stacks
unique-design
college diploma

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

education

education or control?

education and social change


no special degree to understand

"Education is a weapon,
whose effect depends on who holds it
in his hands and at whom it is aimed."
Joseph Vissarionovich Stalin
(Iosif Vissarionovich Dzhugashvili)




"The development of the factory-like system in the
ninetennth century classroom was not accidental.
" - Joel Spring


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


"We need an educated public that can overcome the
special interests that have left our country ungovernable."
Pete Snetsinger


"Men and women must be educated, in a great degree,
by the opinions and manners of the society they live in."
Mary Wollstonecraft


"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.

Arising from the ancient and medieval conception of the world as a unified whole under the providential governance of Reason and/or God, the birth of the university cultivated learning and the classical method of pedagogy that reflected that same belief in an ordered cosmos. " - Jay Dyer


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 a engineered global utopia flourished, especially in the United States, a land that embraced ponerological thought patterns which included both eugenics and genocide for social control purposes.



consciousness_education

John Taylor Gatto - The Purpose Of Schooling

John Taylor Gatto - State Controlled Consciousness

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)


"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.



"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 imperative of the last 20 years to round up every warm body and send it to college, then to the cubicle, was tied to a vision of the future in which we somehow take leave of material reality and glide about in a pure information economy." - Matthew B. Crawford

"An educated population wouldn't fall for that trite nonsense
of "they hate us because of our freedoms." - Douglas L. Hall

"The best way to build human capital is through education - both elementary and

secondary as well as higher education that is truly world class." - Jeffery Pfeffer*

"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



declare war on edcuation

"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



programmed and conditioned

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 and electrical engineering) physics, mathematics, linguistics, 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

"Our teachers are not failing our schools. We are tired of being the brunt of all 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, and perhaps we won't need so many prisons." - Joan Kramer

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, who had given it $6 million since 1996, and the American Petroleum Insitute.


social engineer


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 succeed 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
.


educated mind


education and social change

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 United States . 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 United States 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


remember and repeat

standardized testing

Whether you are willing to admit it or not in the United States standardized testing is destroying us.

Outside of the reality that standardized testing destroys critical thinking is another less visible and yet entirely painful reality.

With standardized testing there is always a "correct" answer, even when there is also another answer that very nearly is "correct" ... your mission, should you chose to accept it, is to decipher the "correct" answer.

All school children are brought up to believe that there is a "correct" answer. Those that climb the ladder of success in the US social culture are academically oriented to believe that there is 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
.

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

"Education is about instilling a love of learning and helping children learn to learn, to become creative and critical thinkers. School district reforms don't do this. What the children are learning is how to take multiple-choice tests, how to decode but not analyze and how to comply rather than think independently. True reform starts with respect for students and teachers, with the belief that children come to school with an immense amount of knowledge and different learning styles. Expecting all children to be on the same page at the same time is an unrealistic goal that kills the joy of teaching and learning." - Clea Markman

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

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.





"Jewish" studies

"The learned man who does not listen will never penetrate to the inner heart of man." - Saadi of Shiraz

In the entire world, according to the Academic Jewish Studies Internet Directory in April 2008, their were 183 University level academic programs in Jewish Studies.

69 of those academic programs were offered in the following 24 countries: Argentina (1); Australia (4); Canada (7); Austria (1); Belgium (2); Czech Republic (1); France (2); Germany (15); Hungary (1); Ireland (1); Israel (5); Italy (1); Lithuania (1); Netherlands (1); Poland (4); Romania (1); Russia (2); Slovakia (1); Spain (2); Sweden (1); Switzerland (1); United Kingdom (13); Mexico (1); South Africa (1).

The remaining 114 academic University level Jewish studies programs were offered in the United Jewish States of America as follows:


