Socializing costs, privatizing gains, eliminating corporate/investor taxes, adjusting regulatory policies/practices and implementing public "economic development", forces educational institutions to tum from local resources to big business for operating funds. State legislatures (agents of big business) micro-manage school experience by coercive power and funding impoverishment. Electronic and print media guide a reversal of values, conditioning society to think that dehumanizing is acceptable; that the oxymoron: "value-free" education is possible; even desireable. We are now in the second generation of the value-free fiction: students today think it is normal to have anned police roaming the schools; to be a perpetual marketing target. Thus Channel One, vending machines, selling advertising space in gymnasiums, school busses, and college facilities become revenue sources. Public schools become factories' assembling things (workers), efficiently produced and later to be discarded at will: the American Brave New World. Habitual critical thinking can correct the dehumanization process. Young people can be brought to see what is happening to them, and taught to lead a life of meaning and spiritual growth.
INTRODUCTION
COMMUNICATING THE MESSAGE
MESSAGE CONTENT AND EFFECT
THE CHARACTER OF THE BIFURCATED ECONOMY
CREATION OF THE LOCAL BIFURCATED ECONOMY
SOCIETY COMPOSED OF INDIVIDUALS
RELATION OF THE BIFURCATED ECONOMY TO EDUCATION
INADEQUACY OF SCIENCE
THE ROLE OF MEANING
LEADERSHIP IN BUSINESS
DIMENSIONAL ONTOLOGY
RECOVERING THE HUMAN DIMENSION
CONCLUSION
BIBLIOGRAPHY