Last Updated on

I'm going to give you valuable information derived from my own experience and by Mike Hernacki and his wonderful book, "The Forgotten Secret to Phenomenal Success". In this article, I'll extract several nutritious nuggets of wisdom from the first section of his second chapter "The Mechanism" Forgets "and add my own comments so you have two ways to put it into use for your own benefit:

Hernacki starts this chapter and section explaining your success mechanism is vulnerable to being stifled, sidetracked, and reprogrammed. And if you've fallen short of accomplishing your goals, it may be due to your success mechanism being sabotaged. It happens to tens of millions of people to the point that they actually avoid success.

Your success mechanism is at risk:

The greatest institution of sabotage is the school system, according to Hernacki. He explains how this has developed:

The educational system developed about 160 years ago, after the Industrial Revolution had begun. The industrial sector was growing rapidly and needed a growing number of dependable workers with limited knowledge and basic skills. You know, replaceable standardized cogs in the machine to push buttons, pull levers, fold, pack, and weld.

At the time, business and social leaders believed children were lazy, unmotivated, and rather stupid. So they set up an "educational" system where teachers pounded "knowledge" into students' minds – but only that knowledge useful for working as a cog in the industrial machine.

The whole system focused on:

  • dehumanizing people … that means stripping them of their positive self-identification by using negative self-concepts
  • regimenting and controlling people … that means having them obey orders from authority figures without question

The classroom was run in a strict manner, where the teacher commanded and the students obeyed.

Within this system, there was no room to express creativity or to show initiative or exceptional intelligence. And there was no way to account or reward students for it. Creativity, initiative, and intelligence did not "compute."

This educational system succeeded in several ways:

  • Like a machine, it cranked endless lines of ready-to-work complete with limited knowledge and a few useful skills
  • like a hypnotist, it got students to forget their potential was naturally unlimited
  • Like a prison, it shackled people natural learning abilities and convinced them they could not learn very well
  • like a lab scientist, it rewarded students for obeying and conforming and punished students for standing out with creativity, initiative, and exceptional intelligence

We have not had this pure strict command-and-obey system for 60 to 70 years ago.

However, we still have most of it …

The change started as young teachers learned new teaching strategies and methods and shared them with other teachers: about creativity, motivation, and the exceptional student.

And the teachers went back to their classroom to use these new strategies and methods.

The irony is: they used the industrial system to share these new ways: "Teacher instructs and students passively absorb this new knowledge."

Finally, Hernacki explains this industrial learning system, which is still in place, focuses on "fitting in" rather than "standing out."

Now for my thoughts on what Hernacki shares:

1. Industrial Educational System Success: Obedience to Authority or "Do what you're told:"

Hernacki is thoroughly in explaining the factory educational system in getting people to not think. I believe he misses the bigger picture, which is this:

Any system of hierarchy (meaning a pyramid of power and control where a few people at the top set the terms for the many people below them) must make sure people remain in the system.

Why? To ensure the continuation of the system! This is true for any social or political system. And industrial capitalism is a system which uses social manipulation and political control through force to keep people in line so they can continue to create profits for those who own and control the system.

Back then and even today, how did the factory educational system and the continuing education of industrial society living make this happen?

By getting people to focus on certain goals and reinforcing them with rewards.

At first, you could get people to expend incredible energy to chase after pieces of papers and trinkets and climb rungs of the never-ending ladder. And these created competition which created more trinkets and rungs on the ladder:

  • 8.5 x 11 Paper # 1: 12 years to get a high school degree – this used to be enough to get a good-paying, secure job
  • 8.5 x 11 Paper # 2: Four years to get a college degree – this used to be for the upper classes and enough to get a high-paying, secure elite management job
  • 8.5 x 11 Paper # 3: 2 years to get a graduate degree such as a MBA – this used to be enough to get a highly specialized, elite status position and fast-track you to the top of the pyramid and a future life of luxury

This expands to people personal lives, where they want to have the next-higher version of everything (from gold and platinum credit cards to upgraded cell phones and other consumer electronics and even next-higher versions of homes and cars).

