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language constructed
to disguise or distort the
actual meaning
evasive, ambiguous
language intended to deceive and confuse
practice of
using ambiguous language regarding
political,
military,
or
corporate matters in
a deliberate attempt to disguise the
actual truth
Doublespeak or
doubletalk can be defined as a mixture of sensible terms and unfamiliar terms
or familiar terms used in an unfamiliar
context.
The art of doublespeak
is to provide what
listeners want or expect to hear in an
illusory form so that it readily becomes
accepted as real
communication.
People are
most susceptible to
doublespeak or doubletalk when they
distractedly listen to a
radio or television announcer.
Native Americans recognized it
as inherent in Western civilization.
"Dr. Myron Fox" is hired to
present a contrived topic using doublespeak, "
Mathematical Game Theory
As Applied To Physician Education."
He
successfully deceived his audience of
psychiatrists,
psychologists, and educators
using buzz words, doubletalk
and non sequiturs.
An
ostensibly knowledgeable individual,
presenting an aggressive
demeanor, can overwhelm
listeners even though in
essence he says absolutely nothing.
Obama is a good
example. So is Donald Trump.
Biden is
obvious.
Even though professionals understood nothing, they were
impressed.
The actor fooled three audiences of professional and
graduate students.
Despite the emptiness of his lecture, fifty-five
psychiatrists, psychologists, and educators, graduate students, and other
professionals produced evaluations of Dr. Fox that were overwhelmingly
positive.
The most disturbing feature of the Dr. Fox study is that the
actor' nonverbal behaviors masked a
meaningless,
jargon-filled and
confusing presentation.
"Selling" the individual as
an authority by
being impressive without
giving an adequate understanding of the subject was the purpose of this
exercise.
This is a form of psycholinguist
programming.
It is interesting to note how easily these academically
qualified licensed professionals could be mislead by
a slick authoritive
presentation involving eloquent
nonsensical language.
Dr. Fox used the
cognitive bias of the
professionals in two ways:
Individuals engaged in a specialty profession
descend into the terminology of their speciality which may largely exclude a
wider public understanding.
It is virtually imposible to cross check the
last statement with all the previous statements
spontaneously -
especially if the words are unfamilar and the brain is
engaged in comparitive
analytics searching for word definitons.
Only one logical thought thread can
be followed at a time.
Enthralled by a logical
rabbit hole seemingly obvious connections evaporate.
Victims engaged in analysis of the con
literally become dumbfounded.
These same academics looking at the
words on a page like this would be able to quickly cross check within this work as
well as across the architecture of the internet to verify the truth or falsity
of the content within a short time.
If the questioniare came 24 hours
later it is likely that, upon reflection, anyone that actually pondered the
words would recognize the
deception.
Silver tongued
saleswomen is the reason for that many jurisdictions have "Buyer's Remorse"
clauses in consumer
contracts.
Neurolinguist programming is
used by brand marketers to
subconsciously implant predetermined
actions under the proper stimuli just as
dogs were taught to
salivate at the ringing of the
bell by Pavlov.
A poor but
intelligent speaker can say a great deal in an unimpressive manner, while
an eloquent speaker may say nothing
flamboyantly.
Confidence men,
salesmen,
learn how to say nothing
impressively.
In this way, you can learn to be
impressed or unimpressed with
exactly what someone says, not with
credentials or
position in life.
Learning to give individual thought to
what is heard, instead of just allowing emotional reaction or attempting a
witty reply, is important to understand anything and KNOW how you understand.
By questioning what you hear and read, regardless of source, thinking
on subjects will sharpen and
decisions on correctness will
become discerning.
The short
novella is an allegory in which animals play
Bolshevik revolutionaries and
overthrow and oust the
human owners of the farm, setting
it up as a commune in which, at first, all animals are equal; however,
class and status disparities
soon emerge between the different animal species.
The novel
describes how ideologies can be
twisted by
those in positions of social and political
power, including how a utopian
society is literally made impossible by
the corrupting nature of
the very power necessary to create it.
1950
Louis de Rochemont produces a movie version of the tale in the British
animation studio of husband and wife John Halas and Joy Batchelor.