Princeton University - Program in Judaic Studies (Added: 12-Mar-2001 Hits: 2500) Boston University - Elie Wiesel Center for Judaic Studies (Added: 11-Mar-2001 Hits: 2737) Brandeis University - Department of Near Eastern and Judaic Studies (Added: 11-Mar-2001 Hits: 3793) Columbia University - Center for Israel and Jewish Studies (Added: 11-Mar-2001 Hits: 2769) Harvard University - Center for Jewish Studies (Added: 12-Mar-2001 Hits: 3948) Hebrew Union College - Jewish Institute of Religion (Added: 12-Mar-2001 Hits: 3182) Jewish Theological Seminary (Added: 12-Mar-2001 Hits: 2803) Yale University - Judaic Studies Program (Added: 12-Mar-2001 Hits: 2872) Yeshiva University (Added: 12-Mar-2001 Hits: 2631) American University - Jewish studies program (Added: 10-Mar-2001 Hits: 1770) Arizona State University - Jewish studies program (Added: 19-Mar-2003 Hits: 1134) Baltimore Hebrew University (Added: 10-Mar-2001 Hits: 1711) Bard College - Jewish studies program (Added: 15-Nov-2002 Hits: 1250) Brown University - Judaic Studies (Added: 11-Mar-2001 Hits: 1741) California State University Long Beach - Jewish studies program (Added: 12-Nov-2002 Hits: 1072) California State University Northridge - Jewish studies program (Added: 7-Jul-2005 Hits: 484) California State University, Chico - Modern Jewish and Israel Studies (Added: 11-Mar-2001 Hits: 1274) Case Western Reserve University - Samuel Rosenthal Center for Judaic Studies (Added: 20-Dec-2001 Hits: 1217) City College of New York - Jewish studies program (Added: 11-Sep-2004 Hits: 770) Colgate University - Jewish studies program (Added: 14-Feb-2007 Hits: 258) Columbia University - Yiddish Studies Program (Added: 11-Mar-2001 Hits: 1039) Cornell University - Program of Jewish Studies (Added: 12-Mar-2001 Hits: 1644) Dartmouth College - Jewish studies program (Added: 12-Mar-2001 Hits: 1444) DePauw University - Jewish Studies (Added: 26-May-2001 Hits: 1392) Dickinson College - Judaic Studies Program (Added: 4-Jun-2003 Hits: 837) Drew University - Jewish Studies (Added: 17-Jul-2001 Hits: 1216) Earlham College - Jewish Studies (Added: 17-Aug-2001 Hits: 1124) Emory University - Institute of Jewish Studies (Added: 12-Mar-2001 Hits: 1588) Fairfield University - Program in Judaic Studies (Added: 9-Oct-2005 Hits: 531) Florida International University - Institute for Judaic and Near Eastern Studies (Added: 31-Jul-2002 Hits: 1176) George Washington University - Program in Judaic Studies (Added: 29-Jan-2003 Hits: 1114) Georgetown University - Center for Jewish Civilization (Added: 4-Jul-2005 Hits: 590) Goucher College - Judaic Studies (Added: 4-Mar-2007 Hits: 280) Graduate Theological Union - Richard S. Dinner Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1231) Gratz College (Added: 12-Mar-2001 Hits: 1467) Hebrew College (Added: 12-Mar-2001 Hits: 1683) Indiana University - Jewish studies program (Added: 12-Mar-2001 Hits: 1473) Kean University - Jewish Studies and World Affairs (Added: 1-Jun-2001 Hits: 1135) Kent State University - Jewish studies program (Added: 9-Dec-2002 Hits: 867) Laura & Alvin Siegal College of Jewish Studies - formerly the Cleveland College of Jewish Studies (Added: 11-Mar-2001 Hits: 1261) Lehigh University - Philip and Muriel Berman Center for Jewish Studies (Added: 28-Apr-2001 Hits: 1215) Miami University - Jewish Studies (Added: 16-Oct-2002 Hits: 1032) Michigan State University - Jewish studies program (Added: 12-Mar-2001 Hits: 1221) Mount Holyoke College - Jewish studies program (Added: 12-Mar-2001 Hits: 1097) New York University - Skirball Dept. of Hebrew and Judaic Studies (Added: 12-Mar-2001 Hits: 1769) Northeastern University - Jewish studies program (Added: 23-Nov-2005 Hits: 545) Northwestern University - Crown Family Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1375) Oberlin College - Jewish Studies (Added: 17-Aug-2001 Hits: 1191) Ohio State University - Yiddish and Ashkenazic Studies Program (Added: 12-Mar-2001 Hits: 1103) Ohio State University - Melton Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1161) Penn State University - Jewish studies program (Added: 8-Oct-2001 Hits: 1245) Portland State University - Schnitzer Family Program in Judaic Studies (Added: 4-Nov-2003 Hits: 681) Purdue University - Jewish studies program (Added: 12-Mar-2001 Hits: 1126) Queens College - Jewish studies program (Added: 12-Mar-2001 Hits: 1251) Rollins College - Jewish studies program (Added: 21-Mar-2002 Hits: 983) Rutgers University - Allen and Joan Bildner Center for the Study of Jewish Life (Added: 12-Mar-2001 Hits: 1326) San Diego State University - Lipinsky Institute for Judaic Studies (Added: 4-Feb-2004 Hits: 680) San José State University - Jewish studies