Waging War Without Declaring It

by Stephen Lendman

America does it in proxy wars and some direct ones. Israel waged war on Palestine since 1948. 

Daily violence against innocent civilians persists largely below the radar. So does occupation harshness. Media scoundrels turn a blind eye.

In the week ending November 7 alone, Israel killed a Gaza civilian epileptic victim sufferer. Airstrikes killed two other Gazans.

In the West Bank Hares village, 12 civilians were attacked and wounded, including a child. Three attacks targeted Palestinian fishermen at sea.

Peaceful West Bank protesters were assaulted. Dozens were beaten and/or suffered from tear gas inhalation. Israeli security forces conducted 92 incursions into West Bank communities - an average of 13 a day.

They usually occur belligerently pre-dawn. Families are terrorized. Homes are ransacked. Property is damaged or destroyed. Adults and children are arrested, beaten, and detained.

Two incursions targeted Gazan communities. Five dozen arrests were made throughout Palestine, including five children and two women. One was the wife of Palestinian prisoner, Bassam al-Sa'di.

Several homes were demolished in 'Anata and al-Tour neighborhoods. Tenders were issued for 1,200 new Pisgat Ze'ev and Ramot settlement housing units. They'll be build on stolen Palestinian land.

EU Foreign Affairs/Security Policy head Catherine Ashton issued a pathetic statement. Doing so reflected Western contempt for Palestinian suffering. 

Effectively she endorsed Israeli land theft. She called new construction "regrettable." It's lawless. She knows it but wouldn't say.

Most important, she and EU leaders do nothing to stop it. Nor does Washington. They support it directly and by inaction.

Ashton added that new construction complicates peace efforts. In fact, none exist and never did. Israel and Washington won't tolerate it. Officials like Ashton know but won't explain.

She said nothing about Israel bombing and shelling Gaza. Reports that eight Israeli tanks and four armored bulldozers invaded the town of Abasan, east of Khan Younis, went unnoticed. 

Smoke bombs and live ammunition were fired. Overhead Israeli drones were ready to attack. Civilians are targeted, killed or wounded. Incursions like this happen regularly. Western officials are silent. These are war crimes. Responsible officials commit them with impunity.

Gaza's siege and blockade continues. Dozens of new West Bank checkpoints were established. About a dozen Palestinians were arrested at West Bank checkpoints, including four children and one woman.

Extremist settlers continue attacking Palestinians. They commit violence and vandalism with impunity. Other West Bank and East Jerusalem crimes against humanity were committed.

On Fridays, Bil'in village residents protest peacefully against Israel's apartheid wall construction. It's being built on stolen village land. An activist's sign reads, "The occupation will not remove us from our land."

On November 9, Israeli security forces attacked demonstrators. Tear gas and rubber bullets were used. Injuries were reported. An Italian activist was wounded. 

Many residents suffered from tear gas inhalation. The Popular Committee Against the Wall and settlements issued a statement, saying its struggle against occupation harshness will continue.

On November 8, Haaretz contributor Roman Bronfman said:

"The forces of democracy in Israel must now to unite to fight the enemy within. That enemy is our own government, as a whole and in its components." 

"Anti-democratic legislation, inflammatory rhetoric, concentrated and anti-social economics and teaching racist and xenophobic - all are dangers to peace within Israel."

Israeli Arabs and Jews for democracy must unite against dark internal forces threatening Israel, Palestine and regional security. 

Bronfman urges support for candidates supporting real democracy. Netanyahu/Lieberman and likeminded extremists threaten it and humanity.

What kind of country bombs and shells innocent civilians? Israel does it often and much more. What kind of nations endorse Israeli crimes of war and against humanity? They do it overtly, through silence, and by not acting to stop it as international law demands.

On November 9, an explosion on Gaza's Israeli border wounded four Israeli soldiers. Hamas and the Popular Front for the Liberation of Palestine claimed responsibility. It followed earlier Israeli attacks.

On November 8, Israeli soldiers killed a Palestinian child. Multiple Israeli attacks occur before Palestinians respond. It's their legitimate self-defense right.

