"Education is a
weapon, whose effect depends on who holds
it in his
hands and at whom it is aimed."
"Higher education is not necessarily a guarantee
of higher virtue,
or higher political wisdom." - Aldous Huxley, Brave New
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.
From the heyday of British Empire the British Royal
Society has promoted materialistic pragmatism.
"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
ideas were broken into fragmented "subjects," and school days were divided
into fixed periods "so that self-motivation to learn would be muted by
-the State was posited as the
true parent of the children." - Sheldon Richman
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
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
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
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." -
"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
"Genius does not fit in the boxes of a government
public school is at the mercy of
the Department of Health, Education and Welfare
The profession of teaching.
Nelson Rockefeller created and
ran under Dwight D. Eisenhower)."
- Gary Allen
The act or process of
of good upbringing.
Activities that impart knowledge.
instructive or enlightening
The gradual process of acquiring knowledge.
Knowledge acquired by learning and
The act or process of
educating or being
of instruction of a specified category or level.
knowledge or skill obtained or developed by a
The field of study that is concerned with the pedagogy
of teaching and
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,
Nearly all hackers past their teens are either college degreed
or self educated to an
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,
sociology, theology and
1 in 20 Americans are not literate and 29% of the
population "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.
has only basic reading
and computational skills.
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
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." -
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.
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
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
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
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
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."
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
"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
"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
no child left
"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
"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
"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
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
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).
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
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?
"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. GreeneStandardized
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.
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
"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
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
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
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.
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.
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.
Fair Use Notice
This site may contain copyrighted material the use of which has
not always been specifically authorized by the copyright owner. We are making
such material available in our efforts to advance understanding of criminal
justice, human rights, political, economic, democratic, scientific, and social
justice issues, etc. We believe this constitutes a 'fair use' of any such
copyrighted material as provided for in section 107 of the US Copyright Law. In
accordance with Title 17 U.S.C. Section 107, the material on this site is
distributed without profit to
those who have expressed a prior interest in receiving the included information
for research and educational purposes. For more information see:
www.law.cornell.edu/uscode/17/107.shtml. If you wish to use copyrighted
material from this site for purposes of your own that go beyond 'fair use', you
must obtain permission from the copyright owner.
© Lawrence Turner
All Rights Reserved