Marlon: (sipping his coffee and looking seriously at his friends) "Have you ever heard about how our education system today was actually shaped by certain interests since the early 20th century?"
Riri: (frowning) "What do you mean, Marlon?"
Romo: (crossing his arms) "Does this have anything to do with the Rockefeller Foundation?"
Marlon: "Exactly, Romo. Here's the thing, in the early 1900s, John D. Rockefeller founded the General Education Board (GEB) in 1903 with the official goal of advancing education in the United States regardless of race, gender, or belief. However, there's a view that this initiative focused more on shaping a compliant workforce rather than individuals who could think critically."
Riri: (surprised) "So, you mean, they were more focused on creating workers rather than thinkers?"
Marlon: "That's right, Riri. While there's no concrete evidence that Rockefeller ever said something like 'We need a nation of workers, not thinkers,' the policies and approach taken by the GEB indicate a tendency to shape an education system that produced skilled workers suited to the industrial needs of that time. In fact, Rockefeller's advisor, Frederick Taylor Gates, in his book The Country School of To-Morrow (1916), wrote:
'We will not attempt to make these people or their children into philosophers or scholars, or scientists. We need not raise up from among them writers, editors, poets, or men of letters. We shall not seek great artists, painters, musicians, or lawyers, doctors, clergymen, politicians, statesmen, whom we already have in sufficient number... The task we set before us is both simple and beautiful, namely, to train these people as they are to live a perfect life in their place... So, we will organize our children into small communities and teach them to do with perfection the things their fathers and mothers do imperfectly at home, in the shop, and on the farm.'"
Romo: (nodding slowly) "Interesting. So, how did its influence spread worldwide?"
Marlon: "Well, after World War II, the United States emerged as a dominant power globally. Through various aid programs and cultural influence, the education system developed in the U.S. began to be adopted by many other countries. This included an emphasis on uniform educational standards and a curriculum geared toward meeting the needs of industry and the economy."
Riri: (thoughtfully) "So, the education system we know today is actually the result of efforts to meet industrial needs, not purely for individual development?"
Marlon: "Exactly. And if we look closely, many innovators and great thinkers like Steve Jobs or Elon Musk achieved success by thinking outside the box and, in some cases, leaving behind rigid formal education systems."
Romo: (smiling faintly) "Interesting. So, how should we approach this?"
Marlon: "We need to be more critical in examining the purpose of education and push for a system that not only produces skilled workers but also individuals who can think creatively and innovatively. Education should be a tool to empower individuals, not just fulfill industrial needs."
Riri: (nodding in agreement) "I agree, Marlon. We need to start questioning and perhaps redesigning our education system to make it more holistic and empowering."
Romo: (raising his coffee cup) "To a better future for education."
Marlon and Riri: (raising their cups) "To empowering education!"
Marlon: (sipping his coffee and looking seriously at his friends) "Have you heard the concept that if a lie is repeated often enough, it will eventually be accepted as truth?"
Riri: (nodding slowly) "Yes, I've heard that. Isn't it often associated with propaganda?"
Romo: (crossing his arms) "Correct. There's a quote often attributed to Joseph Goebbels, the Nazi Minister of Propaganda, which says, 'If you repeat a lie often enough, it becomes the truth.' Although this attribution is debated, the core concept shows how repetition can affect public perception."
Riri: (frowning) "Is that true, Mo?"
Romo: (nodding slowly) "Yes, there's a theory behind it. For example, in Mein Kampf, Adolf Hitler wrote that in big lies there is always a certain credibility, because the masses are more likely to fall for a big lie than a small one."
Marlon: "Exactly. Psychology refers to this phenomenon as the 'illusion of truth.' According to an article in BBC Future, repetition makes a statement feel more true, regardless of its actual validity."
Riri paused, her eyes narrowing thoughtfully. "So, in the context of education, does that mean we accept the current system as the only way simply because we've been told so over and over again?"
Marlon nodded. "That's right, Riri. Since we were kids, we've been taught that formal education is the key to success. That message is echoed by parents, teachers, even the media—so we rarely stop to question whether it's actually true."
Romo, arms crossed, leaned forward slightly. "And when someone tries to challenge or criticize the system, many people defend it—because they feel they've succeeded by going through it themselves."
Marlon: "Exactly. In education, many defend the existing system because they've experienced it and feel it worked for them. This ties into the theory of cognitive dissonance by Leon Festinger. He said that when a person holds two conflicting beliefs, it creates discomfort—and they often try to reduce that discomfort by justifying their past actions or beliefs."
Riri blinked slowly, her voice quieter now. "So... they defend the education system because admitting its flaws would mean admitting they might have spent years in a flawed system?"
Romo: "Precisely. It's a psychological mechanism. People seek consistency between what they believe and what they've done. Admitting the system is flawed could trigger dissonance, so instead, they rationalize it to ease the discomfort."
Marlon: "That's the core of cognitive dissonance. The more time and effort someone invests into something, the harder it is for them to accept that there could have been a better way—or that the system might be broken."
Riri sighed, her eyes softening. "But that doesn't mean the system is completely wrong or entirely right, does it? It works differently for everyone."
Marlon: "Exactly. There's no absolute answer. Some people may thrive in the system, while others feel limited by it. What matters is that we recognize there are multiple paths to success—and we don't get stuck in one-dimensional thinking."
Romo smiled wisely. "Being aware of different perspectives is essential. That's how we stay open to change and innovation in education. Awareness is the first step toward reform. Only then can we begin to question—and if necessary, rebuild—the system for the greater good."
Marlon: "And by understanding how repetition and cognitive dissonance shape our perception, we can become more critical in evaluating the information we receive."
Romo lifted his coffee cup. "To critical thinking and better education."
Marlon and Riri raised their cups with him. "To a brighter future!"
Riri: "Hopefully, conversations like this can be the beginning of that change."
Marlon and Romo: "Amen."