Israel calls it terrorism. IDF attacks followed. Israeli tanks shelled Gaza. Four Palestinians were killed. At least another 30 were wounded. Ten are in serious condition.

Residents said a crowded mourning tent in the al-Shujaiyeh neighborhood near Gaza City was targeted. People there were paying respects to the family of a Palestinian killed by shell fire.

Israelis also targeted Khan Younis. Four injuries were reported. Hamas spokesman Fawzi Barhoum said:

"The occupation's targeting of civilians was a grave escalation that must not pass in silence. Resistance must be reinforced in order to block the aggression."

The Popular Resistance Committees said it fired four rockets at communities close Gaza's border with Israel. It referred to what it called "the revenge invoice" for Palestinian deaths.

Days earlier, Israeli soldiers shot and killed a Palestinian man. He threatened no one.

Defense Minister Ehud Barak said, "The IDF responded harshly to the incident and further action will be considered in the coming days. We will not tolerate any escalation along the border."

He ignored Israel's responsibility for initiating violence. He and other Israeli officials call it self-defense. It's willful aggression. It's cold-blooded murder.

As usual, The New York Times blamed Palestinian victims. On November 10, it headlined "Violence Surges on Israeli-Gaza Border," saying:

"Palestinian militants fired an antitank missile on Saturday at an Israeli military jeep patrolling Israel’s border with Gaza."

Israel returned fire. "Gaza militants then fired a barrage of rockets and mortar shells into southern Israel; one of the militants was killed by a return airstrike."

A confrontational atmosphere "simmer(ed) for months," said The Times. Hamas and other "militant" groups were blamed. 

Ignored was over five years of lawless siege, the protracted humanitarian crisis, ordinary Palestinians defending their land, and Israeli belligerence responsibility for virtually all violent incidents.

Throughout decades of occupation harshness, Times reports are consistently pro-Israeli. Palestinian rights get short shrift. Other media scoundrels report the same way.

On November 11, Israeli bombing and shelling continued. Five more Palestinian deaths were reported. Others were wounded. Greater Israeli escalation is feared.

Weeks before Israel's 2009 elections, Cast Lead was launched. Over 1,400 Gazans were killed. Around 5,000 were injured. Enormous damage was caused. Parts of Gaza remain barren. Broken lives aren't the same.

Netanyahu may have Cast Lead 2.0 in mind. Stoking fear, talking tough, and attacking civilians called militants may be his reelection strategy. 

It wouldn't be the first time Israel waged aggressive war called self-defense. Targeting Gaza again is very possible and perhaps likely.

On November 11, Reuters headlined "Israel says ready to escalate as Hamas joins Gaza clashes," saying:

Israeli broadcasters quoted Netanyahu saying:

"The world needs to understand that Israel will not sit with arms crossed when faced by attempts to hurt us. And we are prepared to harshen the response.''

Netanyahu is a belligerent warmonger. He's a world class thug. He menaces Israelis, Palestinians, and others regionally. He represents the worst of rogue governance. Anything ahead is possible with him in charge.

Palestinian activist Derek Graham told Press TV that Israel's strategy is "slow genocide." They intend to "wipe out the Palestinians."

They're doing it multiple ways. Illegal weapons and munitions are "used in civilian areas but Israelis use them with impunity. It is unjust and they are allowed to do this and get away with it because they have the Americans backing what they do."

He also mentioned a recent UN report. It said Gaza will be unlivable by 2020. It's practically that way now. Crippling siege and blockade causes enormous hardships. Enforcing it has nothing to do with security.

It's about committing slow motion genocide. It's been ongoing throughout Palestine for years. Nations able to stop it turn a blind eye. Gazans suffer most.

December 27 marks Cast Lead's fourth anniversary. Missiles, bombs, shells, and illegal weapons caused mass slaughter and destruction. Parts of Gaza remain devastated.

