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parrots being trained

The development of the factory-like system in the nineteenth century classroom was not accidental.

"Education is a weapon, whose effect depends on who holds it in his
hands and at whom it is aimed." – Joseph Stalin

education ?

social engineering

education or enslavement?

no special degree to understand

"Higher education is not necessarily a guarantee of higher virtue,
or higher political wisdom." - Aldous Huxley, Brave New World Revisited

college diploma

Just beneath the superficial justifications for mass forced schooling lies the first level of its true motivation: to create a population suitable for the demands of the global industrial economy.

"It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles." - Llewellyn H. Rockwell, Jr.


indoctrination system

From the heyday of British Empire the British Royal Society has promoted materialistic pragmatism.

Under the guise of a utopian vision, delusions of grandeur of an engineered global utopia flourished, especially in the US, a land that embraced ponerological thought patterns which included both eugenics and genocide for social control purposes.


"The modern public school curriculum comes right out of the Prussian system. American educators imported three major ideas from Prussia:

- the purpose of state schooling was not intellectual training but the conditioning of children "to obedience, subordination and collective life."

- whole ideas were broken into fragmented "subjects," and school days were divided into fixed periods "so that self-motivation to learn would be muted by ceaseless interruptions."

-the State was posited as the true parent of the children." - Sheldon Richman

"The artificial reality that the factory system created was a mass-produced reality, a generic reality of standardized products, standardized roles, standardized tasks, and standardized lives. The more we came to live in that artificial reality, the more separate we became from the inherently fascinating realm of nature.

In schools the standardized curricula, trained operators, classification of product via "grading" are all reminiscent of the factory. The resemblance is not accidental - schools were designed by some of the same efficiency experts who designed factories - and the dehumanization is the same as well.

Factory discipline was alien to the independent, self-directed farmers and artisans that made up pre-industrial society, and the question of how to instill labor discipline was discussed at length by the intellectuals of the day.

One solution was outright force: the driving of peasants off the land through enclosure, the use of militias to enforce strike prohibitions, and mostly the motive of extreme economy exigency.

Another solution was to condition people from childhood to accept, and even to desire, work that was partial, trivial, mechanical, dull, repetitive, and unchallenging to thought or creativity." - Charles Eisenstein


"School is an instrument of alienation. It alienates children from their families, not only by removing them physically but by replacing and professionalizing a traditionally important sphere of interaction: education. It alienates children from communities, segregating them by age, inducing competition among them, isolating them from adult life, and feeding them a curriculum determined by distant experts. It alienates children from nature and the outdoors simply by keeping them inside all day. Most importantly, school alienates children from themselves: their own natural curiosity, inner motivation, self-reliance, and self-confidence.

Like a child moving through his lessons at school, making his way through the prescribed body of information that constitutes an "education," like a bunch of confused six-year-olds trying to follow the instructions of their t-ball coach, so do we move through modern life. We go through the steps of a life prepared for us by others, a life that is not our own. As the final step in the conversion of the whole world into money, we are selling off our very lives." - Charles Eisenstein

"System-generated solutions to the perceived problems are always external in nature (especially given the problems are themselves system-generated). The diagnosis of the causes are also consistently external, leading to endless debates over appropriation and methodology, ever and always overlooking the actual problem, that academia as an institution no longer functions the way most perceive." - Jay Dyer


consciousness_education

John Taylor Gatto - The Purpose Of Schooling

The Prussian Connection to American Schooling

Court Rules Michigan Not Responsible for Quality Public Education

Learning without Questioning in America: The Sunday School Syndrome

18 Reasons Why Doctors and Lawyers Homeschool Their Children

KIDS REACT TO 2+2=5 (COMMON CORE) (2+2=5)


war on education through charter schools crush your childs genius

"Genius does not fit in the boxes of a government designed chart."
Norma Pierson

"Every public school is at the mercy of the Department of Health, Education and Welfare
(which Nelson Rockefeller created and ran under Dwight D. Eisenhower)." - Gary Allen

Education is defind as:

The profession of teaching.

The act or process of educating.

The result of good upbringing.

Activities that impart knowledge.

An instructive or enlightening experience.

The gradual process of acquiring knowledge.

Knowledge acquired by learning and instruction.

