15 FREE Educational Websites

The Internet makes learning very accessible. There is a way to get an education without ending up with a massive debt or bankrupting your family. Even the poorest(economically) people can now afford to be educated, all they need is access to a computer and internet, which could be found in most of the free civil libraries.

1. ALISON - - over 60 million lessons and records 1.2 million unique visitors per month
2. COURSERA - Educational website that works with universities to get their courses on the Internet, free for you to use. Learn from over 542 courses.
3. The University of Reddit - The free university of Reddit.
4. UDACITY - Advance your education and career through project-based online classes, mainly focused around computer, data science and mathematics.
5. MIT Open CourseWare - Free access to quite a few MIT courses that are on par with what you’d expect from MIT.
6. Open Culture - Compendium of free learning resources, including courses, textbooks, and videos/films.
7. No Excuse List - Huge list of websites to learn from.
8. Open YALE Courses - Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University All lectures were recorded in the Yale College classroom and are available in video, audio, and text transcript formats. Registration is not required
 9. Khan Academy – Watch thousands of micro-lectures on topics ranging from history and medicine to chemistry and computer science.
10. Zooniverse - Take part in a huge variety of interesting studies of nature, science, and culture.
11. TUFTS Open CourseWare - Tufts OpenCourseWare is part of a new educational movement initiated by MIT that provides free access to course content for everyone online.  Tufts’ course offerings demonstrate the University’s strength in the life sciences in addition to its multidisciplinary approach, international perspective and underlying ethic of service to its local, national and international communities.
12.  How Stuff Works? - More scientific lessons and explanations than you could sort through in an entire year.
13. Harvard Medical School Open Courseware The mission of the Harvard Medical School Open Courseware Initiative is to exchange knowledge from the Harvard community of scholars to other academic institutions, prospective students, and the general public.
14. VideoLectures.NET - the title says it all - amazing video lectures on many topics.
15.  TED -  Motivational and educational lectures from noteworthy professionals around the world.

By - Ivayla Ganeva -- from http://endoriot.blogspot.mx/2013/11/1.html

3 Bonus sites* -- edx.org is a joint initiative by MIT and Harvard and is now backed with very good courses from top universities around the world.

Have a look at Maths & Science Solution: http://mathsandscience.com

And last but not least --> http://www.saylor.org/

Monopoly of Dreams

This documentary, Monopoly of Dreams, is about the fact that people choose to study something that they are not interested in instead of pursuing their dreams.



If this video inspired you please check out the links below:

What if money didn't matter - Alan Watts

Refuse To Be Part Of The Lost Generation

Reclaim Your Mind - Terrence Mckenna

Question Everything - George Carlin

Choice bit from what is now his last show. R.I.P. George, you will be sorely missed, and just when we need you the most!

Malala Yousafzai interview on The Daily Show with Jon Stewart

Malala Yousafzai Leaves John Stewart Speechless

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8 Reasons Young Americans Don't Fight Back: How the US Crushed Youth Resistance

Republished from alternet.org By Bruce E. Levine

Traditionally, young people have energized democratic movements. So it is a major coup for the ruling elite to have created societal institutions that have subdued young Americans and broken their spirit of resistance to domination.  

Young Americans—even more so than older Americans—appear to have acquiesced to the idea that the corporatocracy can completely screw them and that they are helpless to do anything about it. A 2010 Gallup poll asked Americans “Do you think the Social Security system will be able to pay you a benefit when you retire?” Among 18- to 34-years-olds, 76 percent of them said no. Yet despite their lack of confidence in the availability of Social Security for them, few have demanded it be shored up by more fairly payroll-taxing the wealthy; most appear resigned to having more money deducted from their paychecks for Social Security, even though they don’t believe it will be around to benefit them.  

How exactly has American society subdued young Americans? 