program (Added: 12-Mar-2001 Hits: 1022) Smith College - Program in Jewish Studies (Added: 16-Aug-2001 Hits: 1066) Spertus College (Added: 12-Mar-2001 Hits: 1277) Stanford University - Program in Jewish Studies (Added: 12-Mar-2001 Hits: 1562) Susquehanna University - Jewish studies program (Added: 27-May-2001 Hits: 1029) Temple University - Jewish studies program (Added: 15-Oct-2004 Hits: 619) Touro College (Added: 12-Mar-2001 Hits: 1258) Tulane University - Jewish studies program (Added: 22-May-2002 Hits: 998) University at Albany - Judaic Studies Department (Added: 5-Jun-2001 Hits: 1030) University of Arizona - Judaic Studies (Added: 12-Mar-2001 Hits: 1128) University of California Berkeley - Yiddish at Berkeley (Added: 11-Feb-2007 Hits: 246) University of California Los Angeles - Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1428) University of California San Diego - Judaic Studies (Added: 3-Jan-2002 Hits: 1054) University of California Santa Barbara - Jewish Studies (Added: 12-Mar-2001 Hits: 1019) University of California Santa Cruz - Jewish Studies (Added: 24-Apr-2001 Hits: 1040) University of California, Berkeley - Jewish studies program (Added: 11-Feb-2007 Hits: 274) University of Central Florida - Judaic Studies (Added: 12-Mar-2001 Hits: 1064) University of Chicago - Graduate Programs in Jewish Studies (Added: 12-Mar-2001 Hits: 1410) University of Cincinnati - Department of Judaic Studies (Added: 12-Mar-2001 Hits: 1054) University of Connecticut - Center for Judaic Studies and Contemporary Jewish Life (Added: 12-Mar-2001 Hits: 1064) University of Denver - Center for Judaic Studies (Added: 12-Mar-2001 Hits: 1039) University of Florida - Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1206) University of Hartford - Maurice Greenberg Center for Judaic Studies (Added: 12-Mar-2001 Hits: 1016) University of Illinois - Program in Jewish Culture and Society (Added: 12-Mar-2001 Hits: 1136) University of Judaism (Added: 12-Mar-2001 Hits: 1797) University of Kentucky - Judaic Studies Program (Added: 29-Nov-2001 Hits: 970) University of Maryland, Baltimore County - Judaic Studies (Added: 12-Mar-2001 Hits: 1147) University of Maryland, College Park - Jewish studies program (Added: 12-Mar-2001 Hits: 1237) University of Massachusetts, Amherst - Department of Judaic and Near Eastern Studies (Added: 12-Mar-2001 Hits: 1118) University of Memphis - Bornblum Judaic Studies (Added: 22-Sep-2005 Hits: 501) University of Miami - Judaic Studies Program (Added: 12-Mar-2001 Hits: 1077) University of Michigan - Frankel Center for Judaic Studies (Added: 19-Aug-2002 Hits: 938) University of Minnesota - Center for Jewish Studies (Added: 4-Dec-2003 Hits: 662) University of North Carolina, Asheville - Center for Jewish Studies (Added: 13-Aug-2001 Hits: 1020) University of North Carolina, Chapel Hill - Carolina Center for Jewish Studies (Added: 8-Aug-2003 Hits: 752) University of North Texas - Jewish studies program (Added: 31-Oct-2002 Hits: 876) University of Oregon - Harold Schnitzer Family Program in Judaic Studies (Added: 12-Mar-2001 Hits: 1036) University of Pennsylvania - Jewish Studies (Added: 12-Mar-2001 Hits: 1322) University of Pittsburgh - Jewish studies program (Added: 27-Oct-2002 Hits: 880) University of Rochester - Judaic Studies (Added: 12-Mar-2001 Hits: 1030) University of San Francisco - Swig Judaic Studies Program (Added: 23-Feb-2005 Hits: 535) University of Texas - Jewish studies program (Added: 31-Oct-2002 Hits: 967) University of Virginia - Jewish Studies (Added: 11-Sep-2001 Hits: 1111) University of Wisconsin, Madison - Hebrew and Semitic Studies (Added: 12-Mar-2001 Hits: 1081) University of Wisconsin, Madison - Mosse/Weinstein Center for Jewish Studies (Added: 4-Mar-2003 Hits: 852) University of Wisconsin, Milwaukee - Center for Jewish Studies (Added: 24-Feb-2005 Hits: 487) Vanderbilt University - Jewish studies program (Added: 5-Feb-2004 Hits: 732) Vassar College - Jewish studies program (Added: 26-Aug-2005 Hits: 462) Virginia Commonwealth University - Judaic Studies Program (Added: 22-Sep-2002 Hits: 799) Virginia Tech - Program in Judaic Studies (Added: 30-Nov-2001 Hits: 914) Washington University - Jewish and Near Eastern Studies (Added: 12-Mar-2001 Hits: 1370) Wesleyan University - Hebrew / Judaic Studies (Added: 7-Dec-2001 Hits: 1196) Williams College - Jewish studies program (Added: 12-Dec-2003 Hits: 768) Wright State University - Judaic Studies (Added: 19-Mar-2001 Hits: 1094) Yeshiva University - Cardozo Law School - Program in Jewish Law and Interdisciplinary Studies (Added: 24-Jan-2005 Hits: 590) Youngstown State University - Judaic and Holocaust Studies (Added: 11-Jun-2007 Hits: 215) - 15-Mar-2008

