The motivation for Yellen’s lies are to preserve the privately-owned banking system she represents that has unique power and profit to create what is used for money (debt/credit) out of nothing, then “lend” credit to the public at interest payable to them.


“In normal times I think it is very important that there be a separation between monetary and fiscal policy, and it is a primary reason for independence of the central bank. We’ve seen all too many examples of countries that end up with high or even hyperinflation because of those in charge of fiscal policy direct their central bank to help them finance it by printing money and maintaining price stability and low and stable inflation is very much aided by having central bank independence.

Now that said, in unusual times where the concern is with very weak growth or possibly deflation — rather rare circumstances — first of all, fiscal policy can be a very important tool. And it is natural that if it can be employed that just as monetary policy is doing a lot to try to stimulate growth that fiscal policy should play a role. And normally you would hope in an economy with those severe downside risks, monetary and fiscal policy would not be working at cross-purposes, but together.

Now whether or not in such extreme circumstances there might be a case for close coordination where the central bank playing a role in financing fiscal policy. This is something that academics are debating. And it is something that one might legitimately consider. I would see this as a very abnormal, extreme situation where — I warn you it’s an all-out attempt — and even then it’s a matter that academics are debating — but only in an unusual situation.”

Link to Yellen explaining in two minutes of video.

In greater detail and with further data:

The top three benefits each of monetary reform and public banking total ~$1,000,000 for the average American household, and would be received nearly instantly.

Monetary reform is the creation of debt-free money by government for the direct payment of public goods and services. Creating money as a positive number is an obvious move from our existing Robber Baron-era system of only creating debt owed to privately-owned banks (a negative number) as what we use for money. Our Orwellian “non-monetary supply” of adding negative numbers forever causes today’s tragic-comic increasing and unpayable total debt. You learned these mechanics of positive and negative numbers in middle school, and already have the education and life experience to conclude with Emperor’s New Clothes absolute certainty that accelerating total debt is the opposite of having money. As a National Board Certified and Advanced Placement Macroeconomics teacher, I affirm this is also exactly what is taught to all economics students.

The public benefits of reversing this creature of Robber Barons are game-changing and near-instant. We the People must demand these, as .01% oligarchs have no safe way to do so without admission of literal criminal fraud by claiming that debt is its opposite of money.

The top 3 game-changing benefits of monetary reform:

  1. We pay the national debt in proportion to removing private banks’ ability to create what we use for money as debt in order to prevent inflation. We retire national debt forever.
  2. We fully fund infrastructure that returns more economic output than investment cost for triple upgrades: the best infrastructure we can imagine, up to full-employment, and lower overall costs.
  3. We stop the ongoing Robber Barons who McKinsey’s Chief Economist documents having ~$30 TRILLION in tax havens, and the Fed finding the US top seven banks creating shell companies to hide $10 trillion. This amount is about 30 times needed to end all global poverty, which has killed more people since 1995 than all wars and violence in all human history.

Public banking creates at-cost and in-house credit to pay for public goods and services without the expense and for-profit interest of selling debt-securities. North Dakota has a public bank for at-cost credit that results in it being the only state with annual increasing surpluses rather than deficits.

Top 3 game-changing benefits of public banking:

  1. a state-owned bank could abundantly fund all state programs and eliminate all taxes with just a 5% mortgage and credit card.
  2. a state-owned bank could create in-house and at-cost credit to fund infrastructure. This cuts nominal costs in half because, as you know, selling debt securities typically doubles the cost. For example, where I live we’re still dismantling the old Bay Bridge in NoCal from the upgrade that cost $6 billion, but the debt-service costs will add another $6 billion when it’s all paid.
  3. CAFRs (Comprehensive Annual Financial Reports) stash “rainy day” funds no longer required with a credit line from a public bank. In addition, the so-called “retirement funds” currently deliver net returns of just a few percent on good years, and negative returns on bad years (herehere). California’s ~14,000 various government entities’ CAFRs have a sampled-data total estimate of $8 trillion in surplus taxpayer assets ($650,000 non-disclosed assets per household, among California’s ~12.5 million households).