1. Student-Loan Debt. Large debt—and the fear it creates—is a pacifying force. There was no tuition at the City University of New York when I attended one of its colleges in the 1970s, a time when tuition at many U.S. public universities was so affordable that it was easy to get a B.A. and even a graduate degree without accruing any student-loan debt. While those days are gone in the United States, public universities continue to be free in the Arab world and are either free or with very low fees in many countries throughout the world. The millions of young Iranians who risked getting shot to protest their disputed 2009 presidential election, the millions of young Egyptians who risked their lives earlier this year to eliminate Mubarak, and the millions of young Americans who demonstrated against the Vietnam War all had in common the absence of pacifying huge student-loan debt.

Today in the United States, two-thirds of graduating seniors at four-year colleges have student-loan debt, including over 62 percent of public university graduates. While average undergraduate debt is close to $25,000, I increasingly talk to college graduates with closer to $100,000 in student-loan debt. During the time in one’s life when it should be easiest to resist authority because one does not yet have family responsibilities, many young people worry about the cost of bucking authority, losing their job, and being unable to pay an ever-increasing debt. In a vicious cycle, student debt has a subduing effect on activism, and political passivity makes it more likely that students will accept such debt as a natural part of life. 

2. Psychopathologizing and Medicating Noncompliance. In 1955, Erich Fromm, the then widely respected anti-authoritarian leftist psychoanalyst, wrote, “Today the function of psychiatry, psychology and psychoanalysis threatens to become the tool in the manipulation of man.” Fromm died in 1980, the same year that an increasingly authoritarian America elected Ronald Reagan president, and an increasingly authoritarian American Psychiatric Association added to their diagnostic bible (then the DSM-III) disruptive mental disorders for children and teenagers such as the increasingly popular “oppositional defiant disorder” (ODD). The official symptoms of ODD include “often actively defies or refuses to comply with adult requests or rules,” “often argues with adults,” and “often deliberately does things to annoy other people.”

Many of America’s greatest activists including Saul Alinsky (1909–1972), the legendary organizer and author of Reveille for Radicals and Rules for Radicals, would today certainly be diagnosed with ODD and other disruptive disorders. Recalling his childhood, Alinsky said, “I never thought of walking on the grass until I saw a sign saying ‘Keep off the grass.’ Then I would stomp all over it.” Heavily tranquilizing antipsychotic drugs (e.g. Zyprexa and Risperdal) are now the highest grossing class of medication in the United States ($16 billion in 2010); a major reason for this, according to theJournal of the American Medical Association in 2010, is that many children receiving antipsychotic drugs have nonpsychotic diagnoses such as ODD or some other disruptive disorder (this especially true of Medicaid-covered pediatric patients). 

3. Schools That Educate for Compliance and Not for Democracy. Upon accepting the New York City Teacher of the Year Award on January 31, 1990, John Taylor Gatto upset many in attendance by stating: “The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.” A generation ago, the problem of compulsory schooling as a vehicle for an authoritarian society was widely discussed, but as this problem has gotten worse, it is seldom discussed.

The nature of most classrooms, regardless of the subject matter, socializes students to be passive and directed by others, to follow orders, to take seriously the rewards and punishments of authorities, to pretend to care about things they don’t care about, and that they are impotent to affect their situation. A teacher can lecture about democracy, but schools are essentially undemocratic places, and so democracy is not what is instilled in students. Jonathan Kozol in The Night Is Dark and I Am Far from Home focused on how school breaks us from courageous actions. Kozol explains how our schools teach us a kind of “inert concern” in which “caring”—in and of itself and without risking the consequences of actual action—is considered “ethical.” School teaches us that we are “moral and mature” if we politely assert our concerns, but the essence of school—its demand for compliance—teaches us not to act in a friction-causing manner.  

4. “No Child Left Behind” and “Race to the Top.” The corporatocracy has figured out a way to make our already authoritarian schools even more authoritarian. Democrat-Republican bipartisanship has resulted in wars in Afghanistan and Iraq, NAFTA, the PATRIOT Act, the War on Drugs, the Wall Street bailout, and educational policies such as “No Child Left Behind” and “Race to the Top.” These policies are essentially standardized-testing tyranny that creates fear, which is antithetical to education for a democratic society. Fear forces students and teachers to constantly focus on the demands of test creators; it crushes curiosity, critical thinking, questioning authority, and challenging and resisting illegitimate authority. In a more democratic and less authoritarian society, one would evaluate the effectiveness of a teacher not by corporatocracy-sanctioned standardized tests but by asking students, parents, and a community if a teacher is inspiring students to be more curious, to read more, to learn independently, to enjoy thinking critically, to question authorities, and to challenge illegitimate authorities. 