"Jewish studies have become a growth industry and the signs of prosperity are everywhere. There is at least one, and usually more than one, full-time instructor in Jewish studies at almost every university in this country. The Association for Jewish studies counts well over 700 full members, individuals who are employed in a recognized academic institution. Every major academic press in the country has an active list of Jewish studies books." - Bernard Cooperman 1990

"The growing number of scholars are today writing the best history thus far produced for American Jewry creating an information explosion of such magnitude that merely screening the amount of data available and separating them from pseudo-data poses extraordinary difficulties. Jewish studies has emerged not as a politically neutral field concerned with describing the history of the Jews but as a politically charged effort to reconceive Christian history as well." - Henry Feingold 1996

"American colleges and universities are mainly in the business of strengthening unexamined prejudices. Colleges and universities in American have become enforcers of orthodoxy. This is not what Socrates had in mind." - Fred White

"In 1940 there were about 10 Jewish studies programs in the United States." - Peter Haas

"Jewish studies exploded in this country in the late sixties has become, all too often, careerist and conformist. With the inflation of endowed chairs, a product of the Jewish community's desire to buy ethnic respectability in the academy, the field has become fertile ground for academic entrepreneurs." - David Biale

"The obsession with Holocaust memorials is paralleled by an equally dangerous obsession, the establishment of Jewish studies in out-of-the-way places that have neither student support nor community support. They are, in effect, monuments to power, real and imagined, of Vampires wealth. Both of these phenomena point to an unseemly sensationalism and superficiality." - Jay Berkovitz

"Even now, in 1993, it is still possible to find a large African-American Studies department in a large eastern university proposing to establish a Ph.D program in Black Studies where more than half of the compulsory reading in the bedrock 'great Black books' are by Jews. The reverse situation of a Judaic studies Ph.D program taught by white Jews and based on the writings of Black experts, would be so unthinkable as to be the stuff of comedy."- African-American professor Tony Martin

"Study of the suffering of Jews is now advocated mostly as a way of preventing suffering in the future, largely by exposing the sinful or corrupt nature of gentile society and its responsibilities for Jewish suffering and almost never as a means by which Jews could become aware of their own sins." - Albert Lindemann

According to the wikipedia list of countries by population on April 27th, 2008 the 24 countries that have academic Jewish studies propaganda programs have a population of over 855 million. So there is one academic Jewish studies propaganda program for every 12 million people. In the United Jewish States of America there is a academic Jewish studies propaganda program for every 2.6 million people. The United States population of Jews was estimated in 2002 as 6,150,000 or 2% of the American population or 38.62% of the entire world population of Jews.



The Jewish population of America is estimated to be 2.3% of the entire population.

kent state
unique-design
exit stage left


unique library index

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 central banking system, mass 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 mass 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.

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