The act or process of educating or being educated.

A program of instruction of a specified category or level.

The knowledge or skill obtained or developed by a learning process.

The field of study that is concerned with the pedagogy of teaching and learning.

The federal department that administers all federal programs dealing with education.

The act or process of training by a prescribed or customary course of study or discipline.

The result of educating, as determined by the knowledge skill, or discipline of character, acquired.

Nearly all hackers past their teens are either college degreed or self educated to an equivalent level.

The self-taught hacker is often considered (at least by other hackers) to be better motivated, and may be more respected, than his school shaped counterpart. Academic areas from which humans often gravitate into hackerdom include (besides the obvious computer science, electrical and systems engineering) physics, mathematics, linguistics, architecture, sociology, theology and philosophy.


programmed conditioning

1 in 20 Americans are not literate and 29% of the population
has only basic reading and computational skills.

"The huge number of generations that humans spent hunting and gathering holds clues to the origin of our instinctive behaviors, likes, and dislikes. By examining the early environment in which humans lived and evolved for we should find clues to the selection for adaptive behavior and the elimination of maladaptive behavior, which have left an imprint that we still bear today.

Although we have cautioned against believing all adaptations to be perfect, or all traits to be optimal, some human mental abilities are the results of adaptation to primitive circumstances. The enormous periods of time during which our ancestors were foragers and hunter-gatherers are likely to have been formative for our species.

To regard each human mind as a blank slate that is informed by learning only after its birth has been found woefully inadequate to explain the development of human language.

Genetic pre-programming by natural selection endows us with human linguistic abilities. Those in possession of such abilities, even in a more primitive form, had a clear survival advantage over those that did not: linguistic ability is adaptive.

Whenever we find widely shared human features and behaviors - especially those of great complexity - it behooves us to look for a possible adaptive explanation. In practice, it is the differences in behavior between one person, or group, and another that seem most easily attributable to learning." - John D. Barrow

"We arrive hard-wired with a few survival abilities, but the rest of our information comes from others, starting with our parents. What children learn in their first five years is the basis of most people's attitudes. Few break out of the prison of that early learning. This is not a secret to psychologists, dictators, religious leaders and those who wish to have their children accept their values, be they good or bad." - George Croly.

The National Science Teacher's Association was offered 50,000 copies on DVD of "An Inconvenient Truth" by Paramount. The group decided to decline the offer due to the fact that it might offend ExxonMobil and the American Petroleum Insitute, who had given it $6 million since 1996.

"Teachers are not failing our schools. We are tired of being the brunt of the criticism aimed at the education system. Treat us with the financial, and societal respect afforded to prison guards, spend on schools what we spend on incarceration, perhaps we won't need so many prisons." - Joan Kramer



It is the intent of corporate interests to 'educate' every last individual on Earth to proscribe to the belief that "what is best for the corporation is what is best for society".

If corporations suceed in becoming the providers of all information then, rest assured, corporations will be seen as the saviors and beneficent rulers of humanity. This is already occurring.

When the only information you chose to release paints corporate reality as Utopian and fails to advertise the failures and destruction created and caused by corporate hegemony then an unbalanced understanding and opinion of reality will infect the souls and spirits of individual humans collectively.

An unbalanced and incorrect perception of reality will cause individuals to collectively make decisions that are harmful to the Earth and humanity.

Remember - we all prosper together or a few prosper while the rest suffer




"You never saw anybody dying, and you never saw anybody having a baby. How did you get to know things? "

"In the school I went to," Will said, "we never got to know things, we only got to know words."

The child looked up at him, shook her head and, lifting a small brown hand, significantly tapped her forehead.

"Crazy," Mary said. "Or were your teachers just stupid?"

Will laughed. "They were high-minded educators dedicated to mens sana in copore sano and the maintenance of our sublime Western Tradition. But meanwhile tell me something. Weren't you ever frightened?"

"By people having babies? "

"No, by people dying. Didn't that scare you?"

"Well, yes - it did," she said after a moment of silence.

"So what did you do about it? "

"I did what they teach you to do - tried to find out which part of me was frightened and why she was frightened."