5. Shaming Young People Who Take Education—But Not Their Schooling—Seriously. In a 2006 survey in the United States, it was found that 40 percent of children between first and third grade read every day, but by fourth grade, that rate declined to 29 percent. Despite the anti-educational impact of standard schools, children and their parents are increasingly propagandized to believe that disliking school means disliking learning. That was not always the case in the United States. Mark Twain famously said, “I never let my schooling get in the way of my education.” Toward the end of Twain’s life in 1900, only 6 percent of Americans graduated high school. Today, approximately 85 percent of Americans graduate high school, but this is good enough for Barack Obama who told us in 2009, “And dropping out of high school is no longer an option. It’s not just quitting on yourself, it’s quitting on your country.”

The more schooling Americans get, however, the more politically ignorant they are of America’s ongoing class war, and the more incapable they are of challenging the ruling class. In the 1880s and 1890s, American farmers with little or no schooling created a Populist movement that organized America’s largest-scale working people’s cooperative, formed a People’s Party that received 8 percent of the vote in 1892 presidential election, designed a “subtreasury” plan (that had it been implemented would have allowed easier credit for farmers and broke the power of large banks) and sent 40,000 lecturers across America to articulate it, and evidenced all kinds of sophisticated political ideas, strategies and tactics absent today from America’s well-schooled population. Today, Americans who lack college degrees are increasingly shamed as “losers”; however, Gore Vidal and George Carlin, two of America’s most astute and articulate critics of the corporatocracy, never went to college, and Carlin dropped out of school in the ninth grade. 

6. The Normalization of Surveillance. The fear of being surveilled makes a population easier to control. While the National Security Agency (NSA) has received publicity for monitoring American citizen’s email and phone conversations, and while employer surveillance has become increasingly common in the United States, young Americans have become increasingly acquiescent to corporatocracy surveillance because, beginning at a young age, surveillance is routine in their lives. Parents routinely check Web sites for their kid’s latest test grades and completed assignments, and just like employers, are monitoring their children’s computers and Facebook pages. Some parents use the GPS in their children’s cell phones to track their whereabouts, and other parents have video cameras in their homes. Increasingly, I talk with young people who lack the confidence that they can even pull off a party when their parents are out of town, and so how much confidence are they going to have about pulling off a democratic movement below the radar of authorities? 

7. Television. In 2009, the Nielsen Company reported that TV viewing in the United States is at an all-time high if one includes the following “three screens”: a television set, a laptop/personal computer, and a cell phone. American children average eight hours a day on TV, video games, movies, the Internet, cell phones, iPods, and other technologies (not including school-related use). Many progressives are concerned about the concentrated control of content by the corporate media, but the mere act of watching TV—regardless of the programming—is the primary pacifying agent (private-enterprise prisons have recognized that providing inmates with cable television can be a more economical method to keep them quiet and subdued than it would be to hire more guards).

Television is a dream come true for an authoritarian society: those with the most money own most of what people see; fear-based television programming makes people more afraid and distrustful of one another, which is good for the ruling elite who depend on a “divide and conquer” strategy; TV isolates people so they are not joining together to create resistance to authorities; and regardless of the programming, TV viewers’ brainwaves slow down, transforming them closer to a hypnotic state that makes it difficult to think critically. While playing a video games is not as zombifying as passively viewing TV, such games have become for many boys and young men their only experience of potency, and this “virtual potency” is certainly no threat to the ruling elite. 

