Harper Valley P.T.A.

Changing Education Paradigms

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

BF Skinner

parrots being trained

Virtual Education Shock Doctrine

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

MIT OpenCourseWare

Elites Impose Education Policies

Changing Education Paradigms

NYU ignores academic freedom, investigates Mark Crispin Miller

"It isn't a coincidence that governments want to educate children.

Government education is supposed to be evidence of the state's goodness.

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.

School's Out

UC Davis spent thousands to scrub
pepper-spray references from Internet

Reclaiming Education from Corporate Capture

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".

They are, quite frankly my dear, rationally dissociated from emotion.

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 in opposition to 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 make choices. A weak moral sense leads them 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.

1806 After the defeat of the Prussians (Germans) by Napoleon at the battle of Jena, it is decided that the reason the battle had been lost is due to the fact that the Prussian soldiers are thinking for themselves on the battlefield instead of following orders.

Johann Gottlieb Fichte suggested the State as the center of the ultimate moral nature of society which directly influenced both Von Schelling and Hegel, who took similarly idealistic views.

1819 Prescribing "duties to the State", combined with John Locke's view (1690) that "children are a blank slate" and lessons from Rousseau on how to "write on the slate", Prussia establishes a three-tiered educational system considered "scientific" in nature.

The Prussian system defines for the child what is to be learned, what is to be thought about, how long to think about it and when a child is to think of something else.

The elite of Prussian society comprise .5% of society.

5.5% of the remaining children are allowed to go to what is called realschulen, where they are partially taught to think.

The remaining 94% are sent to volkschulen, where they learn "harmony, obedience, freedom from stressful thinking and how to follow orders."

Symbol identification (reading) is not allowed for the first six or seven years of volkschulen lives.

1840 The American attitude of "learn and then strike out on your own" has to be broken.

The Prussian system is the ideal way to do it.

1857 William Torrey Harris introduces the Prussian conditioning system.

Strict academic discipline in many European schools, especially Germany, Switzerland and France, triggered outbreaks of motor hysteria involving convulsions (Armainguad, 1879; Hagenbach, 1893), contractures (Regnard & Simon, 1887), trembling (Laquer, 1888; Wichmann, 1890) and laughing (Rembold, 1893). At Gross-tinz, Germany, between 28 June and mid-October 1892, hand tremors affected the entire body and 8/20 victims exhibit altered consciousness and amnesia (Hirt, 1893).

1883 Senate investigation of relations between labor and capital

"The Committee's work merits greater respect for three major reasons.

First, it was the initial attempt by a Congressional body to obtain a solution for the complex problem of labor-capital antagonism.

Regardless of its success in this venture, it marked a significant step in a direction other than the traditional hands-off philosophy concerning the governments role in the situation.

Secondly, contrary to the common view, it did "throw light on the situation."

That this light was not fully utilized by a rather large body of myopic legislators does not detract from its efficacy in the slightest.

Such a charge can be levelled at almost any Congressional investigation.

And the final and most significant reason is the fact that the investigation had a direct effect in altering the labor legislation policies of the Congress.

Labor gained its most emphatic support in the Senate of the 1880's as a result of the investigation." - John Sweeney

1893 Girls' school in Basel, Switzerland, is affected by contagious shaking and convulsions involving female students who are unable to complete in-school written assignments.

Symptoms subsided after school hours, relapsing upon re-entering school grounds (Aemmer, 1893).

1904 The same Girls' school reports another outbreak (Zollinger, 1906).

1906 At a school in Chemnitz, Germany arm and hand tremors in female elementary students appear during their writing exercise hour.

The symptoms began in two pupils but gradually spread to 21 females over 4 weeks (Schoedel, 1906).

The pupils perform all other manual tasks normally, including gymnastics class.

Electric shocks are administered to those affected and during their writing period demanding drills in mental arithmetic are required.

The symptoms disappear.


General Education Board founded by Rockefeller.

1908 Ground is broken for the Andrew Carnegie Library at DePauw University. Constructed with a $50000 gift from the industrialist.

William Albert Wirt modifies volkschulen to be centered upon a platoon style work-study-play system designed to assimilate the 63.4 percent of children with parents who are field working immigrants.

1914 William Albert Wirt introduces his system in New York City.

1918 Stephen T. Jackson, historian of Madison County, "In all, Carnegie, who at one time was the richest man in the world, was behind the building of 164 public libraries in Indiana plus one on the campus of DePauw University and another at Earlham College.

Those libraries were built with monies from 156 grants totaling $2,506,664 awarded by the Carnegie Corporation of New York from 1901 to 1918.

An additional $80,000 was provided for the academic libraries at DePauw and Earlham."

New York schools abandoned Wirt's work-study-play project.

