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"Give me four years to teach the children and the seed
I have sown will never be uprooted." - Vladimir Ilyich Lenin

social engineering

"The state must declare the child to be the most precious treasure of the people as long as government is perceived as working for the benefit of children, the people happily will endure almost any curtailment of liberty."
Adolf Hitler


"Any rational action must have a certain aim. It is rational in the same degree as it pursues its aim consciously and consistently, and as it determines its means according to this end. To choose the end is therefore the first thing we have to do if we wish to act rationally; and we must be careful to determine our real or ultimate ends, from which we must distinguish clearly those intermediate or partial ends which actually are only means, or steps on the way, to the ultimate end.

If we neglect this distinction, then we must also neglect to ask whether these partial ends are likely to promote the ultimate end, and accordingly, we must fail to act rationally. These principles, if applied to the realm of political activity, demand that we must determine our ultimate political aim, or the Ideal State, before taking any practical action. Only when this ultimate aim is determined, in rough outline at least, only when we are in possession of something like a blueprint of the society at which we aim, only then can we begin to consider the best ways and means for its realization, and to draw up a plan for practical action. These are the necessary preliminaries of any practical political move that can be called rational, and especially of social engineering.

This, in brief, is the methodological approach which I call Utopian (social) engineering.

"The piecemeal (social) engineer will, accordingly, adopt the method of searching for, and fighting against, the greatest and most urgent evils of society, rather than searching for, and fighting for, its greatest ultimate good . This difference is far from being merely verbal. In fact, it is the most important. It is the difference between a reasonable method of improving the lot of man, and a method which, if really tried, may easily lead to an intolerable increase in human suffering.

The piecemeal (social) engineer can claim that a systematic fight against suffering and injustice and war is more likely to be supported by the approval and agreement of a great number of people than the fight for the establishment of some ideal." " - Karl Popper


"Public schools open to everyone were basically put into operation not as a benevolent gesture to spread knowledge, but as a system to inculcate patriotism, national values, and fill the job gaps in our social structure, keeping the economic network running as smoothly as possible. That is why it was made compulsory." - Lew Paz

no child left behind

Current educational systems were designed by foundations set up by industrialists to inculcate children into their roles in the industrialized factories, business' and institutions of an industrialized America.

These educational systems based on the philosophy of materialistic pragmatism using Prussian methodology inculcated children to live by the bell, move through life as if on conveyor belts and, most importantly, to follow instructions mechanically.

This dark tunnel vision of instruction attempts to create a conforming army of mindless human automatons with their soul's corrupted by a split between the highly compartmentalized, contradictory, conflicting thoughts and ideas of specialized mechanized systems and their life as an organic being.

The descendants of these industrial corporate barons have attempted to create a robust economy for these mindless human automatons by creating a never ending stream of "customer service representatives" , "aggressive telemarketing specialists", "instant food preparation equipment operators" and "procurement and shipping experts", in other words mindless "factory" workers or mindless human automatons.


The American Council on Education was founded in 1918 to coordinate the services which educational institutions and organizations could contribute to the Government in the national crisis brought about by World War I.

Starting with 14 constituent or founding organizations this formidable and influential agency has steadily expanded until today its membership is reported to consist of 79 constituent members (national and regional educational associations) ; 64 associate members (national organizations in fields related to education) ; 954 institutional members (universities, colleges, selected private school systems, educational departments of industrial concerns, voluntary associations of colleges and universities within the States, large public libraries, etc.) .

The National Education Association was established in 1857 to elevate character advance the interests of the teaching profession, and to promote the cause of popular education in the US . Broadly speaking, this powerful entity concentrates on primary and secondary schools. Its membership is reported to consist of 520,000 individuals who include, in addition to teachers, superintendents, school administrators, and school secretaries . The National Education Association boasts that it is the only organization that represents or has the possiblity of representing the great body of teachers in the United States thus inferring a monopolistic aim .

The League for Industrial Democracy came into being in 1950, when it was known as the Intercollegiate Socialist Society, for the purpose of awakening the intellectuals of this country to the ideas and benefits of socialism. This organization might be compared to the Fabian Society in England, which was established in 1884 to spread socialism by peaceful means.

The Progressive Education Association was established around 1890. Since then it has been active in introducing radical ideas to education which are now being questioned by many. They include the idea that the individual must be adjusted to the group as a result of his or her educational experience, and that democracy is little more than a system for cooperative living .

The American Historical Association was established in 1889 to promote historical studies. It is interesting to note that after giving careful consideration, in 1926, to the social sciences, a report was published under its auspices in 1934 which concluded that the day of the individual in the US had come to an end and that the future would be characterized, inevitably, by some form of collectivism and an increase in the authority of the state .