8. Fundamentalist Religion and Fundamentalist Consumerism. American culture offers young Americans the “choices” of fundamentalist religion and fundamentalist consumerism. All varieties of fundamentalism narrow one’s focus and inhibit critical thinking. While some progressives are fond of calling fundamentalist religion the “opiate of the masses,” they too often neglect the pacifying nature of America’s other major fundamentalism. Fundamentalist consumerism pacifies young Americans in a variety of ways. Fundamentalist consumerism destroys self-reliance, creating people who feel completely dependent on others and who are thus more likely to turn over decision-making power to authorities, the precise mind-set that the ruling elite loves to see. A fundamentalist consumer culture legitimizes advertising, propaganda, and all kinds of manipulations, including lies; and when a society gives legitimacy to lies and manipulativeness, it destroys the capacity of people to trust one another and form democratic movements. Fundamentalist consumerism also promotes self-absorption, which makes it difficult for the solidarity necessary for democratic movements.  

These are not the only aspects of our culture that are subduing young Americans and crushing their resistance to domination. The food-industrial complex has helped create an epidemic of childhood obesity, depression, and passivity. The prison-industrial complex keeps young anti-authoritarians “in line” (now by the fear that they may come before judges such as the two Pennsylvania ones who took $2.6 million from private-industry prisons to ensure that juveniles were incarcerated). As Ralph Waldo Emerson observed: “All our things are right and wrong together. The wave of evil washes all our institutions alike.”


Bruce E. Levine is a clinical psychologist and author of Get Up, Stand Up: Uniting Populists, Energizing the Defeated, and Battling the Corporate Elite  (Chelsea Green, 2011). His Web site is www.brucelevine.net

Republished from alternet.org >>

A Little Girl's Courage- We need to protect our children.

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A Little Girl's Moment Of Courage Captured On Camera Is The Reason We Need To Look After Each Other

Terrified and fearful for her future, 11-year-old Nada al-Ahdal fled her family in her hometown in Yemen to stay with her uncle nearby. Why? Well, her incredibly gut-wrenching description of her experience— and that of millions of girls across the world —is too powerful for me to try to put into words.
Look into her eyes and let her explain to you herself. At 1:38, she asks a question that the whole of humanity needs to answer.

The story of brave little Nada Alahdal who RAN AWAY FROM HOME because she would would rather die than be forced into child marriage. She speaks so eloquently about her ordeal.

A video, posted on YouTube, shows an 11-year-old Yemeni girl called Nada al-Ahdal recounting how she escaped her parents who wanted to force her to marry. Nada comes from a modest family and is one of eight siblings. Fortunately for her, her uncle Abdel Salam al-Ahdal, a montage and graphics technician in a TV station, decided to take her in when she was three years old, to live with him and his aging mother, away from her parents.

Nada was not an only child at home. Her uncle had also taken his other nephew under his wing, as the boy's own father couldn't afford his son's medical requirements. Abdel Salam was thus responsible for bringing up two children. He personally took care of keeping them, and his frail mother, clean and well-fed.

Nada grew up in this caring environment, went to school, and learned English during the summer vacation. She has her own Facebook page, was a gifted singer, and took part in musicals. However, her happiness was cut short when someone came to ask her parents for her hand in marriage. The man, a Yemeni expatriate living in Saudi Arabia, did not care about the girl's age. Her parents were happy because the prospective groom worked abroad and was rich.

Abdel Salam tells NOW: "When I heard about the groom, I panicked. Nada was not even 11 years old; she was exactly 10 years and 3 months. I could not allow her to be married off and have her future destroyed, especially since her aunt was forced to marry at 13 and burnt herself. I did all I could to prevent that marriage. I called the groom and told him Nada was no good for him. I told him she did not wear the veil and he asked if things were going to remain like that. I said 'yes, and I agree because she chose it.' I also told him that she liked singing and asked if he would remain engaged to her."

The groom recanted the engagement and told the girl's parents he did not want their daughter anymore. Nada's parents, looking forward to a hefty bride price, were disappointed.

Nada had an 18 year-old sister who had been engaged many times. Her parents accepted each new proposal and took a partial downpayment for a bride price. They would then postpone the marriage until the groom had enough money, eventually ending each engagement, not returning the money. The same story would start all over again with another suitor, and so it was that she had had nine fiancés.