1919 New School for Social Research founded by Charles Beard, John Dewey, James Harvey Robinson, and Thorstein Veblen.

1925 National Association for the Study of the Platoon or Work-Study-Play School Organization forms to publicize the advantages of the platoon system.

Wirt receives international recognition from England to Japan.

1933 University in Exile founded by the director of the New School for Social Research, Alvin Saunders Johnson, through the financial contributions of Hiram Halle and the Rockefeller Foundation.

University in Exile becomes a haven for scholars who had been dismissed from teaching positions by the Italian fascists under Benito Mussolini or had to flee Adolf Hitler and the National Socialist German Workers Party.

Notable scholars associated with the University in Exile include psychologists Erich Fromm, Max Wertheimer and Aron Gurwitsch, political philosophers Hannah Arendt and Leo Strauss, social psychologist Everett Dean Martin, and philosopher Hans Jonas.

"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 true motivation:

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

Under the guise of an utopian vision social engineers with delusions of grandeur dreamed of a global utopia.

To accomplish this goal they embraced the application of ponerological thought patterns which included the use of both eugenics and genocide for social control purposes.

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

indoctrination system

"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 created 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 an agency proposed by Nelson Rockefeller under Dwight D. Eisenhower." - Gary Allen

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

Wilhelm Wundt developed the structuralism theory of consciousness.

Structuralism holds that fundamental worldviews are built upon the combinations of simple primitive concepts to form a complex understanding.

Structuralism suggests introspection will explains 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)

Registered Replication Reports

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

Apperception was the central concern of Wilhelm Wundt.

Active cognitive and motivational integration allow control of attention.

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 introspection.

- 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 mental images, spatially, from impressions of light."

- Context Principle of Relational Analysis

All mental images, concepts and ideas are interrelated.

- dichotomy Principle

The 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.

Alteration 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.


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


"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 are 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.

programmed conditioning

"Few break out of the prison of that early learning."

George Croly

"You never saw anybody dying?

You never saw anybody having a baby?

How did you get to know things? "

"In the school I went to," Will said, "we only got to know words."

The child looked up, shook her head and significantly tapped her forehead.

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

Will laughed.

"They were high-minded educators dedicated to Western Tradition."

Didn't people dying 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? "

"The one that does all the talking. Always talking about mistakes I made, crazy things I imagine I can do. She's the one that gets frightened."

"Why is she frightened? "

"She gets talking out loud to herself about awful things that might happen."

"But there is another me."

"Which one is that?"

"The one that looks and listens and feels what's going on inside."

"Sometimes she helps me see suddenly sees how beautiful everything is!"

- from Aldous Huxley Island

Does a Degree Lead to Economic Mobility?

"Before the American educational establishment sinks even further into the morass of standardized testing, perhaps there should be a systematic and unbiased investigation of whether these tests are identifying potential to do anything - 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 "proper" or "correct".

Order followers understand there is one, and only one, "proper" answer.

Those that climb the ladder of success in the US culture are academically oriented to believe that there is only one answer only known to "experts."

Those who reside at the top of the pyramid are cognitively bias' against a "solution" that does not fit neatly into their "correct" answer box.

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.

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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 international corporate cartel through their agents who wish to foist a corrupt version of reality on the human race. Religi☯us int☯lerance ☯ccurs when any group refuses to tolerate religi☯us 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 Mŷsterŷ 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 Æ∞n and Sustainer through the pursuit of the knowλedge of reaλity in the hope of curing the spiritual c✡rrupti✡n that has enveloped the human spirit. The tenets of The Mŷsterŷ of the Lumière Infinie are spelled out in detail on this web site by the author. Vi☬lent acts against individuals due to their religi☸us 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 violence that is already occurring due to the internati☣nal c☣rp☣rate cartels desire to control the human race. The internati☣nal c☣rp☣rate cartel already controls the w☸rld ec☸n☸mic system, c✡rp✡rate media worldwide, the global indus✈rial mili✈ary en✈er✈ainmen✈ complex and is responsible for the coλλapse of moraλs, the eg● w●rship and the destruction of gl☭bal ec☭systems. Civilization is based on coöperation. Coöperation with bi☣hazards of a gun.

American social mores and values have declined precipitously over the last century as the internati☣nal c☣rp☣rate 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 press☟ng em☠ti☠nal butt☠ns which have been πreπrogrammed into the πoπulation through prior c☢rp☢rate media psych☢l☢gical ☢perati☢ns. The results have been the destruction of the fami♙y 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 dir⇼ction of th✡ught of the bulk of the population has been direc⇶ed ⇶oward s↺luti↻ns proposed by the corrupt internati☭nal elite that further con$olidate$ their p☣wer and which further their purposes.

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