The Stanford Rape Case and the Role of Corporate Media

Back in College I once took a Sociology course on Mass Media and Semiotics. Semiotics is the study of signs and symbols. Of the few things I seem to recall learning from that class was the following kernel of wisdom imparted by our professor: “Media doesn’t so much tell you what to think, as it tells you what to think about“.

Brock Turner

Brock Turner

Case in point, currently the mainstream news, the internet blogosphere and social media are being saturated with coverage on the recently convicted Stanford University rapist Brock Turner, whose actions are without doubt both reprehensible and indefensible. As a result of this coverage, many people are understandably feeling a sense of outrage over the news, the manner in which the incident has been handled and a comparatively lenient 6-month sentence handed out by Judge Aaron Persky. An online petition has been formed that now consists of over 1 million signatures calling for this Judge’s removal.

In the midst of the current barrage of reporting, op-eds, blogging, viral videos, and social memes, regardless of what you may think, while you are busy thinking about the Stanford rape case, you are however not busy thinking about the case of Felipe Peralez, a former La Joya, Texas cop who as of 2015 was charged and found guilty of raping a woman while she was in custody over a probation violation at the La Joya City Jail where he supervised. Like Brock Turner, Peralez also received just a six month sentence (plus 1 additional month in County jail).

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The Reece Committee and Debunking Debunked

In 1954 the U.S. House of Representatives formed a committee under Rep. B. Carroll Reece and tasked it with investigating the use of funds by tax-exempt organizations such as the Carnegie Corporation, Ford Foundation, and Rockefeller Foundation, for subversive purposes.

What were the Reece Committee’s findings?  Judge for yourself based on the written summary of lead researcher to the Committee, Norman Dodd in his own words.

In summary, our study of these entities and their relationship to each other seems to warrant the inference that they constitute a highly efficient, functioning whole.  Its product is apparently an educational curriculum designed to indoctrinate the American student from matriculation to the consummation of his education.  It contrasts sharply with the freedom of the individual as the cornerstone of our social structure.  For this freedom, it seems to substitute the group, the will of the majority, and a centralized power to enforce this will – presumably in the interest of all.  (p. 11)

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