Israel uses illegal weapons regularly. Densely populated areas are targeted. Toxic white phosphorous residue and depleted uranium contaminated large parts of Gaza. A spring 2012 International Journal of Environmental Research and Public Health report said:

"Children with BD (birth defects) were born with higher frequency in families where one or both parents were under 'white phosphorus' attack, than in the general population." 

"Bombing of the family home and removal of the rubble were also frequently reported by couples with BD occurrence."

In January 2010, the Baheth Center for Strategic & Palestinian Studies confirmed Israeli depleted uranium (DU) use, saying:

"The ruined buildings and debris left after the Israeli attack on Gaza are contaminated with depleted uranium and similar types of weapons." London-based Palestinian Return Center activist Sameh Habeeb reported it.

Nuclear experts confirmed it. Contamination is permanent. Current and future generations will suffer enormously. Nothing is safe to eat or drink. Cancer and other diseases may become epidemic.

In May 2011, Press TV headlined "Cancer cases on the rise in Gaza," saying:

Shifa Hospital is Gaza's main healthcare provider. Doctors reported many more cancer patients. Norwegian physician volunteers said some victims have DU traces in their bodies.

Environmental damage and pollution are byproducts of war and continued conflict.

Post-Cast Lead readings show some Gazan areas are "1,000 times more radioactive than natural levels, and now cancer cases emerge  on a daily basis."

Affected patients live in mainly bombed areas. Others in Gaza are affected. DU munitions aerosolize on impact. Wind spreads toxic residue. Contaminated air, water and soil results. 

Post-war cancer rates increased 30%. Expect continued escalation for many more years. Israel has no concern for human suffering. 

Civilians are willfully targeted to inflict as much as possible. It's official strategy in all violent attacks. Accountability is long overdue.

A Final Comment

Beware of false flags. For months throughout the Syrian conflict, possible full-scale Western intervention loomed. It still does. Post-US elections, it's more likely though not certain.

Easy to manufacture pretexts launch wars. America did it repeatedly for over a century. Most-recently, 9/11 initiated a belligerent holocaust. It continues unabated.

Syrian and Iranian regime change is longstanding US policy. All means are considered. War is the bottom line option when others fail.

On November 11, a stray mortar shell from Syria struck occupied Golan. No injuries were reported. A statement said Israel fired cross-border warning shots in response. It added:

"The IDF has filed a complaint through the UN forces operating in the area, stating that fire emanating from Syria into Israel will not be tolerated and shall be responded to with severity."

Defense Secretary Ehud Barak said he expects Assad to fall, and "a new stage in the life of Syria will begin." He left unsaid whether Israel will try to force him out. He warned Damascus that Israel would respond if shells hit Golan.

IDF head General Benny Gantz warned Israel's Golan forces, saying: "This is a Syrian issue that could become our issue." 

Netanyahu said Israel is "closely monitoring what is happening on our border with Syria, and there too we are ready for any development."

Earlier stray mortars also struck Golan. Israel knows they're not intentional. Damascus is still held responsible. In January, Netanyahu faces reelection. 

Anything he believes enhances his prospects is possible. He may decide it includes acting tough on Syria. The situation bears watching.

New World Order Education: Useful Engines in the “One World Schoolhouse”

He’s a really useful engine, you know
All the other engines they’ll tell you so
He huffs and puffs and whistles
Rushing to and fro
He’s the really useful engine we adore[1]

A Bill and Melinda Gates Foundation-funded online education service seeks to introduce and control a one-size-fits-all worldwide school curriculum. The strategy aptly fits alongside historically persistent schemes to further restructure education en route to an internationally-based technocratic order.

A seemingly benign and playful lyric from the overwhelmingly popular toddler’s animation Thomas the Tank Engine captures the modus operandi and consequence of American public education over the past century. Like the child subjected to years of compulsory schooling, Thomas is an entity devoid of meaningful social agency and reduced to demonstrating his overall worth by being “useful” in Sir Topham Hatt’s enterprise.