  • But as more people had high school degrees, you needed a college degree to get ahead
  • As more people got college degrees, you needed a college degree in the right field (such as business administration)
  • As more people got business administration college degrees, you needed a master's degree in that right field: masters degree in business administration (MBA)

2. People start to see the manipulation:

But people saw they were being manipulated and stopped responding like trained lab rats to run the maze and find the cheese that kept on being moved further and further away ("Who moved my cheese?").

Some people now go in the opposite direction because they recognize the silliness of the "earn and spend" messages implanted in their minds.

They began asserting the independence and freedom to do what they wanted.

And this became a HUGE social problem for those at the top. How do you regain control over the masses of society and get them to do what you want?

3. The controlling authority regain control with new "learning:"

The solutions the people at the top came up with (or rather, their MBA consultants and advisors):

Solution # 1: Get them to lose their sense of identity and freedom by getting them to identify with the goals of groups. GET PEOPLE TO BELIEVE THE GROUP'S GOALS ARE THEIR OWN GOALS. I'm talking about team-building and the vast corporate motivational and reinforcement industry:

  • There is no "I" in TEAM (true, not a single individual to be found)
  • We Can't Spell Success Without U (nor can we spell Cutback or Unemployment or Outsource or Pay Cut or our other forms of negative reinforcement)
  • It's never crowded along the EXTRA MILE (but take care not to trip over the many corpses who failed to reach the goal that's always just out of reach)
  • To get ahead, you need to get along (meaning: do not stand out, fit in)

Solution # 2: Have the millions of people not only climb the ladder, but GET THEM TO ADD MORE RUNGS THEMSELVES to the ladder as they climb … by increasing the sense of competition:

You saw above how you need higher educational degrees just to get the opportunity to sit down and sell yourself to an employer.

As more applicants have MBAs on their resume, you simply add a new requirement, such as management or consulting experience. At first, only a few will meet that requirement. But due to the pit-bull fighting nature of competitive employment, everyone else who wants to "succeed" will "show the initiative" and demonstrate they can "go the extra mile."

Potential employees are now trained to "take the initiative" and add more rungs to their own ladder. They no longer need any authority to tell them to do so, because it's been internalized.

4. Creativity and Exceptional Intelligence:

In the pure factory learning system, creativity, initiative, and exceptional intelligence were considered unacceptable. (Those were considered threats to the existing industrial system, since they involve potential changes, which disrupted a highly mechanized system.

Think about it: your company builds a computer program. You come along and, using your creativity and brightness, suggests some improvements. Great, except to use your suggestions, the engineers must design new parts, the parts suppliers must manufacture them, the assembly must add this new part and teach its workers, and on and on and on.

In short, don't think. Just do as you're told.

Today, there's a new twist which fools people:

"We'll harness their creativity, initiative, and intelligence for the benefit of the corporation. And we'll reward those who make these extra contributions with more trinkets of reward and recognition, a possible lift to the next-higher rung on the ladder – and a disproportionately small pay increase. "

As a result, people feel like they're truly appreciated their own unique contributions. But it's an illusion based on manipulation.

5. Psychology: The source of change to a new educational system:

The change started as psychologists examining the rigid social structures of the educational institution began observing the nature of authority, children's natural tendency not to blindly obey authority even as they know authority has all the power, and which environments and instruction methods support the development of the individual.

6. Harness this wisdom for your benefit:

This wisdom comes from my own decades of experience of seeing the illusions of manipulation and not falling for them. I'm a health champion and have succeeded in healing myself and thousands of others with the "secret phenomenal success" power of wheatgrass. Yet there's a popular illusion about wheatgrass. Like the revealing information above – not knowing what you're doing on your "journey to success" – wheatgrass can have consequences:

Wheatgrass, Health, And the Forgotten Secret of Success (Part 3)

Wheatgrass, Health, And the Forgotten Secret of Success (Part 3)