remember and repeat

Learning Is a Learned Behavior

Classical and Operant Conditioning

"Mankind will possess incalculable advantages and extraordinary control over human behavior when the scientific investigator will be able to subject his fellow men to the same external analysis he would employ for any natural object, and when the human mind will contemplate itself not from within but from without."

Ivan Pavlov

Conventionalist Emotional Characteristic

Five Ways to Transcend the School Mindset

The Dumbing Down of America – By Design

Modern Education is Pavlovian Conditioning

The Scientific Management of America

John Taylor Gatto - State Controlled Consciousness

Underground History Of American Education

"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.

These principles, if applied to the realm of political activity, demand that we must determine our ultimate political aim before taking any practical action.

Only when this ultimate aim is determined, a rough outline for a blueprint of the society at which we aim, 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 in Utopian social engineering.

The piecemeal (social) engineer will fight against the greatest and most urgent evils of society, rather than fighting for its greatest ultimate good .

It is the difference between a reasonable method of improving the lot of man, and a method which may 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

no child left behind

"Give me a child and I'll shape him into anything."

BF Skinner

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.

Based on the philosophy of materialistic pragmatism Prussian children are taught to live by the bell and follow instructions mechanically.

This dark tunnel vision of instruction cleaves the brain in two.

Descendants of financial barons attempting to create a robust economy for everyone twist reality into knots causing conniptions for telemarketers.


"The public relations counsel is necessary to social work.

As social service, by its very nature, can continue only by means of the voluntary support of the wealthy, it is obliged to use propaganda continually.

The leaders in social service were among the first consciously to utilize propaganda in its modern sense." - Edward Bernays, Propaganda

1857 National Education Association is established to elevate character to advance the interests of the teaching profession and promote the cause of popular education in the US.

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.

William Torrey Harris introduces the Prussian conditioning to the midwest in St. Louis.

1884 Fabian Society founded in England to spread socialism.

1889 American Historical Association promotes historical studies.

1890 Progressive Education Association is established.

Core values include democracy as a system for cooperative living in which educational experience is designed to adjust the individual to the crowd.

1896 John Dewey undertakes experimentation to stimulate pragmatic and empirical thinking.

John Dewey holds educational concepts as instruments in which their truth or falsity depended upon whether or not they worked successfully.


General Education Board founded by Rockefeller.

1905 Intercollegiate Socialist Society, a branch of the Fabian Society, founded to awaken intellectuals to the benefits of socialism.

1918 American Council on Education is founded to coordinate the services of educational institutions and organizations to contribute to the Creel Commission in "the national crisis" brought about by World War I.

1934 American Historical Association publishes a report that after giving careful consideration concludes 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.

collective harmony

Control 101: Creating Consensus Reality

13 Ways Public Schools Incubate Mental Instability In Kids

1936 John Dewey Society formed with the twofold purpose of conducting research in the field of education and promoting the educational philosophy of John Dewey.

Dewey understood human beings learn through a 'hands-on' approach.

Pragmatists know that reality must be experienced to be understood.

From Dewey's educational point of view, this means that students must interact with their environment in order to adapt and learn.

1950Intercollegiate Socialist Society is rebranded The League for Industrial Democracy.

"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 coöperation 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 coöperate 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 government, and why they seem to have used their influence to transform education into an instrument for social change."


hypereality 101

"If this finding were to prove useful to the committee, it would be necessary to define the public interest.

This would be found in the principles and the form of the government as expressed in the Constitution.

Subsequent studies were made by the staff of the size, the scope, the form, and the functions of the 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 drastic change took place which constituted a revolution.

Responsibility for the economic welfare of the American people had been transferred to the executive branch of the government, a corresponding change in education had taken place from an impetus outside of the local community, and 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 clearly showed it could not have occurred peacefully or with the consent of the majority unless educational associations in the US had prepared an advance endorsement.

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 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.

Done by training individuals and servicing agencies to render advice to the executive branch of the 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 the 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 American Council of Learned Societies, National Research Council, Social Science Research Council, American Council on Education, National Education Association, the League for Industrial Democracy, Progressive Education Association, American Historical Association, John Dewey Society, and Antidefamation League.

‘True believers’ get ahead at work

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

‘2 more minutes’ makes ending screen time worse

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

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 forged 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 the Lumière Infinie - 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 the Lumière Infinie 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 coöperation. Coöperation 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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