As an institutional process definitively influenced over the past century by the world’s most wealthy and influential figures, public schools equip individuals with a performativity code that functions along the lines of how Thomas behaves for his overseer, with the implicit knowledge that life has largely been planned; his intellectual and creative faculties reduced to an instrumental motivation to merely stay “on track.”

Contrary to the jingoistic and contradictory claim that modern education “equips young people for democratic citizenship,” the actual development and employment of educational techniques suggests how the overall environment and method utilized in today’s public education system has for years been increasingly reshaped to produce “useful engines” largely incapable of independent thought and personal enfranchisement.

The system’s strong sociopolitical underpinnings lie in the fact that most public school teachers are also products of such training and thus oblivious to schooling’s overall dehumanizing rituals and scope. This, is in addition to the tremendous monetary support of teachers’ unions by philanthropies such as the Bill and Melinda Gates Foundation,[2] all but ensures that significant resistance against the continued obsession with streamlined and bureaucratized measures, proposed privatization of the schools and curricula, and genuinely innovative curricular reforms carefully tiptoe around Gates’ technophilic obsessions.

The Khan Academy

Against this backdrop the arrival of the Gates-funded Khan Academy—a 501(c)3 charity overseeing an exclusively computer-based array of Youtube-delivered tutorials—is entirely fitting. Already the Khan Academy claims that children around the world “have done nearly half a billion exercises” through its software.[3] Yet Gates’ fascination with the new “school” almost certainly lies in the potential for where surveillance and control of the public education enterprise may be easily exercised with a few key strokes.

“This is great,” Gates exclaimed after meeting Khan Academy founder Salman Khan in 2009, who he refers to as as his “favorite teacher.”[4] Indeed, Khan, a former hedge fund manager who developed a soft-spot for tutoring children online, is poised to do for public education what Monsanto is doing for global agriculture—make it over along the lines of a one-size-fits-all model. Such a system is capable of rapidly accelerating the standardization and execution of curricula by a handful of individuals fawningly beholden to Gates while enforcing a strict set of controls on teacher and student alike.

“I passionately believe that the Khan Academy is a tool that can empower at least an approximate model of what the future of education should look like,” Khan writes in his new bookThe One World Schoolhouse. The ex-financier asserts that his virtual school makes possible “a way of combining the art of teaching with the science of presenting information and analyzing data, of delivering the clearest, most comprehensive, and most relevant curriculum at the lowest possible cost.”[5]

The obsession with exerting control over curricular content and delivery is not new. Long before the internet and computer software made such an arrangement possible educational reformers successfully applied science to education in the form of German “experimental psychology,” with the same goal: weakening the curriculum and streamlining the educational process for the creation of “useful engines.” The Gates/Khan collaboration, however, takes the project to an entirely new level: implementation of a worldwide systematized mode of information production, delivery, and reiteration akin to the political and technocratic vision of their intellectual forebears from the early twentieth century.

Sabotaging Public Education: The First Chapter

Since the early 1900s the American classroom has steadily been turned in to laboratory for the positioning and development of psychological methods; the educational institution a means for the expert mapping of childhood and the enforcement of “proper” behavior protocols (good citizenship). These are the preconditions toward molding a particular socio-biological component for a coming global design overseen by a multifaceted and pervasive scientific elite responsible for carefully measured and calculative control of the masses.

“Before we can talk politics, finance, business, or morals, we must see that we have got the right mental habits and the right foundation of realized facts,” British essayist and social engineer H.G. Wells wrote in the late 1920s.

The new world demands new schools, therefore, to give everyone a sound and thorough mental training and equip everyone with clear ideas about history, about life, and about political and economic relationships instead of the rubbishy head-content at present prevalent. The old-world teachers and schools have to be reformed or replaced.[6]

Upon such a transformation in education, Wells envisioned the global population overseen by a well-trained and specialized scientific elite interwoven with virtually every human activity. “This little army, this scientific world of today,” Wells forecast, “numbering … not a couple of hundred thousand men, will certainly be represented in the new world order by a force of millions, better equipped, amply coordinated, free to question, able to demand opportunity.”[7]

Wells’ plan for education’s fundamental role in an international, scientifically-infused socialism conforms to views of American elites decades earlier joined by the old school tie and occultic ritual. In light of the thoroughgoing misadventure public education has become for young minds subjected to its well-crafted regimentation—one in which we are invited to conclude has been a series of errors and oversights—the late economic historian Anthony Sutton provides a compelling (if unconventional) thesis.