$1,000,000 of benefits per US household:

  • California’s CAFR data of ~$650,000 of assets per household is evidence of huge cash assets of similar magnitude in every state.
  • Paying the US national debt of ~$18 trillion saves ~$180,000 per household.
  • Ending state taxes in California to pay a budget of ~$170 billion saves each household ~$15,000, with similar savings in every state.
  • ~$30,000 per household savings annually: the American public would no longer pay over $400 billion every year for national debt interest payments (because almost 30% of the debt is intra-governmental transfers, this is a savings of ~$300 billion/year). If lending is run at a non-profit rate or at nominal interest returned to the American public (for infrastructure, schools, fire and police protection, etc.) rather than profiting the banks, the savings to the US public is conservatively $2 trillion (1). If the US Federal government increased the money supply by 3% a year to keep up with population increase and economic growth, we could spend an additional $500 billion yearly into public programs, or refund it as a public dividend (2). This savings would allow us to simplify or eliminate the income tax (3). The estimated savings of eliminating the income tax with all its complexity, loopholes, and evasion is $250 billion/year (4). The total benefits for monetary reform are conservatively over three trillion dollars every year to the American public. Three trillion is $3,000,000,000,000. This saves the ~100 million US households an average of $30,000 every year. Another way to calculate the savings is to figure those amounts per $50,000 annual household income (for example, if your household earns $100,000/year, you save ~$60,000 every year with these reforms). This savings represents a 60% raise for every US household’s income.
  • Related, if the ~$30 trillion hidden in tax havens by the .01% have $10-$15 trillion from Americans, and we count the Federal Reserve report that the US top seven banks have over $10 trillion stored, then the average US household could clawback ~$200,000 to ~$250,000.

Famous Americans already on record for these reforms:

Please understand that I represent likely hundreds of thousands of professionals making factual claims with objective evidence anyone with a high school-level of education can verify.

The Emperor’s New Clothes obvious pathway out of these mechanics of our “debt system” is to start creating debt-free money (a positive number) for the direct payment of public goods and services, and create public credit for at-cost loans (a negative number). I have three academic papers to walk any reader through these facts; an assignment for high school economics students, one for Advanced Placement Macroeconomics students, and a paper for the Claremont Colleges’ recent academic conference:

Teaching critical thinking to high school students: Economics research/presentation

Debt-damned economics: either learn monetary reform, or kiss your assets goodbye

Seizing an alternative: Bankster looting: fundamental fraud that “debt” is “money”

Let’s examine just some of the facts of the current US economy that demonstrates its criminal status:

For Americans still zombiefied to “believe” in America, please embrace the reality that 40% of US children live at least one year of their lives in under-measured poverty, while oligarchs most responsible literally laugh in grandiose glee of the poverty they euphemise as “income inequality.” Please absorb this 1-minute reality check:

More game-changing economic data that confirm what we receive for economic leadership is literal criminal fraud:

15-minute video of obvious solutions: Mark Anielski and Ellen Brown’s powerful 15-minute response to an interview at the Seizing an Alternative conference (and here, with videos here) with former World Bank economist Herman Daly and co-author John B. Cobb of For the Common Good (video should start at 1:04:43):

Endnotes for this section:

1) Of $60 trillion total debt, a conservative current interest cost of 5% is $3 trillion every year. Two trillion dollars of savings if the profits are transferred to the American public rather than to the banking industry is probably low. St. Louis Federal Reserve Bank:

2) The US GDP is ~$17 trillion. Three percent growth is moderately conservative.

3) Of the US Federal government’s ~$4 trillion annual budget, about $1.7 trillion is received from income tax.

4) Tax Foundation. Hodge, S, Moody, J, Warcholik, W. The Rising Cost of Complying with the Federal Income Tax. Jan. 10, 2006:


Of course, the consequences of this debt-system rather than monetary system include billions of humans harmed and millions killed. Let’s consider the death toll of our current economic system of failed management of economic needs minimum to sustain human life.

Example 3:

Poverty: millions killed annually, ~400 million since 1996 – more poverty-murders from .01% political/economic “leaders” in the last 20 years than all war deaths in recorded human history

Professor Arnold’s text doesn’t address any data regarding poverty other than a federal budget number and percentage to address “income security spending.”

He demonstrates profound ignorance of the important data in his section on “Economic Development.” On page 423 he has a photo of apparently a mother with four young children with the caption:

This family lives in Bangladesh, an over-populated country in which two-thirds of the people work in agriculture. Political instability and corruption have also hindered economic development.

Professor Arnold appears ignorant of the history of imperialism leading to the present that I’ve documented in the two sections of US History and US Government that is the source of “political instability” and “corruption” in order for empires to parasitize wealth from weaker nations rather than allow their own economic development. Again, I’ll give Professor Arnold opportunity to consider the following data and respond, and in empathy that these connections of political economy were intentionally severed over 100 years ago.

