Hey, you're listening to Unlimited Hangout.

I'm your host, Whitney Webb.

Though measures implemented in schools in the workplace early last year were then justified as emergency and temporary measures,

this quickly gave way to assertions that such measures were here to stay as part of the new normal that would emerge in the post-COVID era.

Even though many of the initial justifications for these

measures have since been challenged by actual data or no longer relevant, we continue to be told

that many of these changes from the past year and a half or so are now permanent and we must

accept them without debate or further scrutiny. The new normal is being applied to nearly every sector of the economy and

daily life, but the way it's being applied in the field of education is particularly

worthy of our attention, as these policies will undoubtedly shape future generations whose physical

and mental health and well-being have already taken a hit during the course of the COVID crisis.

We are being told that remote learning and high-tech learning tools that replace in-person

instruction are here to stay while discussion of the effects of quarantines.

Distancing and isolation on the development and well-being of children and teens are largely

absent from the discussion.

Those demanding these policies not only remain but be

expanded are, in many cases, the very bodies that are supposed to represent the best interests of students

and education professionals. While they have cloaked their claims as being motivated by

public health concerns, the evidence points to that not being the case and instead suggests that ulterior motives provoked by the near complete corporate takeover of the American education system are to blame.

Joining me today to discuss these underreported issues is John Klezek.

John is a college professor whose scholarship focuses on the history of the

eugenics movement, particularly the Huxley family, as well as Aldous Huxley's dystopian novel, Brave New

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