According to Sutton’s classic study the entire twentieth century educational enterprise was undermined by a small coterie of Yale University alums bound together in purpose through their membership in Yale’s exclusive Order of Death, popularly known as “Skull and Bones.” The ambition of these individuals is broad social domination and education is among several activities of particular significance for any thoroughgoing system of control since it determines “how the population of the future will behave,” Sutton argues.

Of course, to suggest that a small group of wealthy white male necromancers have a hand in influencing events from behind the scenes runs against the readily held notion that such elites play by the rules, are popularly elected and thereby proceed to act in the people’s “best interest.” Yet Sutton, who knew little about the affiliation until he was provided with its secret membership lists by author and education reform advocate Charlotte Thompson Iserbyt, whose father was an initiate, provides compelling evidence to the contrary.  “The activities of The Order are directed towards changing our society,” Sutton writes, “changing the world, to bring about a New World Order. This will be a planned order with heavily restricted individual freedom, without Constitutional protection, without national boundaries or cultural distinction.”[8]

A significant portion of The Order’s membership remains actively devoted to bringing this grand project to fruition. While it would be foolish to regard such a group as the sole determinant of national and world events, its membership is undeniably constituted by individuals who have gone on to occupy the most powerful positions in academe, finance, government, the military, and the corporate sector.

In 1873 Skull and Bones alum and first president of the University of California Daniel Coit Gilman, who Sutton describes as “the key activist in the revolution in education by The Order,” was appointed president of the newly-established Johns Hopkins University. In the 1850s while studying in Germany Gilman and his Yale classmate and fellow Bonesman Andrew Dickson White, who would later become US ambassador to Germany and first president of both Cornell University and the American Historical Association, became familiar with the new “experimental psychology” being taught at the University of Leipzig by Prussian Wilhelm Wundt.

Gilman subsequently expedited the introduction of “experimental psychology” into American universities and grade schools in 1881 by bringing Wundt’s first assistant, G. Stanley Hall, onto faculty at Hopkins as Professor of Psychology and Pedagogy. Among Hopkins’ first dozen professors, Hall was given a psychological laboratory, a one thousand dollar annual stipend for equipment, and was encouraged by Gilman to establish the American Journal of Psychology.

Fresh out of graduate study, the young academic expressed astonishment at being chosen for the prestigious post above older and more experienced faculty in the field. “The psychology I taught was almost entirely experimental,” Hall recalls, involving “for the most part the material that Wundt had set forth in the later and larger edition of Physiological Psychology.”

As Wundt and Hall’s students began to take root across the United States the “new psychology’s” methods would be incorporated into university research and teaching curricula, and eventually elementary classrooms. “Educational laboratories” were established at the University of Chicago and Columbia University, spawning

100s of PhDs to teach the new educational conditioning system. One of the first of these Johns Hopkins doctorates was [Hall’s mentee] John Dewey. The result we well know. The educational morass of the ‘80s where most kids—not all—can’t spell, read or write, yet can be programmed into mass behavior channels.[9]

Cementing the illusion of intellectual freedom and legitimate academic debate, thereby ensuring the unquestioning acceptance the new psychology being foisted on American children, Gilman presided over the founding of the Russell Sage Foundation and the Carnegie Institution, both of which significantly aided in establishing the authority of psychology and other then-newly-founded disciplines—economics, history, political science, and sociology—by aiding in the formation of their respective professional organizations and thereby guiding the collective trajectory of their members’ intellectual pursuits.

