"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
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
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
These are the necessary preliminaries of any
practical political move that can be called rational, and especially in Utopian
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
Current educational systems
were designed by foundations set up by industrialists to
inculcate children into their roles in
the industrialized factories,
institutions of an
the philosophy of materialistic
pragmatism Prussian children
are taught to live by the bell and follow instructions mechanically.
tunnel vision of instruction
cleaves the brain in
of financial barons attempting to create
a robust economy for
twist reality into knots
causing conniptions for
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.
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.
Society founded in England
1889 American Historical
Association promotes historical
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.
Dewey holds educational concepts as instruments in which their truth or falsity
depended upon whether or not they worked successfully.
Intercollegiate Socialist Society, a branch of the
Fabian Society, founded
to awaken intellectuals
to the benefits of socialism.
American Council on Education is founded to coordinate the services of
educational institutions and
organizations to contribute to the
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
John Dewey Society formed with the twofold purpose of conducting
research in the field of education and promoting the educational philosophy of
Dewey understood human beings learn through a 'hands-on'
Pragmatists know that reality must be experienced to be
From Dewey's educational point of view, this means that
students must interact with their environment in order to adapt and
Society is rebranded The League for Industrial
"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.
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."
HEARINGS BEFORE THE SPECIAL COMMITTEE TO
INVESTIGATE TAX-EXEMPT FOUNDATIONS AND COMPARABLE ORGANIZATIONS - HOUSE OF
REPRESENTATIVES - EIGHTY-THIRD CONGRESS - SECOND SESSION ON House Resolution
finding were to prove useful to the committee, it would be necessary
to define the public
This would be found
in the principles and the form of the government as expressed in the
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
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.
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.
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.
training individuals and servicing
agencies to render advice to the
executive branch of the government.
By decreasing the
education upon the resources of the
local community, and freeing it from many of
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
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
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
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
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
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.
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.
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.
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
a mind altering device
"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
This web site is not a commercial web site and
is presented for educational
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
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.
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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