parrots being trained

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

4 Ways Kids Are Biologically Driven to Self-Educate

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

Elites Impose Education Policies

"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.

1660 The President, Council and Fellows of the Royal Society of London for Improving Natural Knowledge founded.

Pragmatic, materialistic people are concerned with "How" and "Why".

Since inception the British Royal Society has promoted pragmatic materialism to keep the subjects of the British Empire occupied with building personal empires that support the ideology of Empire.

Thomas Jefferson developed a philosophy of pragmatic materialism in opposition to that of the Crown.

"Knowledge is of little use, when confined to mere speculation."

Jefferson questioned how a metaphysical, non-material entity like spirit, “which has neither extension nor solidity, can put material organs into motion.”

Jefferson believed that the human conscience was also a physical process; they called this the “moral sense,” and it functioned in the same manner as any of the five classic senses: taste, smell, sight, touch, and hearing.

Immoral behavior, then, was a function of physical factors, such as environment, heredity, and experience.

Individuals could make choices, but a weak moral sense could lead men astray.

Two camps formed: Jeffersonian Republicians and Federalists.

Jeffersonians believed that the removal of factors causing a degraded moral sense could bring about an improvement in behavior.

The key to promoting moral behavior, to the Jeffersonians, was to educate citizens on the ways in which optimal moral health might be obtained.

Unfortunately, after two centuries, the Federalist paradigm came to rule.

"The ideal of behaviorism is to eliminate coercion: change the environment in a way as to reinforce the kind of behavior that benefits everyone."

BF Skinner

Just beneath the superficial justifications for forced mass schooling lies the first level of its true motivation:

to create a MICE population suitable for the demands of the global industrial economy.

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

indoctrination system

1946 Education Film Predicts How Our Democracy Turns Despotic

Court Rules Michigan Not Responsible for Quality Public Education

Why Are Educators Learning How to Interrogate Their Students?

18 Reasons Why Doctors and Lawyers Homeschool Their Children

"Environment and education
shape character and morality."

Mary Wollstonecraft

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

Point 10 of the Communist Manifesto: Free education for all children in public schools. Abolition of children's factory labour in its present form. Combination of education with industrial production.

"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 wage labor discipline was discussed at length by intellectuals.

The artificial reality that the factory system forged was a mass-produced reality, a generic reality of standardized products, standardized roles, standardized tasks, and standardized lives." - Charles Eisenstein

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

Wilhelm Maximilian Wundt was born into an academic and professional family and was not a good secondary student.

As a pioneer of cultural psychology he came to be known as the Father of Psychology.

Structuralism is the theory of consciousness developed by Wilhelm Wundt.

Structuralism holds that the fundamental worldview is built upon the simplest primitive concepts to form more complex understandings.

Structuralism suggests introspection will explain (or expand) the conscious experience by breaking down consciousness into three types of mental elements:

Sensations (elements of perceptions)

Images (elements of ideas)

Affections (elements of emotions)

Critics argue that self-analysis is not feasible as introspective students can not appreciate the processes or mechanisms of their own mental processes.

But what if they can ?

Wundt forged a broad research program in empirical psychology and developed a system of philosophy and ethics from the basic concepts of his psychology.

Apperception was the central concern of Wilhelm Wundt.

The selective control of attention is an elementary example of active cognitive, emotional and motivational integration.

Wundt sketched out four main levels of cultural development: primitive man, the totemistic age, the age of heroes and gods, and the development of humanity.

Wundt decisively rejects naive introspection.

After debating Kant Wundt came to the conclusion that statistical methods were only of limited value, for example in psychophysics or in the evaluation of population statistics, admiting that measurement and mathematics were only applicable for very elementary conscious processes.

- Emergence Principle of Creative Synthesis

Every perception can be broken down into elemental impressions.

New perceptions are forged by the combining elemental impressions.

"We combine the mental images, spatially, from a multitude of impressions of light."

- Context Principle of Relational Analysis

All mental images, concepts and ideas are interrelated.

- Dicotomy Principle

There is a general tendency to order the subjective world according to opposites.

- Heterogony Principle

The consequences of an action extend beyond the original intended purpose and give rise to new motives with new effects.

Alternation of generations; especially : alternation of a dioecious (sexually differentiated) with a parthenogenetic (sexually indifferentiated) generation.