The John Dewey Society was formed in 1936, apparently for the twofold purpose of conducting research in the field of education and promoting the educational philosophy of John Dewey, in honor of whom the society was named . It could be supposed that those who were members of this organization would be devoted to the premises upon which Mr. Dewey had based his experiments in education since 1896 . Basically, these were pragmatic and a stimulus to empirical thinking. John Dewey held that ideas were instruments and their truth or falsity depended upon whether or not they worked successfully .

The broad study which called our attention to the activities of these organizations has revealed not only their support by foundations, but has disclosed a degree of cooperation between them which they have referred to as "an interlock," thus indicating a concentration of influence and power, By this phrase they indicate they are bound by a common interest rather than a dependency upon a single source for capital funds. It is difficult to study their relationship without confirming this . Likewise, it is difficult to avoid the feeling that their common interest has led them to cooperate closely with one another and that this common interest lies in the planning and control of certain aspects of American life through a combination of the Federal Government and education . This may explain why the foundations have played such an active role in the promotion of the social sciences, why they have favored so strongly the employment of social scientists by the Federal Government, and why they seem to have used their influence to transform education into an instrument for social change.

HEARINGS BEFORE THE SPECIAL COMMITTEE TO INVESTIGATE TAX-EXEMPT FOUNDATIONS AND COMPARABLE ORGANIZATIONS - HOUSE OF REPRESENTATIVES - EIGHTY-THIRD CONGRESS - SECOND SESSION ON House Resolution 217


"If this finding were to prove useful to the committee, it would be necessary to define the public interest. We believe this would be found in the principles and the form of the Federal Government as expressed in our Constitution, and in other basic founding documents. This will explain why subsequent studies were made by the staff of the size, the scope, the form, and the functions of the Federal Government for the period 1903-53, the results of which are set forth in detail in the report by Thomas M. McNiece, assistant research director, labeled "The Economics of the Public Interest.

These original studies of the public interest disclose that during the 4 years 1933-36 a change took place which was so drastic as to constitute a revolution . They also indicated conclusively that the responsibility for the economic welfare of the American people had been "transferred heavily to the executive branch of the Federal Government, that a corresponding change in education had taken place from an impetus outside of the local community, and that this revolution had occurred without violence and with full consent of an overwhelming majority of the electorate: In seeking to explain this unprecedented phenomenon, subsequent studies pursued by the staff clearly showed it could not have occurred peacefully or with the consent of the majority unless education in the US had prepared in advance to endorse it.

These findings appeared to justify two postulates, the first of which was that the policies and practices of institutions purporting or obliged by statute to serve the public interest would reflect this phenomenon, and second, that foundations whose trustees were empowered to make grants for educational purposes would be no exception.

On the basis of these, after consultation with counsel, I directed the staff to explore foundation practices, educational procedures, and the operation of the executive branch of the Federal Government since 1903 for reasonable evidence of a purposeful relationship between them. Our ensuing studies disclosed such a relationship and that it had existed continuously since the beginning of this 50-year period .

In addition, these studies seemed to give evidence of a response to our involvement in international affairs . Likewise, they seemed to reveal that grants had been made by foundations, chiefly by Carnegie and Rockefeller, which had been used to further this purpose by directing education in the US toward an international frame of reference and discrediting the traditions to which it had been dedicated, by training individuals and servicing agencies to render advice to the executive branch of the Federal Government, by decreasing the dependency of education upon the resources of the local community, and freeing it from many of the natural safeguards inherent in this American tradition, by changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life, by financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature.

To insure these determinations being made on the basis of impersonal fact, I directed the staff to make a study of the development of American education since the turn of the century, and of the trends and techniques of teaching, and of the development of curricula since that time . As a result it became quite evident that this study would have to be enlarged to include the accessory agencies to which these developments and trends have been traced. The work of the staff was then expanded to include an investigation of such agencies as the American Council of Learned Societies, the National Research Council, the Social Science Research Council, the American Council on Education, the National Education Association, the League for Industrial Democracy, the Progressive Education Association, the American Historical Association, the John Dewey Society, and the Antidefamation League.

The select committee of the 82nd Congress did not ask the representatives of the foundations to explain why they were indulging in propaganda, in view of large grants to organizations, projects, and persons which are promoting special interests or ideologies. These representatives were also not requested to explain activities of foundations which are, in fact, influencing legislation, inasmuch as their grants frequently have an outright political objective rather than an educational one.