After Abdel Salam succeeded in warding off Nada's first husband-to-be, her parents came from Zubaid on a visit to Sana'a and asked for their daughter to stay with them until mid-Ramadan. Abdel Salam agreed only to learn from the parents days later that Nada had disappeared.

At one point Nada escaped and tried to return to her uncle. When she got back to Sana'a, she was scared he would take her back to her mother. He found out afterwards that Nada's mother wanted to marry her off again but did not tell him as she feared he would "scare away" the suitor as he had done the first time around.

Abdel Salam took Nada and went to the Ministry of the Interior's family protection department. He explained to them what had happened and they carried out investigations with Nada, her uncle, and her parents. They discovered that there had been no kidnapping and that the parents wanted to marry their daughter against her will. The case ended with Nada's father apologizing for fear of being sentenced for wrongful accusations and saying that he trusted his brother with bringing up his daughter.

In a message sent to NOW, Nada addressed every mother and father seeking to marry off their daughters, saying: "I am a child and I want to realize my dreams. My aunt was forced to get married so she burned herself to death, and I saw pictures of her with burns. Let me realize my dream. I want to go to school, become a star, and help other children. I am not thinking about marriage, I don't want to now. I want to say to fathers and mother, 'let us realize our dreams, do not kill them'."

The Truth about The Social Contract

The social contract is a concept that liberals and conservatives interpret very differently, but In this video we're probably going to make both sides angry.

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The Real Terrorist Was Me - Mike Prysner

Our real enemies are not those living in a distant land whose names or policies we don't understand; The real enemy is a system that wages war when it's profitable, the CEOs who lay us off our jobs when it's profitable, the Insurance Companies who deny us Health care when it's profitable, the Banks who take away our homes when it's profitable. Our enemies are not several hundred thousands away. They are right here in front of us

- Mike Prysner

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The Truth about School

Did you ever wonder how it is that kids spend 13 years from kindergarten to high school supposedly being prepared for life, yet when they get out they don't have any real skills?



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Miss Utah's Cringe-Worthy Answer On Education

Question: “A recent report shows that in 40 percent of American families with children, women are the primary earners, yet they continue to earn less than men. What does this say about society?”

Miss Utah: “I think we can relate this back to education, and how we are … continuing to try to strive to [epic pause] figure out how to create jobs right now. That is the biggest problem. And I think, especially the men are … um … seen as the leaders of this, and so we need to try to figure out how to create educate better so we can solve this problem. Thank you.”

10 Amazing Life Lessons from Albert Einstein

Albert Einstein navigated the twilight turf between consciousness and matter for much of his life. He argued that “Man” suffers from an “optical delusion of consciousness” as he “experiences himself, his thoughts and feelings as something separated from the rest.” His cure? “The most beautiful thing we can experience is the mysterious,” he said. “It is the source of all true art and science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: His eyes are closed.”

“A human being is a part of the whole called by us universe, a part limited in time and space. He experiences himself, his thoughts and feeling as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.” -Albert Einstein

“The true value of a human being is determined primarily by the measure and the sense in which he has attained liberation from the self.” -Albert Einstein

10 Lessons From Albert Einstein:

1. Follow Your Curiosity
“I have no special talent. I am only passionately curious.”

2. Perseverance is Priceless
“It’s not that I’m so smart; it’s just that I stay with problems longer.”

3. Focus on the Present
“Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.”

4. The Imagination is Powerful
“Imagination is everything. It is the preview of life’s coming attractions. Imagination is more important than knowledge.”

5. Make Mistakes
“A person who never made a mistake never tried anything new.”

6. Live in the Moment
“I never think of the future – it comes soon enough.”

7. Create Value
“Strive not to be a success, but rather to be of value.”

8. Don’t be repetitive
“Insanity: doing the same thing over and over again and expecting different results.”

9. Knowledge Comes From Experience
“Information is not knowledge. The only source of knowledge is experience.”

10. Learn the Rules and Then Play Better
“You have to learn the rules of the game. And then you have to play better than anyone else.”