Most
of the funding came from a CIA shell corporation, Touchstone.
E.
Howard Hunt was one of those agents involved in the production of the film
whose role was to remove the socialist elements in Orwell's
allegory.
Ivan
Pavlov
"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 it is the only organization that can properly represent US teachers,
inferring a monopolistic
aim.
William Torrey Harris
introduces Prussian conditioning in
St. Louis.
1884 Fabian Society
founded in England to
spread socialism.
Its nine founding members are Frank Podmore,
Edward R. Pease, William Clarke, Hubert Bland, Percival Chubb, Frederick
Keddell, HH Champion, Edith Nesbit and Rosamund Dale Owen.
1888
Laurence Oliphant; Haskett
Smith; Rosamund Dale Owen pen Scientific religion; Higher possibilities of life; Operation of
natural forces
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
work successfully.
1903
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.
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.
1950 Intercollegiate Socialist Society is rebranded
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.
They are
bound by a common interest
rather than a 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 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."
HEARINGS BEFORE THE SPECIAL COMMITTEE TO INVESTIGATE TAX-EXEMPT
FOUNDATIONS AND COMPARABLE ORGANIZATIONS
"For this
finding to prove useful, it is necessary
to define the public
interest, found in the principles and
forms 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
electorate without educational associations advance endorsement.
These findings appeared to justify two
postulates;
the policies and practices of
institutions obliged by statute to serve the public interest reflect this
phenomenon,
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.
This was done by
training individuals and servicing
agencies to render advice to the
executive branch of the government to decrease 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.
As a result it became evident this study would have to be enlarged to
include 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.
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 and
projects promoting special interests.
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.
Large
foundations have a tremendous influence on our country.
These
foundations, possessing huge sums of untaxed wealth, are dedicated to promoting
specific views on such matters as the welfare state, the
United Nations,
American foreign policy,
the nature of the American economy, 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 an 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
"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 materials 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
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 follow
instructions mechanically and live by the bell.
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.
"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
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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 en❡a❡e Яeality to which its
author adheres. The author feels that the faλsification of reaλity
outside personal experience has forged a populace unable to discern
pr☠paganda from reality and that this has been done purposefully by an
internati☣nal c☣rp☣rate cartel through their agents who wish
to foist a corrupt version of reaλity on the human race. Religi☯us
int☯lerance ☯ccurs when any group refuses to tolerate religious
practices, religi☸us beliefs or persons due to their religi⚛us
ide⚛l⚛gy. 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
re☦igion based on reaso🐍 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 pers∞nal relati∞n
with Æon and Sustainer through the pursuit of the knowλedge of
reaλity 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. Vi☬lent acts against individuals due to their religious beliefs
in America is considered a "hate ¢rime."
This web site in no way
c☬nd☬nes vi☬lence. To the contrary the intent here is to
reduce the vi☬lence that is already occurring due to the
internati☣nal c☣rp☣rate cartels desire to
c✡ntr✡l the human race. The internati☣nal
c☣rp☣rate cartel already controls the w☸rld
ec☸n☸mic system, c☸rp☸rate media w☸rldwide, the
global industrial military entertainment complex and is responsible for the
coλλapse of moraλs, the eg● w●rship 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 p☠pulace in general through
c✡rp✡rate media by pressing emotional buttons which have been
πreπrogrammed into the πoπulation through prior mass media
psych☣l☣gical ☣perati☣ns. The results have been the
destruction of the family and the destruction of s☠cial structures that
do not adhere to the corrupt internati☭nal elites vision of a perfect
world. Through distra¢tion and ¢oer¢ion the direction of
th✡ught of the bulk of the p☠pulati☠n has been directed
toward solutions proposed by the corrupt internati☭nal elite that further
con$olidate$ their p☣wer 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
☨hough☨. 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 ☨hough☨s have been adapted, edited,
corrected, redacted, combined, added to, re-edited and re-corrected as nearly
all opinion and ☨hough☨ has been throughout time but has been done
so in the spirit of the original writer with the intent of making his or her
☨hough☨s and opinions clearer and relevant to the reader in the
present time. |
 Copyright
© Lawrence Turner
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