Professor Arnold explains reasoning on page 422:

Why are some countries poor while others are rich? Here are some factors to consider: Rapid population growth, low savings rate, cultural differences, political instability and government seizure of private property, high tax rates.

While global poverty is a complex topic of about ten key components, Professor Arnold appears unaware that all aspects of global poverty are completely understood, solved in real-world applications, and agreed by political leaders repeatedly since 1969 to implement with a projected investment of less than 1% of the developed nations’ GNI for ~ten years.

Let’s look. If you read carefully this data on our section of US Government, please go deeper to feel its impact on the quality of human life, and its importance to educate/brief children on our real-world status of global conditions:

The United Nations Children’s Fund (UNICEF) (1), the hunger-ending organizations RESULTS (2), and Bread for the World (3) estimate that 15 million people die each year from preventable poverty, of whom 11 million are children under the age of five. Jeffrey Sachs says the total deaths are closer to 8 million (4). Either way, poverty causes more human destruction every year than those claimed in the Holocaust.

The total deaths from poverty in the last 15 years is conservatively greater than from all wars, revolutions, murders, accidents, and suicides in the 20th century (5). In the past 20 years, the total deaths from poverty probably eclipse all the above categories of death in all known human history; ~400 million (6).

Make sure you get this: in the lifetimes of our students, human beings have allowed other people in poverty, mostly helpless children under the age of five, to die before our eyes in slow, gruesome, painful death in numbers greater than all of the catastrophic events in all recorded human history.

Crucial to the case to prove Crimes against Humanity as intentional policy is the fact of ongoing “Developed Nations’” reneged promises to end poverty since 1969 (and here) (7). For 18 years I was a volunteer leader for RESULTS, and participated in education for Congress and heads of state on solutions for ending poverty that are technically so easy and affordable that all counter-arguments were ended, both academically and politically. We championed two UN Summits for heads of state: the 1990 World Summit for Children (largest meeting of heads of state in world history) and the 1997 Microcredit Summit (topic of the 2006 Nobel Peace Prize). All “Developed Nation” leaders attended, smiled for the cameras, and agreed to end poverty without expressed doubt, counter-argument, or concern. Full documentation of all poverty facts is here; main points regarding solutions:

  • The developed nations promised a mere 0.7% of their income to end all aspects of global poverty. The US typically underfunds this promise by ~400% (providing just 1/4th the promise).
  • The American public believe we give 25% of our budget to foreign aid, and are willing to give 10% (~$380 billion for 2015). The amount invested is actually ~$30 billion/year. The US spends over $600 billion/year on the military. The total amount to end poverty is ~$100 billion combined from all the developed nations a year for ten years. In contrast to the policy we receive, the .01% oligarchs “legally” hide $20 to $30 trillion in offshore tax havens in a rigged-casino economy designed for “peak inequality.” This .01% parasitic loot is twenty to thirty times the amount to end global poverty forever.
  • Ending poverty reduces population growth rates in every historical case, reduces strains on resources, and according to the CIA is the best way to end global terrorism.

This is ongoing Crimes against Humanity because it’s systemic premeditated attack that rejects world summit promises to end poverty, and instead willfully chooses these humans’ murder, extermination, and inhumane great suffering, the most serious bodily harm, and crippling mental injury. These Crimes against Humanity are highlighted by the .01%’s chosen policies that renege not only from promise, but from law.

The choices to kill in lie-began unlawful wars, ensnare the world in escalating and unpayable debt, then allow the debt-burdened and war victimized to die in the hundreds of millions with ongoing lies by officials, corporate media, and public education are Emperor’s New Clothes-obvious Crimes against Humanity.

Consider multiple best-seller Economic Hitman John Perkins2-minutes on today’s neo-colonialism capitalism as a source of poverty in this powerful artistic representation:

endnotes for this section:

  1. UNICEF. State of the World’s Children Report 2006: Excluded and Invisible:
  2. RESULTS. Child Survival:
  3. Bread for the World. Hunger Facts: International: .
  4. The UN Millennium Project. The End of Poverty:
  5. Assuming 15 years of poverty deaths totaling 300 million and 20 years at 400 million (poverty deaths have decreased over the past 20 years) compared to the estimates from Scaruffi, P. “Wars and Genocides of the 20th Century.”  (along with the relatively smaller numbers for murders, accidents, and suicides) and from Wikipedia: .
  6. A safe estimate given the population growth rate of the 20th century and a global population of ~1.6 billion in 1900.
  7. OECD. History of the 0.7% ODA Target: . DAC Journal 2002, Vol 3 No 4, pages III-9 – III-11, revised June 2010. Millennium Project. The 0.7% target: an in-depth look: .