"And which of you was it? "

"This one." Mary Sarojini pointed a forefinger into her open mouth. "The one that does all the talking. Little Miss Gibber - that's what Vijaya calls her. She's always talking about all the nasty things I remember, all the huge, wonderful, impossible things I imagine I can do. She's the one that gets frightened."

"Why is she frightened? "

"I suppose it's because she gets talking about all the awful things that might happen to her. Talking out loud or talking to herself. But there's another one who doesn't get frightened."

"Which one is that?"

"The one that doesn't talk - just looks and listens and feels what's going on inside. And sometimes," Mary Sarojini added, "sometimes she suddenly sees how beautiful everything is. No, that's wrong. She sees it all the time, but I don't - not unless she makes me notice it. That's when it suddenly happens. Beautiful, beautiful, beautiful!"

- from Aldous Huxley Island




educated mind

no child left standing

Leading Education Scholar Diane Ravitch:
No Child Left Behind Has Left Us with Legacy of "Institutionalized Fraud"

zero tolerance

"Education, and the life of the mind generally, is a matter in which individual initiative is the chief thing needed; the function of the state should begin and end with insistence on some kind of education, and, if possible, a kind which promotes mental individualism, not a kind which happens to conform to the prejudices of government officials." - Bertrand Russell

"No Child Left Behind provides strong sanctions on schools based solely on performance in English and math. Because of these aggressive sanctions, many elementary schools have all but abandoned art, science, social science and physical education to avoid being identified for sanctions. No Child Left Behind is undermining a rich, balanced curriculum and will continue to do so unless lawmakers stop the circus acts and get to work for our students." - Scott P. Plotkin

"It takes only average intelligence to note the pratfalls of the No Child Left Behind Act. Analyzing a bazillion lines of student data over a variety of tests reveals few surprises. Fixing some parts of No Child Left Behind may very well result in a new crop of inadequate measures. Such is the stuff of standardized testing, and such is the stuff of investing annual funding in testing to get results we already know." - Michael F. Katzman

The No Child Left Behind program was just another smoke and mirrors game played by the George Walker Bush administration. The reading program, Reading First, was beset with conflicts of interest according to the Office of the Inspector General. Over $6 billion was given away in government contracts to implement the Reading First program. After six years the Department of Education has declared that the Reading First program failed to improve reading comprehension. Even though the Reading First program proved to be a failure in increasing reading comprehension it was a rousing success in privatizing public funds and maintaining the status quo of government give-aways to corporations.

"The Inspector General's report illuminates the corruption involved in the Federal Government's attempts to micro-manage reading instruction. Numerous states had their applications for millions of dollars worth of Reading First grants rejected because they did not plan to use the funds for Direct Instruction." - Gary Stager

Direct Instruction is a program designed by Siegfried "Zig" E. Engelmann*, who married Therese Piorkowski* to indoctrinate, condition and program young children through structured rote drilling.

"A crucial element in the implementation of Direct Instruction in most cases is change. Teachers will generally be required to behave differently than before and schools may need an entirely different organization than they previously employed. The popular valuing of teacher creativity and autonomy as high priorities must give way to a willingness to follow certain carefully prescribed instructional practices. The urgency for immediate remedies stems from an understanding that the longer things are not as they should be, the more difficult it will be to change them." - The National Institute for Direct Instruction (NIFDI) a non-profit corporation
These sentences are typical of the type of conditioning used in the program:

I am mad(wrath); He made me mad(wrath); She is mad at me(wrath); The rat is sad(anthropomorphic projection); The cow ate fish(fantasy); I made a wish; Is she a rat?(derogatory); Paint that nose(personal insufficiency); A cat can talk(fantasy); Is that shark mad?(wrath); He was riding a cow(fantasy); This dog can talk(fantasy); Did the bug have a home?(anthropomorphic projection); She told the ball to roll(telekinesis); The elephant was sad(anthropomorphic projection); I wish I could fly(unnatural desire); The tiger ate ice cream(fantasy); A pig had a yellow wig(fantasy); The animal looked very angry(anthropomorphic projection); The bug was a talking animal(anthropomorphic projection); She was flying like a bird(fantasy); My boss will be proud(subservience); You must leave this house(subservience); We want to read good books(command); You must pay that man(subservience); Can you remember the rule? (subservience); That snake was a sneak - (derogatory).