In facilitating the careers of academics who proselytized the Wundtian creed, influential figures such as Gilman perched atop powerful academic and philanthropic entities exerted decisive, long-lasting, yet largely hidden influence over the American educational enterprise. Aside from having Dewey as intellectual progeny, Hall advanced the idea of what today is called “child development,” introducing the word “adolescence” into the American lexicon in 1904.[10] Armed with the central Wundtian tenet that the student was devoid of a soul—an inner being and understanding of abundant purpose—Hall, Dewey and several other influential experimental psychology practitioners, including Edward Lee Thorndike, James McKeen Cattell, H. H. Goddard, and James Earl Russell “set out to change the conception of what constitutes education,” John Taylor Gatto explains.

Ground zero for such educational reforms was the Rockefeller-funded Columbia Teachers College, managed by Russell, also the chair of Columbia University’s psychology department. Harold Rugg, a Teachers College professor and an influential advocate for psychologizing the classroom, estimated the transnational thrust of their project. Echoing H. G. Wells, Rugg proclaimed, “Through schools of the world we shall disseminate a new conception of government—one that will embrace all the collective activities of men; one that will postulate the need for scientific control and operation of economic activities.”[11]

In addition to the mass conditioning process of public education vitally influenced by The Order, the formation and expansion of an international apparatus under United Nations auspices consisting of the World Health Organization and the World Federation for Mental Health to oversee and potentially enforce acceptable worldviews, not to mention the proposed practice of mandatory mental health “screenings” of children and veterans and the forced medication of schoolchildren on the weakly reasoned premise that psychotropic drugs will increase academic performance, confirms in many ways an almost complete fulfillment of the vision Wells and Rugg articulated eighty years ago.[12]

Integrated Being in the New World Order

A central method springing from the Teachers College repertoire and manifest in the Khan Academy’s technophilic approach to education involves the transformation of the human subject from an autonomous yet cooperative social being to an individual forever conscious of external constraints and reliant on institutional support, observation, and intervention. Such a change involves the reshaping of the psyche through reworked curricular content and orientation.

When the Teachers College psychologists realigned course content to accommodate such newly devised subjects as “social studies,” thus weakening the formerly distinct symmetries between areas of study, they provided the framework for recasting the individual along lines much more easily managed through technocratic means.

The educational method for which Dewey and other Wundtians are especially known is instrumental progressivism. Such an approach is mainly concerned with transforming the scholastic process into one that serves the economic, political, or cultural “needs” of the given society. Yet it is also about cultivating a disciplined social subject where external social controls are replaced by those of deliberate cooperation. According to sociologists Kevin Robins and Frank Webster, instrumentalism recognized the distinct “interrelationship between knowledge structures on the one hand, and power structures and principles of control on the other.”[13]

Education theorist Basil Bernstein explains how the ordering of educational knowledge falls into one of two sorting codes—collection or integrated. The collection code is characterized by the presentation of knowledge with strict subject hierarchies while an integrated code arises from an attempt to reduce the taxonomic concentration. The collection code incorporated a teaching approach evident in the traditional educational practices that experimental psychologists sought to jettison in favor of a more loosely coordinated disciplinary arrangement.

This approach decisively altered the status of knowledge and in the process introduced “a disturbance of existing authority structures.” In much the same way that Dewey’s instrumental progressivism sought to dissolve Cartesian subject-object dualism, immerse the student in experience, and thereby dissipate her will, the integrated code tends to emphasize the dispositional attributes of the student, to “encourage more of the pupil/student to be made public; more of his thoughts, feelings and values.” The result, Bernstein observes, entails that “more of the pupil is available for control … socialization could be more intensive and perhaps more penetrating.”[14]

Individuals subject to such social and educational conditioning are thus more readily integrated into a “disciplinary society” overseen by a therapeutic state where an increasingly broad array of formerly private practices—from health, nutrition, child rearing and sexuality—are subject to observation, documentation, and control. In this way the human being has been transformed along the lines laid out by the early twentieth century social-psychological technicians in preparation for a new social order pointed to in their own writings, one where the careful administration of life processes will be accepted without force by those adequately indoctrinated under the integrated code of learning still widely prevalent in modern public education.[15] This dynamic is especially heightened through the technologized means that will increasingly characterize education under such endeavors as the Khan Academy.