The intent was to create automatons to work in global industrial society.

"The public school curriculum comes right out of the Wundt system.

American educators imported three major ideas from Wundt:

- 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

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


John Taylor Gatto - The Purpose Of Schooling

The Prussian Connection to American Schooling

Court Rules Michigan Not Responsible for Quality Public Education

Learning without Questioning in America: The Sunday School Syndrome

18 Reasons Why Doctors and Lawyers Homeschool Their Children


war on education through charter schools crush your childs genius

education is defind as:

a program of instruction

processes that impart knowledge

an instructive or enlightening experience

programmed conditioning

"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.

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

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

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

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

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

"By people having babies? "

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

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

"So what did you do about it? "

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

"And which of you was it? "

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

"Why is she frightened? "

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

"Which one is that?"

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

- from Aldous Huxley Island

educated mind

no child left standing

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

Learning without Questioning in America: Sunday School Syndrome

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

"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

"Television commentator Armstrong Williams was paid $240,000 to promote George Bush 's education policies, and syndicated columnists Maggie Gallagher and Michael McManus were paid $21,500 and $10,000, respectively, to advocate George W. Bush's marriage initiatives. This money was provided by American taxpayers, illegal under the Smith-Mundt Act of 1948, which forbids the domestic dissemination of government propaganda designed to sway public policy. Materials that serve "a solely partisan purpose" are expressly prohibited." - Harry Brunser

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

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

The No Child Left Behind program was just another smoke and mirrors game played by the George Walker Bush administration.

The reading program, Reading First, was beset with conflicts of interest according to the Office of the Inspector General.

Over $6 billion was given away in government contracts to implement the Reading First program.

After six years the Department of Education has declared that the Reading First program failed to improve reading comprehension.

Even though the Reading First program proved to be a failure in increasing reading comprehension it was a rousing success in privatizing public funds and maintaining the status quo of government give-aways to corporations.

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

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

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

These sentences are typical of the type of conditioning used in the program:

I am mad (wrath);
He made me mad (wrath);
She is mad at me (wrath);
The rat is sad (anthropomorphic projection);
The cow ate fish (fantasy);
I made a wish;
Is she a rat? (derogatory);
Paint that nose (personal insufficiency);
A cat can talk (fantasy);
Is that shark mad? (fantasy/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).

Primary readers in the past 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 forged more meaningless testing and paperwork .

Many public school administrations decided to teach and test the same way private schools teach individuals applying for state trade licensee - i.e. lawyers, architects, contractors, cosmetologist, etcetera .

They teach the students how to take the test as opposed to teaching them the broad knowledge that such tests are meant to decipher in the tested individual.

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

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

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

standardized testing

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

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

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

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

School is intended to create compliance and conformity. If children learn a few things along the way the so much the better, but under no conditions are teachers to teach critical_thinking.
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 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 Life - a rational gnostic mystery religion based on reason which requires no leap of faith, accepts no tithes, has no supreme leader, no church buildings and in which each and every individual is encouraged to develop a personal relation with the Creator and Sustainer through the pursuit of the knowledge of reality in the hope of curing the spiritual corruption that has enveloped the human spirit. The tenets of The Truth of the Way of Life are spelled out in detail on this web site by the author. Violent acts against individuals due to their religious beliefs in America is considered a "hate crime."

This web site in no way condones violence. To the contrary the intent here is to reduce the violence that is already occurring due to the international corporate cartels desire to control the human race. The international corporate cartel already controls the world economic system, corporate media worldwide, the global industrial military entertainment complex and is responsible for the collapse of morals, the elevation of self-centered behavior and the destruction of global ecosystems. Civilization is based on cooperation. Cooperation does not occur at the point of a gun.

American social mores and values have declined precipitously over the last century as the corrupt international cartel has garnered more and more power. This power rests in the ability to deceive the populace in general through corporate media by pressing emotional buttons which have been preprogrammed into the population through prior corporate media psychological operations. The results have been the destruction of the family and the destruction of social structures that do not adhere to the corrupt international elites vision of a perfect world. Through distraction and coercion the direction of thought of the bulk of the population has been directed toward solutions proposed by the corrupt international elite that further consolidates their power and which further their purposes.

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