When I learned how to read the primary readers were reality based. See Spot. See Spot run. See Jane. See Jane run. See Jane run with Spot. Think what you will but the important part of Direct Instruction is conditioning pre-concieved notions and built-in prejudice. Fantasy is preferable to reality; Wrath is acceptable ; Some people are less than others; Subservience is required of lesser humans; Animals have human traits.

Perhaps none of the above about public education awakens anger in you then perhaps maybe you would like to hear another little story:

When my youngest son reached his senior year in public high school my wife was surprised, knowing our son's views, to hear from a military recruiter who asked to speak to our son stating that he had expressed an interest in joining the military of the US. This recruiter called several times asking to speak to our son.

Finally I asked my son if he had expressed an interest in joining the military and he said "No. Do you think I am crazy?". It was only later that I learned what had truly transpired.

A law had been recently passed, the No Child Left Behind Act, this legislation had been touted by the George Walker Bush administration as the way to make sure that all children received a quality education. This law was ill thought out and did nothing to enhance education, only created more meaningless testing and paperwork .

Many public school administrations decided to teach and test the same way private schools teach individuals applying for state trade licensee - i.e. lawyers, architects, contractors, cosmetologist, etcetera . They teach the students how to take the test as opposed to teaching them the broad knowledge that such tests are meant to decipher in the tested individual.

But this 'testing' is really beside the point because the real purpose of the No Child Left Behind Act was to obtain lists of children graduating high school for the military recruiters!

Your child will not be 'left' behind because the No Child Left Behind Act was meant to ensure that your child, as well, could become fodder for the great American war machine!

"George Walker Bush can brag all he wants about his No Child Left Behind Act, but anybody who has ever worked with children knows that its quotas and threats are more suited to assembly-line production than education." - Kurt Page


education or enslavement?

education or enslavement?

"Before the American educational establishment sinks even further into the morass of standardized testing, perhaps there should be a more systematic and unbiased investigation of whether these tests are identifying potential to do anything at all - except to do well on other tests in the future." - Robert E. Greene

Standardized testing destroys the ability to engage in critical thinking. With standardized testing there is always a "correct" answer, even when there is also another answer that very nearly is "correct".

School children are brought up to believe that there is one, and only one, "correct" answer. Those that climb the ladder of success in the US social culture are academically oriented to believe that there is only one, and only one, answer ... and they are willing to refer to the "experts" without undertaking any critical thinking themselves.

Perhaps this is one reason why those who reside at the top of the pyramid are cognitively bias' against any "solution" that does not fit neatly into the "correct" answer.

School is intended to create compliance and conformity. If children learn a few things along the way the so much the better, but under no conditions are teachers to teach critical_thinking.


"Anyone that believes that the government sends children to school to learn has been duped.

When I was in 6th grade they started us on the subject class system. For math I had to attend a neighboring class. The instructor of the class was an ex-marine who believed compliance and conformity was much more important than ability.

I could do the long division problems in my head. So I did not feel like doing all the busy pencil work of writing the problem out. The instructor claimed I cheated, that no one could do long division in their head. So he failed me. I protested. So he re-tested me after school by myself. I proved to him that I could do long division in my head. But he said I must comply with the "instructions" and show my work. Exceptional talent is not wanted. I failed to comply.

When I entered the 7th grade I was put in a remedial math class as my previous ex-marine instructor had placed me in remedial math. To better understand the abilities of his new students my 7th grade instructor began a series of tests to judge our mathematical abilities. I flew through the tests leaving all the other children behind. Finally my 7th grade instructor asked me to stay after class. He asked me why I was so good at math and yet had been placed in a remedial math class. I told him the truth. The ex-marine wanted to break my spirit and I refused.

I was placed in a pre-algebra class which I excelled at and enjoyed. At the end of the year I was given an award - Mr. Math as I had progressed the most during the year. Only I did not progress that much during the year - I had been wrongly placed initially.

So I was taught in the 6th and 7th grade that ability was not what mattered - what mattered was conformity and submission. I was also taught that ability, when misunderstood, could earn you awards and accolades." - Athbhreith Athbheochan
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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 gnostic mystery 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 corporate 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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