Let’s revisit our three questions:

  1. What does it mean that the now-formal definition of economics had “experts” officially delete the creation of money with its documented power to literally operate government without taxes or debt?
  2. Is there any reasonable explanation for texts to not include data and history of monetary reform and public banking from teaching economics, or is this a bullshit lie of omission to stupefy children and the public as debt slaves? Please note: consider the power of the data below before dismissing this as the most accurate frame for this question.
  3. If economics considers scarcity of resources, goods, and services, is there any reasonable explanation for texts to exclude the ongoing horrific data of poverty with the game-changing availability of easily-affordable solutions, or is this bullshit that is tremendously damaging for children and the public to embrace the reality of limited human civilization captured by literal asset-hole .01% oligarchs? Again, please embrace and verify the data to consider if this question neither under nor overstates these facts.

What are your answers?

No pressure… it’s just millions of lives at stake, billions of humans in their fundamental quality of life with economic needs to live, and trillions looted by ongoing .01% empire, contrasted with available solutions here and now, ready to implement when enough of us are educated.

My e-mail text to Professor Arnold (no response as of July 11):

Roger: interview request regarding teaching of high school economics

Hi Roger,

I’m a high school social science and math teacher in NoCal, with our school using your 2007 edition of Economics: New Ways of Thinking. May I present some questions to interview you and/or have your comments for an article series I’m writing about the gap between what powerful teachers engage in with their students versus usual course content that misses much of that power?

I have the sense from reading your text that you’re genuinely trying to assist students with:

  • creative/fluid thinking (your reference to Freakenomics and related questions throughout the text),
  • clear explanations of economics concepts without overburdening detail,
  • and your helpful personal finance handbook.

Plus, you get bonus points for mentioning the monetary reform connection with The Wizard of Oz 🙂   Btw, I do not get this sense from the text writers of US History, US Government, and the math courses I teach in algebra and geometry.

I have a “hobby” of economics research (two papers for Claremont Colleges’ international conferences here and here), advocacy for monetary reform and public banking, and writing for alternative media on Washington’s Blog. My background also includes 18 years’ work with the citizens’ lobby, RESULTS, for US domestic and foreign policy to end poverty that led to two UN summits for heads of state.

If you’re interested, why don’t we begin with your reading my article on the state of teaching economics (link below).

Fair warning: after 18 years of helping craft and deliver ~300 briefs for Members of Congress and all other parties, and in consideration to communicate data absolutely and comprehensively accurate in anticipation of the most fierce political and academic attack, my experience of US leadership response of both political parties of reneging on all promises to end poverty (public and private promises) has altered my academic writing tone, but not the commitment for only comprehensively accurate data.

You’ll see what I mean.

Here’s the article on teaching economics.

A partner for powerful education,

Carl Herman

National Board Certified Teacher

National Board Certified Teacher Coach


Note: I make all factual assertions as a National Board Certified Teacher of US Government, Economics, and History, with all economics factual claims receiving zero refutation since I began writing in 2008 among Advanced Placement Macroeconomics teachers on our discussion board, public audiences of these articles, and international conferences (and here). I invite readers to empower their civic voices with the strongest comprehensive facts most important to building a brighter future. I challenge professionals, academics, and citizens to add their voices for the benefit of all Earth’s inhabitants.


Carl Herman is a National Board Certified Teacher of US Government, Economics, and History; also credentialed in Mathematics. He worked with both US political parties over 18 years and two UN Summits with the citizen’s lobby, RESULTS, for US domestic and foreign policy to end poverty. He can be reached at

Note: has blocked public access to my articles on their site (and from other whistleblowers), so some links in my previous work are blocked. If you’d like to search for those articles other sites may have republished, use words from the article title within the blocked link. Or, go to, paste the expired link into the box, click “Browse history,” then click onto the screenshots of that page for each time it was screen-shot and uploaded to webarchive. I’ll update as “hobby time” allows; including my earliest work from 2009 to 2011 (blocked author pages: herehere).

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