Large foundations have a tremendous influence on the intellectual and educational life of our country. These foundations, possessing huge sums of untaxed wealth, seem to be dedicated to promoting specific views on such matters as the welfare state, the United Nations, American foreign policy, the nature of the American economy, and so on, rather than presenting objective and unbiased examination of these issues . Extensive evidence that I have examined shows that organizations which are primarily committed to a given ideology have received large grants from some big foundations over many years, and in numerous instances they have received such grants simultaneously from different foundations .

The assets of the large foundations are tax exempt and, therefore, ought to be spent on projects and organizations representing the views of all of the people and not only of a segment dedicated to a specific ideology. Since the activities of some of the large foundations appear to be biased in favor of a particular ideology, in reality they are indulging in propaganda calculated to influence legislation on both domestic and international matters.

Under such circumstances, these foundations are violating their charters given to them by the US Congress and are betraying a public trust. In the realm of the social sciences many foundations have not observed the highest standards of scholarship and ethics, which require the presentation of only factual and unslanted material. In fact, the want of ethics and the misrepresentations of some foundations are so low that a business corporation doing the same thing would be condemned by the Federal Trade Commission and held guilty of false advertising." - Norman Dodd



no thought

a mind altering device

"Usually a twelve year sentence of thought control. Crushing creativity, smashing individualism, encouraging collectivism and compromise, destroying the exercise of intellectual inquiry, twisting it instead into meek subservience to authority." – Walter Karp public school system comment

"A school's curriculum is a mind altering device. A school's curriculum is a means through which children's minds are shaped with ideas and beliefs. What we teach the young is extremely important.

Arts teach children to exercise that most exquisite of capacities, the ability to make judgements in the absence of rules. Existing primary public education emphasizes fealty to rules. The rules that the arts obey are located in our children's emotional interior; children come to feel a rightness of fit among the qualities with which they work. There is no rule book to provide recipes or algorithms to calculate conclusions. They must exercise judgement by looking inside themselves.

The arts also teach that neither words nor numbers define the limits of our cognition; we know more than we can tell. There are many experiences and a multitude of occasions in which we need art forms to say what literal language cannot say." - Elliot W. Eisner, professor of education and art at Stanford University


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This web site is not a commercial web site and is presented for educational purposes only.




This website defines a new perspective with which to engage reality to which its author adheres. The author feels that the falsification of reality outside personal experience has created a populace unable to discern propaganda from reality and that this has been done purposefully by an international corporate cartel through their agents who wish to foist a corrupt version of reality on the human race. Religious intolerance occurs when any group refuses to tolerate religious practices, religious beliefs or persons due to their religious ideology. This web site marks the founding of a system of philosophy named The Truth of the Way of Life - a rational religion based on reason which requires no leap of faith, accepts no tithes, has no supreme leader, no church buildings and in which each and every individual is encouraged to develop a personal relation with the Creator and Sustainer through the pursuit of the knowledge of reality in the hope of curing the spiritual corruption that has enveloped the human spirit. The tenets of The Truth of the Way of Life are spelled out in detail on this web site by the author. Violent acts against individuals due to their religious beliefs in America is considered a "hate crime."

This web site in no way condones violence. To the contrary the intent here is to reduce the violence that is already occurring due to the international corporate cartels desire to control the human race. The international corporate cartel already controls the world economic system, corporate media worldwide, the global industrial military entertainment complex and is responsible for the collapse of morals, the elevation of self-centered behavior and the destruction of global ecosystems. Civilization is based on cooperation. Cooperation does not occur at the point of a gun.

American social mores and values have declined precipitously over the last century as the corrupt international cartel has garnered more and more power. This power rests in the ability to deceive the populace in general through corporate media by pressing emotional buttons which have been preprogrammed into the population through prior mass media psychological operations. The results have been the destruction of the family and the destruction of social structures that do not adhere to the corrupt international elites vision of a perfect world. Through distraction and coercion the direction of thought of the bulk of the population has been directed toward solutions proposed by the corrupt international elite that further consolidates their power and which further their purposes.

All views and opinions presented on this web site are the views and opinions of individual human men and women that, through their writings, showed the capacity for intelligent, reasonable, rational, insightful and unpopular thought. All factual information presented on this web site is believed to be true and accurate and is presented as originally presented in print media which may or may not have originally presented the facts truthfully. Opinion and thoughts have been adapted, edited, corrected, redacted, combined, added to, re-edited and re-corrected as nearly all opinion and thought has been throughout time but has been done so in the spirit of the original writer with the intent of making his or her thoughts and opinions clearer and relevant to the reader in the present time.


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