One whose life is to a significant degree devoted to communicating with and mentoring young adults will, if they have been made familiar with the unorthodox history of American education, recognize an uncertainty and sadness in many of their students, arguably borne out of a structure intended to ensure their combined intellectual disenfranchisement and blind allegiance to a system of which they know little. These individuals by some means know how something is seriously wrong yet they cannot quite recognize the origins of their own limited awareness and curiosity. Instructed to be useful engines all, bound to the limited views and opinions provided through mass media echoed in various ways by their peers, depoliticized and lacking historical context, they unceremoniously chug along through their stations of life.

Over a century ago social engineers enacted an agenda for public education that alongside the lifelong conditioning encompassed in the mass media has largely succeeded in transforming the intellectual essence and emasculating the political will that defined an individual’s humanity. Aside from the hi-tech tools and speed with which such processes may now be applied, little has changed early in the twenty-first century. Indeed, Bill Gates’ intent to internationalize, surveill and control the educational process and an entire strata of the population through the Khan Academy suggests the opening of an important new chapter toward individuals’ further integration into the unfolding global technocratic order.

Notes

---

1. Gullane Limited, Thomas and Friends, It’s Great to Be an Engine, Publications International Ltd, 2010.

2. Between 2007 and 2010 the Bill and Melinda Gates Foundation gave the American Federation of Teachers and the National Education Association over $6 million. Millions more have been apportioned to a variety of education-oriented interests. ” Annotated Excerpts of the Gates Foundation 990 Form 2009,” New York Times, n.d.,http://www.nytimes.com/interactive/2011/05/22/education/20110522_GATES_DOCUMENT.html?ref=gatesbillandmelindafoundation

3. Salman Khan, The One World Schoolhouse: Education Reimagined, New York and Boston: Twelve, 2012.

4. Salman Khan, “When Salman Khan Met Bill Gates,” CNN Money/Forbes, October 9, 2012,http://money.cnn.com/2012/10/09/news/companies/sal-khan-bill-gates.fortune/index.html

5. Khan, The One World Schoolhouse.

6. H. G. Wells, The Open Conspiracy: What Are We to Do With Our Lives? 1928/1930,http://www.voltairenet.org/IMG/pdf/Wells_The_Open_Conspiracy.pdf

7. H. G. Wells, The New World Order, 1940, http://gutenberg.net.au/ebooks04/0400671h.html

8. Anthony Sutton, America’s Secret Establishment: An Introduction to Skull and Bones, 1983/2002, Trine Day, http://ebookbrowse.com/antony-sutton-americas-secret-establishment-an-introduction-to-skull-and-bones-pdf-d266099093.

9. Sutton, America’s Secret Establishment.

10. G. Stanley Hall, Adolescence: Its Psychology and Its Relation to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education, D. New York: Appleton and Company 1904.http://archive.org/details/adolescenceitsps002hall

11. John Taylor Gatto, The Underground History of Education: An Intimate Investigation Into the Problem of Modern Schooling, New York: Oxford Village Press, 281-182.http://www.johntaylorgatto.com/chapters/index.htm

12. Dave Hodges, “Government Sponsored Mind Control in America: The Teen Screen Scam,” thecommonsenseshow.com, October 6, 2012,http://www.thecommonsenseshow.com/2012/10/06/government-sponsored-mind-control-in-america-the-teen-screen-scam/. See also Jon Rappoport, Psychiatrists Drugging Children for “Social Justice,” October 11, 2012, http://jonrappoport.wordpress.com/2012/10/11/psychiatrists-drugging-children-for-social-justice/

13. Kevin Robins and Frank Webster, Times of the Technoculture: From the Information Society to the Virtual Life, New York: Routledge, 1999, 177.

14. Basil Bernstein, Class, Codes and Control, vol. 3: Towards a Theory of Educational Transmission, London: Routledge, 1975, 109.

15. Robins and Webster, Times of the Technoculture, 177-179.