Book Review: Rotten To The [Common] Core by Dr. Joseph P. Farrell & Gary Lawrence

Zy Marquiez
August 3, 2016

Rotten to the (Common) Core by Dr. Joseph P. Farrell and Gary Lawrence is a sobering, honest, unique and yet much needed foray into the topic of Common Core.

The main strength of this book is that it doesn’t fall for – as the authors note – the ever-present red herring regarding this topic, which is that of focusing on the Common Core curriculum standards, but instead goes beyond that and delves deeper into the inner workings and the “follow-up assessment (testing) process)”.

This is quite notable, because unless the populace realizes what are the true issues at hand, the problems we face concerning this growing dilemma cannot be solved to their fullest extent.

In a sense, this book is about the multi-tiered approach by the Edu-garchy [the authors words] which encompass a “complex interlocking network of foundations, professional groups, government agencies, testing services and corporations” that stand to benefit greatly in many ways from the implementation of Common Core in all its unholy glory.

Noted cogently by the authors, they remark that most of the greatest minds of all time [Plato, Tesla, Da Vinci, Dostoyevsky, Mozart, etc.] not only weren’t privy to our modern education system, but they thrived without it.  However, instead of society proceeding with the classical education model that helped the aforementioned great minds excel, for various reasons we’re fast approaching a time of hyper-homogenization of society while also dumbing down society at an immense scale.

The  authors incisively note the implications:

“The historical record indicates that, if anything, the implicit collectivist impulse in standardized testing stands in stark contrast to the basic values of individual genius and responsibility that formed the central core of the founding of the republic itself.”[1]

Farrell and Lawrence promptly proceed through the bowels of Common Core by beginning with an examination of whistleblower testimony from within the belly of the beast.

From there, various examples of standardized testing are gone through with a fine-toothed comb outlining their inherent [intentional?] flaws of such tests, while also delving into some more disturbing fluid elements that will no doubt leave the reader aghast that such “test questions” are even allowed to see the light of day.  In fact, the authors troublingly note that in some cases the there are vacillating metrics taking place on standardized testing.   No, this is not said in jest!

Regarding the standardized testing, the authors home in keenly:

“…such tests in the end punish, rather than reward, real ability, with the end result that such tests really measure the ability of an individual to conform to the outlook and interests of the elites composing such tests…”[2]

Thankfully, the authors also touch upon the troubling issue regarding the veritable attack on individuals, their creative potential, and how the system is being set up to establish conformity from every angle imaginable.

Later on, the authors sink their teeth into various components that encompass the edu-garchy in manifesting this top-down educational control/conformity system:  the foundations, the agenda pushers and dogma.

The authors even touch upon the fact that at certain points in history the powers that will cease to be even bought into their own propaganda, which might be hard to fathom to some, but goes to show the irony of the matter.

Also, the enormous powers foundations [Rockefeller Foundation, Bill & Melinda Gates, etc.] wield in the social engineering of individuals cannot be overstated.  These institutions as they currently operate are a true antithesis to freedom, individuality and progress.  Folks need to be weary of such foundations as they wield power far beyond their manipulative wholesome appearance.

Other disturbing aspects the authors shed light on regarding Common Core not only include the revolving door between the Bill & Melinda Gates Foundation and the Educational Establishment, but also the connection of to the CIA, mind control and MK Ultra.

While Farrell’s other books will undoubtedly get more attention, this is arguably the most important book he’s penned – with co-author Laurence of course – given that it centers upon the top-down educational control grid that will be foisted upon the populace if we don’t take action.  Topics like the Nazis, Breakaway Civilizations, Ancient Antiquity, Alternative History, et al won’t matter if people are too dumb down to be able to understand them, their context, and deeper implications.  This is why it’s imperative for individuals not only to refuse in every way shape and form this incoming wave of conforming change, but to also strive to further their education away from the current one-size-fits-all system that seeks to dumb people down.

Regarding our plight, the authors note that Common Core is:

“A deliberate plan against liberty and intellectual and pedagogical freedom.  In short, the Common Core assessment process and its implicit philosophy and cosmology are nothing but a conspiracy against the individual, and his or her own humanity, genius, and aspirations.”[3]

Common Core is one component of the Full Spectrum Dominance humanity is facing.  Full Spectrum Dominance is only going to be solved with a Full Spectrum Response.   And the only way that takes place is by making sure our education, that of our kith and kin does not get hijacked permanently.  This book goes a long way in showing the reader how that will take place if we remain stagnant.  That alone is worth the price of the book.


P.S. Rotten To The (Common) Core touches upon social engineering quite often. Given that, a book that might be of interest for many of you is Daniel Estulin’s Tavistock Institute: Social Engineering the Masses. Its a fascinating foray into many facets of social engineering that are currently taking place as well as many of the elements that were/are used to manifest it


[1] Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.
[2] Ibid., Pg. 57.
[3] Ibid., Pg. xviii